Theatre Arts Course Description

Notes

In groups, students brainstorm a list of all the jobs in the theatre.
Follow this with a brief class discussion to achieve agreement on the list of jobs and job titles.

Groups organize the positions into a meaningful flowchart that displays the relationships and interdependance of the various theatre jobs. These jobs could be organized under the headings of director, stage manager, production manager, and house manager.

Each group presents its flowchart and rationale. Class discussion follows. Discuss the similarities and differences in the organization of school, community, and professional theatre.

Dealing with the job descriptions, the teacher leads a class discussion on the various production roles and relationships adapting them to suit that particular school's situation. Teachers should encourage students to develop a team approach and encourage respect for both actors and production personnel.

The following key positions for theatre production are to be examined by the students in their discussions:

• director
• house manager
• publicity personnel
• box office staff
• stage manager
• running crew
• production manager
• set designer
• technical director
• light crew
• sound crew
• wardrobe crew
• make-up crew

During the course of the class, additional positions may be added to the core job grouping.

Throughout the course, teachers are encouraged to use and help students use the appropriate vocabulary used by professionals in the theatre arts.

Distribute diagrams of the three most common stage configurations: arena, thrust, and proscenium.

Explain the features of each stage type and lead a discussion on the advantages and disadvantages of each stage, both for actors and for production personnel.

Conduct a tour or show pictures of a school or community or professional theatre (e.g., Stratford (Ontario), Persephone (Saskatoon) or Globe (Regina)) or area that is (or can be) used for theatre productions. Use the glossary to point out features of the stage, the house, and the backstage areas. With student input, observe and discuss similarities and differences between your facility and the theatre models. What opportunities and challenges does the school's space present to a production team? Brainstorm ideas for possible spaces for different stages in your school or community. These spaces could be interior or exterior.

Measure and record the dimensions of your own theatre space. Design a scale model of the stage or other stages in your community or neighbouring school.

Students should use the following terminology: above, acting area, apron, arena, theatre, backdrop, backstage, cyclorama, down stage, flexible, front of house, in the round, onstage, off stage, proscenium, tormentors, teasers, stage left, stage right, upstage, travellor, thrust stage, wings.

Students should explore the safety issues related to stage type and its location. List a variety of considerations. Teachers should provide outlines for safety including: fire, electrical, air quality, physical space requirements, guidelines for stage requirements (stage height, depth, lighting placement, electrical requirements).

Based on the activities and understandings achieved above, groups of students should discuss and prepare simple safety manuals for working in the school’s theatre area. They may consider students performing tasks while on medication or the need to work in well ventilated areas. Each group shares its results.

Guide the class in creating a common safety manual for all to follow.

Refer to the Safety Guidelines in the Practical and Applied Arts Handbook.

Students should be required to keep a learning log (theatre log) of understandings, experiences, tasks, hours worked outside structured class time, and their personal reflections on all these activities. Such a log should be submitted at regular intervals and may be used as part of the student’s evaluation.