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objectives and learning objectives of these courses so readily correspond with many of the CELs.Resources supporting the foundational and learning objectives of the curriculum have been identified. The teacher mustremember that these are only beginnings--a place to start. Much of the success of this course depends on the teacher's use ofher or his own skills, interests, and enthusiasms. It is also recommended that the teacher make use of the talents and expertiseof colleagues. The teacher may also make use of community resources, such as amateurs and experts in the theatrical field, toseek advice in the creation and delivery of these courses. Field trips, job shadows, career interviews, and “spend-a-day in aworkplace” are all examples of community resource use. If there is a theatre company in the town, city, or school division,the arrangements can be reciprocal: outside experience and expertise in exchange for students able and willing to work inproductions of that outside group. The students will benefit, the program will benefit, and the community theatre will benefit.Teachers of Theatre Arts 20 and 30 classes are strongly encouraged to develop educational links or partnerships with amateurand professional theatre groups in their community. These contacts could provide invaluable opportunities for students toexperience the practical dimensions of theatre.The most important modules in both Theatre Arts 20 and 30 provide students with work study opportunities. The work studymodules allow students to work on an actual production, either as a crew member or as production or crew chief. Thesemodules are meant to be hands-on, useful, enjoyable, creative, and purposeful.Course DescriptionTheatre Arts 20 is an introductory course. Students become familiar with the technical elements of the theatre, such as theprinciples of stage lighting, sound, set construction, make-up, and wardrobe. Further, students become familiar with thetechnical skills involved in each of these areas of the theatre.Theatre Arts 30 introduces students to the areas of design for each of the elements of the theatre. It allows the students towork on more complex technical aspects of design and function and, ultimately, become department and crew chiefs forschool or community productions. It also provides students with the opportunity to specialize somewhat in a particular areaof technical theatre. For instance, the teacher may wish to focus on the wardrobe module for some students with a keeninterest in that area, while at the same time exempting those students from the module on properties management or someother module that is not of particular interest to them. The teacher may even wish to deal with a large portion of Theatre Arts30 through individual contracts with students. These choices however, apply only to optional modules within the course ofstudy.3

Course OverviewModule THEA17THEA18THEA19THEA20THEA21THEA22A, 22BModulesTheatre Arts 20Introductory Orientation (Core)Set Design (Core)Stage Lighting (Core)Stage Sound and Video (Core)Stage Properties (Core)Costume (Core)Make-Up and Hair (Core)Stage Management (Core)Working a Show: Preparation and Follow-up (Core)MinimumTheatre Arts 30Module 10: Advanced Orientation (Core)Module 11: The Production Manager (Optional)Module 12: Set Design and Construction (Optional)Module 13: Lighting Design and Production (Optional)Module 14: Sound Design and Production (Optional)Module 15: Property Design and Management (Optional)Module 16: Costume Design and Construction (Optional)Module 17: Make-Up Design and Application (Optional)Module 18: Stage Management (Optional)Module 19: House Management (Optional)Module 20: Publicity (Optional)Module 21: Practical Application: Working a Production (Core)MinimumModule 22A, B: Work Study (Optional))Module 1:Module 2:Module 3:Module 4:Module 5:Module 6:Module 7:Module 8:Module 9:Suggested heatre Arts 20 is divided into 9 modules. Each module identifies a suggested number of instructional hours, foundationalobjectives, learning objectives, suggested teaching approaches, and student activities. The first module -- Orientation -- ispresented in more detail as a sample unit. If the Work Study module is used for both courses, then THEA22A is for grade 11and THEA22B is for grade 12.4

