| (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 IV, 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 III course is suggested as a prerequisite for Technical
Theatre, Level IV 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 IV will afford students the opportunity
to complete a more intense study of a specific area of technical theatre.
Through more independent study and increased production responsibilities,
study in Technical Theatre IV involves the application of expertise
prepared for and acquired in previous theatre art studies. 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 environment
using elements of drama and conventions of theatre. The student is
expected to:
(A) demonstrate proper and regular 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) use and create 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) analyze technical elements in various theatrical
styles and genres;
(B) demonstrate creativity in the design of a theatrical
product;
(C) demonstrate leadership skills in an area of the
production team;
(D) model collaboration and leadership skills;
(E) model creativity as it relates to personal expression
in technical theatre and design; and
(F) model communication methods between directors and
designers such as prompt book, costume plot, light plot, makeup, theatre
management, property list, design renderings, and models.
(3) Creative expression: production. The student focuses
on a specific area of technical theatre production concepts and skills.
The student is expected to demonstrate an understanding of and skills
in scenery, props, lighting, costumes and makeup, sound, or theatre
management. The student is expected to:
(A) model effective and safe use of tools and materials
in scenery and property construction;
(B) develop skills to supervise safe construction of
scenery;
(C) develop skills to supervise safe use of the basic
techniques of costume construction and make-up application;
(D) develop skills to supervise safe use of lighting
equipment such as instruments, dimmers, and controllers;
(E) develop skills to supervise safe use of sound equipment;
and
(F) demonstrate an understanding of management skills
in a theatre production such as house manager, stage manager, marketing
manager, or producer.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
to:
(A) defend historical or cultural accuracy in theatrical
design;
(B) articulate the impact of live theatre, film, television,
and electronic media on contemporary society;
(C) articulate the impact of cultural heritages of
world drama and theatre and identify key figures, works, and trends
in technical theatre;
(D) articulate the impact of multicultural heritage
of United States drama and theatre and identify key figures, works,
and trends in technical theatre; and
(E) predict future innovations and contributions of
the United States to the performing arts.
(5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
(A) use a resume and portfolio of works created in
technical theatre;
(B) model appropriate behavior of technical staff at
various types of live performances;
(C) defend 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) articulate 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) articulate connections in 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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