Big Ideas
Big Ideas
Ideas and beliefs conveyed through a theatre production
The intent of the Theatre Production 10, 11, and 12 curricula is to support the technical branch of theatre.
can effect change in the actor, audience, and environment.
Individual and collective expression are founded on history, culture, and community.
Traditions, perspectives, worldviews, and stories can be shared through theatre productions.
Growth as an artist requires perseverance, reflection, and resilience.
Production challenges are resolved through creativity, innovation, and collaboration.
Content
Learning Standards
Content
production design
scenery and properties, lighting, sound, costumes, makeup
, technical theatre implementation of production design elements
, and theatre management stage management, marketing, front of house, box office
production roles
lighting design, sound design, set design and construction, costume design, production hierarchy, production management and crew responsibilities
dramatic elements
character, time, place, plot, tension, mood, focus, contrast, balance
, technologies includes the use and application of special effects and emerging technology in theatre production
, vocabulary, skills, and symbols
elements of design
colour, form, line, shape, space, texture, tone, value
, principles of design 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:
that support creative processes
- 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
- character techniques involving body language, expression, gesture, and interaction
movement, sound, image, and form
roles of performers, crew, and audience
traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through theatre productions
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
health and safety protocols and procedures
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Plan and create theatre productions collaboratively and individually, using imagination, observation, and inquiry
Select and combine production elements for a specific audience or effect
Experiment with a range of materials, props, processes, and technologies in the design of theatre productions
Explore the variety of roles that support a production team
Demonstrate innovation in production design using artistic and technical skills
Reason and reflect
Receive and apply constructive 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
Describe and respond
through activities ranging from reflection to action
to theatre productions using discipline-specific language
Demonstrate respect for self, audience, and others
Analyze and refine production development
Communicate and document
Demonstrate personal and social responsibility associated with creating, performing, and responding to theatre productions
Document
through 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)
, share, and respond to theatre productions in a variety of contexts
Communicate and interpret ideas and emotions through production design
Express cultural identity and perspectives through theatre production
Demonstrate awareness of self, others, and audience
Consider the social and environmental impacts of production design
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 personal, educational, and professional opportunities related to the performing arts
Explore First Peoples perspectives and knowledge, other ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge to gain understanding through theatre production
Apply safe practices and procedures in rehearsal and performance environments