Theatre Arts Course DescriptionModule 1: Introductory Orientation (Core)Suggested time: 4-6 hoursFoundational Objectives To understand the fundamentals of theatre and theatre productions. To identify and practise safety precautions and procedures.Common Essential Learnings Foundational Objectives To understand and use the vocabulary related to theatre. (COM)Note: Other CELs may be emphasized.Learning Objectives1.1 To understand the interdependance ofthe various positions on a productionteam and to appreciate the necessity ofhaving ‘company’ rules and procedures.NotesIn groups, students brainstorm a list of all the jobs in the theatre.Follow this with a brief class discussion to achieve agreement on the list ofjobs and job titles.Groups organize the positions into a meaningful flowchart that displays therelationships and interdependance of the various theatre jobs. These jobscould be organized under the headings of director, stage manager, productionmanager, and house manager.1.2 To describe the basic jobs of productionpersonnel. (COM)Each group presents its flowchart and rationale. Class discussion follows.Discuss the similarities and differences in the organization of school,community, and professional theatre.Dealing with the job descriptions, the teacher leads a class discussion on thevarious production roles and relationships adapting them to suit that particularschool's situation. Teachers should encourage students to develop a teamapproach and encourage respect for both actors and production personnel.The following key positions for theatre production are to be examined by thestudents in their discussions: director house manager publicity personnel box office staff stage manager running crew production manager set designer technical director light crew sound crew wardrobe crew make-up crewDuring the course of the class, additional positions may be added to the corejob grouping.5

Learning ObjectivesNotes1.3 To develop a working knowledge (of aglossary) of theatre terms.Throughout the course, teachers are encouraged to use and help students usethe appropriate vocabulary used by professionals in the theatre arts.1.4 To explore the characteristics ofcommon stage configurations and applythem to the students’ own schoolfacility. (TL, CCT)Distribute diagrams of the three most common stage configurations: arena,thrust, and proscenium.Explain the features of each stage type and lead a discussion on theadvantages and disadvantages of each stage, both for actors and for productionpersonnel.Conduct a tour or show pictures of a school or community or professionaltheatre (e.g., Stratford (Ontario), Persephone (Saskatoon) or Globe (Regina))or area that is (or can be) used for theatre productions. Use the glossary topoint out features of the stage, the house, and the backstage areas. Withstudent input, observe and discuss similarities and differences between yourfacility and the theatre models. What opportunities and challenges does theschool's space present to a production team? Brainstorm ideas for possiblespaces for different stages in your school or community. These spaces couldbe interior or exterior.Measure and record the dimensions of your own theatre space. Design a scalemodel of the stage or other stages in your community or neighbouring school.Students should use the following terminology: above, acting area, apron,arena, theatre, backdrop, backstage, cyclorama, down stage, flexible, front ofhouse, in the round, onstage, off stage, proscenium, tormentors, teasers, stageleft, stage right, upstage, travellor, thrust stage, wings.1.5 To understand the principles of theatresafety.Students should explore the safety issues related to stage type and its location.List a variety of considerations. Teachers should provide outlines for safetyincluding: fire, electrical, air quality, physical space requirements, guidelinesfor stage requirements (stage height, depth, lighting placement, electricalrequirements).Based on the activities and understandings achieved above, groups of studentsshould discuss and prepare simple safety manuals for working in the school’stheatre area. They may consider students performing tasks while onmedication or the need to work in well ventilated areas. Each group shares itsresults.Guide the class in creating a common safety manual for all to follow.Refer to the Safety Guidelines in the Practical and Applied Arts Handbook.6

Learning Objectives1.6 To reflect on and evaluate one’sunderstandings and learningexperiences. (PSVS)NotesStudents should be required to keep a learning log (theatre log) ofunderstandings, experiences, tasks, hours worked outside structured classtime, and their personal reflections on all these activities. Such a log shouldbe submitted at regular intervals and may be used as part of the student’sevaluation.7

