| (a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following technical theatre courses: Technical
Theatre, Level III (one credit), Advanced Lighting and Sound (one-half
to one credit), Advanced Stagecraft (one-half to one credit), Advanced
Costume Construction (one-half to one credit), Makeup for the Theatre
(one-half to one credit), Advanced Design for the Theatre (one-half
to one credit), and Advanced Theatre Management (one-half to one credit).
A Technical Theatre, Level II course is suggested as a prerequisite
for Technical Theatre, Level III 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 III 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) demonstrate a working knowledge of the technical
elements of theatre such as types of stages, stage areas, fly systems,
curtains, front of house, dressing rooms, and storage;
(C) create and use established theatre systems such
as the production calendar, tech rehearsals, and production staff
roles;
(D) use and model safe theatre practices such as personal
safety, fire safety, tool safety, shop safety, and handling emergencies
in the theatre; and
(E) read scripts and apply basic script analysis techniques
to 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, or sketch;
(C) apply the principles of design, including lines,
shape, mass, measure, position, color, and texture;
(D) apply the principles of composition, including
unity, harmony, contrast, variation, balance, proportion, and emphasis;
(E) apply the elements of color in design such as
color theory, the science of color and light, and the color palette;
(F) manage and work collaboratively with the production
team such as designers, director, crew members, playwright, and stage
manager;
(G) defend the importance of collaboration and leadership
skills;
(H) develop creativity as it relates to personal expression
in technical theatre and design;
(I) interpret technical theatre documents used by directors
and designers to communicate such as costume plot, light plot, makeup
chart, prompt book, property list, design renderings, and models;
and
(J) practice the basics of measurement and scale applied
to drafting, 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 specialized tools and materials
in technical theatre;
(B) develop theatre production skills by:
(i) demonstrating design and building techniques of
scenery;
(ii) designing and building or pulling and altering
costumes;
(iii) designing lighting and using electrical theory
and practice as it applies to theatrical lighting;
(iv) demonstrating an understanding of the physics
of acoustics and sound through the design of sound;
(v) designing marketing products for theatrical productions;
(vi) demonstrating stage management techniques such
as build a promptbook, call cues, and record blocking;
(vii) implementing and refining scenic painting techniques;
or
(viii) designing stage properties;
(C) identify various production roles in all technical
areas such as designer, master carpenter, draper, cutter, and master
electrician; and
(D) create 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) demonstrate a working knowledge of historical or
cultural accuracy from research in theatrical design;
(B) synthesize the impact of live theatre, film, television,
and electronic media on contemporary society;
(C) synthesize the cultural heritages of world drama
and theatre and identify key figures, works, and trends in dramatic
literature;
(D) demonstrate a working knowledge of the historical
development, discoveries, and periods in theatre architecture and
stage technology 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) analyze the multicultural heritage of United States
drama and theatre and identify key figures, works, and trends in dramatic
literature; and
(G) demonstrate a working knowledge of 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) construct a resume and portfolio of works created
in technical theatre;
Cont'd... |
