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Theatre Production 12
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Big Ideas
Grandes idées
The artistic and technical aspects of theatre production offer opportunities to convey meaning and inspire change.
theatre production
The intent of the Theatre Production 10, 11, and 12 curricula is to support the technical branch of theatre. 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, risk taking, and resilience.
Production challenges are resolved through creativity, innovation, and collaboration.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Explore and create
Plan and create theatre productions collaboratively and individually using imagination, observation, and inquiry
Intentionally select and combine production elements for a specific audience or effect
Specialize in materials, props, processes, technologies, or other areas of personal interest
Demonstrate leadership and innovation in production design using artistic and technical skills
Reason and reflect
Receive and apply constructive feedback to refine technical and creative abilities
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 to theatre productions using discipline-specific language
respond
through activities ranging from reflection to action Demonstrate respect for self, audience, and others
Analyze and refine production development
Explain and justify design choices
Communicate and document
Demonstrate personal and social responsibility associated with creating, performing, and responding to theatre productions
Document, share, and respond to theatre productions in a variety of contexts
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) Communicate and interpret ideas and emotions through dramatic conventions
Express personal voice, cultural identity, and perspectives through dramatic techniques
Consider the social and environmental impacts of production design
Connect and expand
Use design to enhance stories with a specific place, time, and context
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. Take on leadership opportunities in theatre production
Explore personal, educational, and professional opportunities related to the performing arts
Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding through theatre production
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Apply safe practices and procedures in rehearsal and performance environments
Connect with others through theatre production on a global scale
Content
Students are expected to know the following:
production design, technical theatre, and theatre management
production design
scenery and properties, lighting, sound, costumes, makeup technical theatre
implementation of production design elements theatre management
stage management, marketing, front of house, box office specialized production roles
production roles
lighting design, sound design, set design and construction, costume design, production hierarchy, production management and crew responsibilities dramatic elements, technologies, vocabulary, skills, and symbols
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 elements of design, principles of design, and image development strategies
elements of design
colour, form, line, shape, space, texture, tone, value principles of design
balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity image development strategies
processes that transform ideas and experiences into visual images (e.g., elaboration, repetition, simplification) strategies and techniques that support creative processes
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
- 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 and plagiarism
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 health and safety protocols and procedures
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.