Focus Course Profile

This course requires students to experiment individually and collaboratively with forms and conventions of both drama and theatre from various cultures and time periods. Students will interpret dramatic literature and other text and media sources while learning about various theories of directing and acting. Students will examine the significance of dramatic arts in various cultures, and will analyse how the knowledge and skills developed in drama are related to their personal skills, social awareness, and goals beyond secondary school.

This focus course takes a practical approach to the production of theatre by allowing students to actively engage in a production company of their own.

Resource cover image
Against a black backdrop, a platform - a stage - floats at the bottom of the image lit by a single blue spotlight which is visible at the top of the image. The title of the unit appears in large white letters, like a "Coming Soon" poster.

Course Overview

This course is excellent preparation for students interested in the production of theatre. Students will explore skills and concepts required for theatre production. Students will form a production company in which they will participate at least one time as an actor and one time as a crew member. They will experience acting and production roles through a collaborative process that involves active application of learning. The course culminates in publicly presented theatre using environmentally responsible production practices. This course can be tailored to the school community and the desires of the students.

Scope & Sequence

Unit 1 Building the Theatre Company (10 hours)

Through co-operative games, ice-breakers, and introductory theatre exercises, students will create a safe nurturing community that honours the diversity of each student. Students will build leadership and team skills necessary to function as a unique theatre company. They will learn the foundational concepts of professional theatre protocol and theatre production hierarchy necessary to theatre production.

Students need to feel ownership over the decisions that their theatre company makes, therefore, it is important that the teacher works with the students regarding the performance project. Students, guided by their teacher, will name their company and make decisions about expectations, production responsibilities and performance details i.e. venue, dates, product, etc. For example, the company may choose to mount a festival of published one act plays to be entered into the Ontario Sears Drama Festival. Or, they may choose to mount smaller productions for school assemblies such as Remembrance Day, Black History Month, etc. Or, they may choose to produce a large-cast, full-length play, an issue-based original play, or a collective creation.

*The production choices made by the company informs the direction of the subsequent units of study.

Unit 2 Theatre Production Training (30 hours)

This hands-on unit will teach students to conceptualize design as well as learn practical skills in theatre production. Students will complete modules on set design, costume design, properties design and construction, lighting design and operation, sound design and operation, and stage management. As well, students will study safe and ethical practices in the theatre. In small groups, students will produce a portfolio containing their production concept and their designs for set, costumes, props, lighting, and sound. The portfolio will also contain a stage manager's prompt book and cue sheets for lighting and sound.  Each group will partner with another group for the opportunity to stage manage and crew a two-minute scene from the play. One group will serve as actors for their partner group's stage management/crew assignment. An outside audience may be invited.

Throughout this unit, reference to potential pathways after high school in the industry or with post-secondary training will be made. Parents or community members who could share their expertise in this area will be invited into the class. Students will learn how to secure the use of theatre space for rehearsals and performances, and how to secure royalties for scripted work.

Unit 3 Audition into Scene Study (20 hours)

This unit will teach students the skills to perform a monologue or a scene to be used in an evaluated audition. Students may be exposed to a variety of different acting techniques i.e. Strasberg, Meisner. Audition pieces will relate to the final production i.e. if producing a full length Canadian play, students may choose scenes or monologues from the same play or another Canadian play. The audition process may determine casting for the final production. Auditions may culminate in an intimate performance (an audience less than 30) or could result in a studio performance for parents and community.

Students are exposed to the directing process and learn how to give, receive and translate director's notes to the performance. Performances are fully memorized and rehearsed with full production elements realized i.e. costume, props, etc. Students will create designs of set, costumes, sound, etc. and add to their portfolio. Professional acting resumes will be examined and students will create their own resumes to present during the audition. Students will continue to build on these foundational concepts through rehearsing and performing in units four and five.

Unit 4 The Rehearsal Process: Rehearsal and Development (40 hours)

In this unit the classroom becomes a rehearsal hall in which students take on acting and production roles. Students will review and understand rehearsal etiquette (see PDF #1 Rehearsal Etiquette). Students have been cast in roles and will be directed by the teacher or student(s). Rehearsals will look at character development, line memorization, subtext, and blocking.  Student directors will be encouraged to stimulate thought and analysis of the script in their actors (see BLM#13 Directors' Questions). Stage managers will record notes and blocking (see PDF #2 Sample Prompt Book, PDF #3 SM Note-taking Page and PDF #4 Blocking Notation).  Costume parades, tech, cue to cue and dress rehearsals will be held. Regular production meetings provide students with the opportunity to report on their production role. Students will be guided by the teacher to take leadership in all aspects of the production i.e. set design and creation; buying, borrowing, making costumes; publicity; programs; etc.

Culminating Activity

Theatre Production (10 hours)

Students will perform their final production (one-act play festival, holiday production, or full-length play, etc.) as their culminating activity. They will run the house, do warm ups, perform the show, and strike the production. Students will learn how to give and receive meaningful criticism applying the critical analysis process. Through discussion, journals, and/or blogging, they will reflect on the creative processes they have experienced. Production portfolios will demonstrate the work they did on the production i.e. lighting plot, as well as, the final script with notes, character biographies, etc.