| (a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following theatre courses: Technical Theatre, Level
II (one credit), Lighting and Sound (one-half to one credit), Stagecraft,
Costume Construction (one-half to one credit), Makeup for the Theatre
(one-half to one credit), Design for the Theatre (one-half to one
credit), and Theatre Management (one-half to one credit). Technical
Theatre, Level I is suggested as a prerequisite for Technical Theatre,
Level II courses.
(b) Introduction.
(1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
(2) Four basic strands--foundations: inquiry and understanding;
creative expression; historical and cultural relevance; and critical
evaluation and response--provide broad, unifying structures for organizing
knowledge and skills students are expected to acquire. Through the
foundations: inquiry and understanding strand, students develop a
perception of self, human relationships, and the world using elements
of drama and conventions of theatre. Through the creative expression
strand, students communicate in a dramatic form, engage in artistic
thinking, build positive self-concepts, relate interpersonally, and
integrate knowledge with other content areas in a relevant manner.
Through the historical and cultural relevance strand, students increase
their understanding of heritage and traditions in theatre and the
diversity of world cultures as expressed in theatre. Through the
critical evaluation and response strand, students engage in inquiry
and dialogue, accept constructive criticism, revise personal views
to promote creative and critical thinking, and develop the ability
to appreciate and evaluate live theatre.
(3) Through a variety of experiences with technical
theatre, Technical Theatre II will afford students the opportunity
to continue to study and develop their knowledge of technical theatre
arts on a more challenging level. Students explore and apply a myriad
of technical theatre concepts and skills. Students will exercise and
develop creativity, intellectual curiosity, critical thinking, problem
solving, and collaborative skills. Participation and evaluation in
a variety of theatrical experiences will afford students opportunities
to develop an understanding of self and their role in the world.
(4) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Foundations: inquiry and understanding. The student
develops concepts about self, human relationships, and the world using
elements of drama and conventions of theatre. The student is expected
to:
(A) demonstrate proper use of standard vocabulary in
costumes, lights, makeup, theatre management, properties, scenery,
and sound;
(B) identify the technical elements of theatre such
as types of stages, stage areas, fly systems, curtains, front of house,
dressing rooms, and storage;
(C) use established theatre systems such as the production
calendar, tech rehearsals, and production staff roles;
(D) use safe theatre practices such as personal safety,
fire safety, tool safety, shop safety, and handling emergencies in
the theatre; and
(E) read and analyze scripts to determine technical
theatre elements.
(2) Creative expression: performance. The student develops
and demonstrates technical theatre skills through the pre-production
processes from concept (script or original idea) to performance. The
student is expected to:
(A) identify and use technical elements in various
theatrical styles and genres;
(B) apply the design process, including analysis, research,
incubation/selection, implementation, and evaluation, to a theatrical
product such as a rendering, model, and sketch;
(C) recognize the principles of design, including lines,
shape, mass, measure, position, color, and texture;
(D) recognize the principles of composition, including
unity, harmony, contrast, variation, balance, proportion, and emphasis;
(E) recognize the elements of color in design such
as color theory, the science of color and light, and the color palette;
(F) demonstrate understanding of communication methods
between directors and designers such as prompt book, costume plot,
light plot, makeup, theatre management, property list, design renderings,
and models; and
(G) practice proper measurement and scale as applied
to design or construction.
(3) Creative expression: production. The student focuses
on a specific area of technical theatre production concepts and skills.
The student demonstrates an understanding of and skills in scenery,
props, lighting, costumes and makeup, sound, or theatre management.
The student is expected to:
(A) identify and safely use technical theatre tools,
equipment, and materials;
(B) develop theatre production skills by:
(i) building scenery such as two-dimensional flats
and three-dimensional stairs;
(ii) building or pulling and altering costumes using
safe costume construction techniques;
(iii) hanging and focusing lighting instruments and
using dimmers and controllers;
(iv) identifying electrical theory and practice as
it applies to theatrical lighting;
(v) recording, editing, or creating sound effects;
(vi) identifying marketing products for theatrical
productions;
(vii) practicing stage management techniques such as
build a promptbook, call cues, and record blocking;
(viii) identifying and applying scenic painting techniques;
or
(ix) identifying and applying stage properties practices
such as buy, borrow, build, and organize; and
(C) read and interpret technical theatre documents
such as light plots, costume plots, renderings, ground plans, and
cue sheets.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
to:
(A) apply historical or cultural accuracy from research
in theatrical design;
(B) analyze the impact of live theatre, film, television,
and electronic media on contemporary society;
(C) analyze the cultural heritages of world drama
and theatre and identify key figures, works, and trends in technical
theatre;
(D) explain the historical development, discoveries,
and periods in theatre architecture and stage technology influences
such as Latin American marionettes, Greek amphitheater, Asian Noh
and Kabuki theatre, Italian Renaissance innovation, and Indian puppet
theatre and their influences on modern theatre;
(E) illustrate how technology has changed theatre such
as how stage lighting has progressed from limelight to digital light;
(F) understand the multicultural heritage of United
States drama and theatre and identify key figures, works, and trends
in technical theatre; and
(G) identify and understand the innovations and contributions
of the United States to the performing arts such as theatre, melodrama,
musical theatre, radio, film, television, technology, or electronic
media.
(5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
(A) compile materials to construct a resume and portfolio
of works created in technical theatre;
(B) analyze and apply appropriate behavior of technical
staff at various types of live performances;
(C) recognize the design and technical elements of
theatre as an art form and evaluate self as a creative being;
(D) offer and receive constructive criticism of designs
or construction projects by peers and self;
(E) evaluate live theatre in written and oral form
with precise and specific observations of technical elements using
appropriate vocabulary;
(F) evaluate film, television, or other media in written
or oral form with precise and specific observations of technical elements
using appropriate vocabulary;
(G) explore career and avocational opportunities in
theatre, television, film, or industries such as design, construction,
management, theatre education, and arts administration and evaluate
the training, skills, self-discipline, and artistic discipline needed
to pursue such opportunities;
(H) connect theatre skills and experiences to higher
education and careers outside of the theatre; and
(I) use technology to communicate and present findings
in a clear and coherent manner.
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