Big Ideas
Big Ideas
Aesthetic experiences
emotional, cognitive, or sensory responses to works of art
can be enhanced through movement, sound, imagery, and language.
Traditions, perspectives, worldviews, and stories can be communicated through theatre.
Growth as an artist requires perseverance, resilience, and reflection.
Active participation in theatre production creates personal and cultural connections and reveals insights into human experience.
Theatre production
a focused study in the technical branch of theatre that includes the construction and rigging of scenery, lighting and sound design, procurement and design of costumes and props, makeup artistry, and stage and theatre management (box office, front of house, marketing)
cultivates creativity and collaboration by encouraging innovative solutions to challenges.
Content
Learning Standards
Content
production design
for example, scenery and properties, lighting, sound, costumes, makeup
, technical theatre implementation of production design elements
, and theatre management for example, stage management, marketing, front of house, box office
elements
for example, character, time, place, plot, tension, mood, focus, contrast, balance
, techniques, vocabulary, skills, and symbols in drama
elements of design
for example, colour, form, line, shape, space, texture, tone, value
, principles of design for example, balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity
, and image development strategies processes that transform ideas and experiences into visual images (e.g., elaboration, repetition, simplification)
strategies and techniques
the use of dramatic elements and devices in rehearsal and performance contexts for a desired effect, including but not limited to skills such as interpretation; use of levels, blocking, movement elements, and speaking to the audience; speech techniques such as tone, pitch, tempo, accent, and pausing; and character techniques involving body language, expression, gesture and interaction
that support creative processes
movement, sound, image, and form
the influences of time and place on drama forms
structures associated with specific genres (e.g., comedy, tragedy, melodrama) or types of theatrical expression
production roles
including lighting design, sound design, set design and construction, costume design, production hierarchy, production management and crew responsibilities
the roles of performers, crew, and audience in a variety of contexts
traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through theatre
potential hazards in the classroom and theatre environments
ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Explore and create theatre productions using imagination, observation, and inquiry
Intentionally select and combine production elements with an intended audience or effect in mind
Explore the utility of a range of props, processes, and technologies
Explore the variety of roles that support a production team
Demonstrate innovation in production design
Reason and reflect
Plan and refine theatre productions
Receive and apply feedback
a form of assessment for learning in which the learner is provided with meaningful observations, comments, and ideas from teachers and peers during the creative process
to develop and refine ideas
Describe and respond
involves activities ranging from reflection to action
to artistic works using discipline-specific language
Reflect on production development and make connections with other experiences
Communicate and document
Demonstrate personal and social responsibility associated with creating, performing, and responding to theatre performance
Document
involves activities that help students reflect on and demonstrate their learning (e.g., writing an essay or article, journaling, taking pictures, storyboarding, making video clips or audio-recordings, constructing new works, compiling a portfolio)
and respond to creative works and experiences in a variety of contexts
Communicate ideas and emotions through design
Express cultural identity and perspectives through theatre production
Demonstrate respect for self, others, and the audience
Respond to social and environmental issues using production elements
Connect and expand
Use design to enhance stories with a specific place
any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world.
, time, and context
Explore First Peoples perspectives and knowledge, other ways of knowing
First Nations, Métis, and Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge to gain understanding through theatre production
Explore ways in which theatre production can impact culture and society