Module 2: Set Design (Core)Suggested time: 15-20 hoursFoundational Objectives To develop the technical skills required in a theatre production. To identify and practise safety precautions and procedures in the theatre.Common Essential Learnings Foundational Objectives To provide opportunities for students' active involvement in decision-making related to technological developments. (TL)Note: Other CELs may be emphasized.Learning ObjectivesNotes2.1 To develop an awareness of illusionson stage. (TL, IL).Consider: the different types of plays and their locale demands of the script for various plays interpretation of the director desired results styles of sets (realistic sets, suggested sets, period sets).2.2 To build model sets.Divide students into groups of 2-4. Students will create a working model of onestyle of set:a) realistic set - construct box setb) suggested set - outdoor scene, street scene or forest scenec) period set - Greek, Medieval, Elizabethan, Restoration or Modern.For each style, students should consider:The Box SetFocus on: demands of the script demands of the stage and/or acting space sight lines – effect elevations - purpose: to show decorative detail depth and breadth of stage - effect wing space effect and location of lighting instruments.Students build a shoebox set for a given single-set play. Foam Core is veryuseful for this activity.Flat ConstructionConsidered the following: framing a basic 4x8 flat framing a door flat framing a window flat covering a flat anchoring and combining flats to create a box set safety.Under teacher leadership, build any or all of the flats listed.8

Learning ObjectivesNotesWith the aid of a computer, students could expand their preliminary sketchesand model sets into a fully developed design.2.3 To construct a piece of stage scenery.Various types of scenery are divided into two groups: two dimensional andthree dimensional.Divide the students into groups to construct scenery construction. As anexample of two dimensional scenery construction, students may construct thefollowing: standard wooden flat (4 x 8) door flat or window flat flat with profile edges; e.g., bush or tree.As an example of three-dimensional scenery construction, students mayconstruct: tressel frame platform slanted platform or ramp stairs with at least three steps rock form column or tree trunk.2.4 To decorate a piece of stage scenery.In order to make elements of a set look as if they belong to the play, scenicartists use paint. Develop an awareness of various kinds of scenic paint andcolour. Students could choose one element of the set: wall, furniture, rock,floor, or a tree and make it look like it belongs in the play. Using colour andtexture techniques, create a finished product.Discuss set decoration including: making and mixing set paints painting techniques brush roller sponge stenciling textured surfaces (stippling) paper maché spattering special effects ragging on/off smooshing.Consult Interior Design 30 Curriculum Guidelines about Treatment of Wallsand Ceilings.9

Learning Objectives2.5 To understand and practise principlesof theatre safety.NotesCaution should be taken to ensure students are working in well ventilated areas,wearing masks, etc. Determine if students have allergies or are asthma suffersand take necessary precautions.Experiment with making, mixing, and applying set paint by creating miniaturesamples.Discuss safety practices when handling tools and equipment for building anddecorating sets.Consideration should be given to the following: goggles dust masks clothing ventilation gloves fire hazards safe paints and other substances.10

Module 3: Stage Lighting (Core)Suggested time: 10-12 hoursFoundational Objectives To develop the technical skills required in a theatre production. To practise both good leadership and good “followership” skills. To identify and practise safety precautions and procedures.Common Essential Learnings Foundational Objectives To explore implications of present technology and the use of technological developments within theatre arts. (TL)Note: Other CELs may be emphasized.Learning Objectives3.1 To understand, operate and maintainlighting equipment. (TL, COM)NotesDefine the following lighting terms: back light barn doors, backout, c-clamp,colour medium, dimmer pack, fade, fill light, gobo, house lights, work lights.Include: types and functions of instruments fresnels leikos (ellipsoidals) floods/scoops follow spots strip lights care and maintenance wiring/plugs lenses bulbs shutters/irises/barn door safety.Students disassemble and reassemble school lighting instruments, includingwiring plugs.3.2 To demonstrate how to operate alighting control system.Deal with: circuits patch/preset boards dimmers dimmer control board safety the cue sheet.Students study and learn the operation of the school's lighting system.Students may participate in a lighting rehearsal under the direction of atechnician.11

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the PAA curriculum guidelines. Foundational objectives indicate the most important knowledge, skills, attitudes/values, and abilities for a student to learn in a subject. Both the Foundational Objectives for Theatre Arts 20, 30 and the Common Essential Learnings (CELs) Foundational Objectives to be emphasized are stated in this document.