Technical Theatre Level I – High School
Week 1
Unit of Study: Theatre Terminology and Theatre Safety
TEKS High School Theatre Arts Level I (Content)
 I.5.A. analyze and apply appropriate behavior at various types of live performances
 I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation
(intent, structure, effectiveness, value) to live theatre, film, television, and electronic
media in written and oral form with precise and specific observations
Vocabulary
Word Wall
 acting
The Stage and the School
Resource Binder
 Theatre Safety
Page 49
College Prep
TEKS HIGH School Theatre Arts Level I (Skills and Processes)
 I.5.A. analyze and apply appropriate behavior at various types of live performances
 I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure,
effectiveness, value) to live theatre, film, television, and electronic media in written and oral form with
precise and specific observations
Resources
The Stage and The School
 Glossary R32 - R50
 Theatre Safety
Pages 440-441
 The Acting Areas
Page 360
Basic Drama Projects
 Theatre Information
Packet (TIPack) Part D:
Basic Theatre
Terminology
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
First Grading Period
Instructional Guidelines
The teacher will:
 review theatre safety policies and procedures
 present the “word wall” vocabulary and definitions
 describe and illustrate proper audience etiquette
Key Questions
1.
Rigor
2.
C
Relev ance
3.
What are the divisions of a
theatre and a stage?
Where do many of the theatre
terms derive from?
How would you describe proper
audience etiquette?
Student Behaviors
Getting the Big Ideas
 Utilize the terminology and


language of the theatre
Identify and label parts of the
stage
demonstrate and discuss theatre
safety policies and procedures
Strategies




Lecture
Explicit Teaching
Group Discussions
Guided Practice
 Teacher Questions
 Primary Resources
Assessment
 Students will take a vocabulary quiz to test their knowledge of theatre terminology.
 Students will be able to correctly label a stage diagram.
 Students will work in groups to create theatre safety posters depicting policies and procedures.
Before: Engage
Have students walk through and discover the theatre facilities.
During: Explore
Have students explain and describe the vocabulary associated with the theatre facilities.
After: Summarize
The student will be able to orally present a tour of the theatre facilities using appropriate theatre terminology.
Technology Connection
Theatre Safety
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 1 of 18
Special Education
Instructional Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
During: Check for Understanding
 Have students label a printed stage diagram.
Page 2 of 18
Technical Theatre Level I – High School
Week 2
Unit of Study: Producing the Play: The Artistic Staff
TEKS Grades 9-12 (Content)
 I. 3. C. define the director’s role as a unifying force, problem-solver, interpreter of
script, and collaborator
Vocabulary
Word Wall
 Producer
 Director
 Assistant Director
 Critiques
 Scenic Designer
 Technical Director
Bilingual Word Wall
Resources
The Stage and the School
Chapter 8 – Producing the
Play
Pages 333 - 339
Pages 343 - 373
Instructional Guidelines
The teacher will:


guide students in examining how a play is produced, including the responsibilities of each staff
member
present “word wall” vocabulary and definitions
1.
Rigor
B
Relev ance
2.
3.
College Prep
Student Behaviors
Getting the Big Ideas
Key Questions
The Stage and the School
Resource Binder
 Production Staff
Page 40
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I. 3. D. define the director’s responsibility to the author’s intent, script, actors, designers, technicians,
and the audience
Who are the key members of the
artistic staff, and what are their
responsibilities?
Who serves as the “producer” in
an high school production/
How important is the job of the
director to the overall success of
a show?
 Compare the roles and


responsibilities of the various
members of the artistic staff.
Examine the differences
between the role of producer
in high school and
professional theatre.
Discover the importance of
the director to all aspects of a
show.
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
 Graphic Organizer
Primary Resources
Assessment
 Students will make a chart the different positions on the artistic staff and their responsibilities.
 Students must analyze each position and determine which responsibilities will overlap.
 Students will dramatize a job interview scenario based on the different jobs.
Before: Engage
Have students set up a graphic organizer (Venn diagram).
During: Explore
Determine how the different jobs relate by completing the graphic organizer.
After: Summarize
Have students role play a scenario where each group member is interviewing for a different job.
Technology Connection
For more information, go to Job Descriptions
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 3 of 18
Special Education
Instructional Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Before: Engage
 Have students use a preprinted graphic organizer.
Page 4 of 18
Technical Theatre Level I – High School
Week 3
Unit of Study: Producing the Play: The Behind-The-Scenes Staff
TEKS Grades 9-12 (Content)
 I. 3. C. define the director’s role as a unifying force, problem-solver, interpreter of script, and
collaborator
Vocabulary
Word Wall
 Stage Manager
 Grips
 Properties Chief
 Business Manager
 Publicity Manager
 House Manager
Instructional Guidelines
The teacher will:


examine how a play is produced, including the responsibilities of each staff member
present “word wall” vocabulary and definitions
Student Behaviors
Getting the Big Ideas
Key Questions
4.
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
College Prep
Bilingual Word Wall
Resources
The Stage and the School
Chapter 8 – Producing the
Play
 pp. 339-373
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I. 3. D. define the director’s responsibility to the author’s intent, script, actors,
designers, technicians, and the audience
Rigor
D
Relev ance
5.
6.
Who are the key members of a
production staff, and what are
their responsibilities?
What items are included in a
master production schedule
checklist?
How important is promoting a
show?
 Learn how to stage a play by


dividing tasks into manageable
parts, preparing a schedule, and
delegating responsibilities
Learn how to make a
promptbook.
Discover the importance of
promoting a play.
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment



Students will analyze the different production jobs and their responsibilities.
Students will create a prompt book page for a short scene from a play.
Students will design and create a publicity poster for a play or a musical.
Before: Engage
How important is the production staff to the overall success of a production?
During: Explore
Create a page from a promptbook. Create a publicity poster for a play or musical
After: Evaluate
Have students present their posters to the class and discuss their design choices.
Technology Connection
For more information, go to Job Descriptions
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 5 of 18
Special Education
Instructional Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Before: Engage
 Have students work in pairs to create the promptbook page and the poster design.
Page 6 of 18
Technical Theatre Level I – High School
Week 4
Unit of Study: Theatre and Other Art Forms
TEKS Grades 9-12 (Content)
 I.1.F. analyze and describe the interdependence of all theatrical elements.
Vocabulary
Word Wall
 Theatre
 Composer
 Choreographer
 Ballet
 Modern Dance
 Tap dance
 Synthesis
 Performance Art
College Prep
Bilingual Word Wall
Resources
The Stage and the School
Chapter 15 – Theatre and
Other Art Forms
 pp. 563-583
Instructional Guidelines
The teacher will:
 guide students as they examine the difference between Theatre Arts and other art forms
 present “word wall” vocabulary and definitions
Student Behaviors
Getting the Big Ideas
Key Questions
The Stage and the School
Resource Binder
 Theatre and Other Art
Forms: Study Guide
Page 65-65
1
Rigor
A
Relev ance
2
3
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I.5.A. analyze and apply appropriate behavior at various types of live performances
How would you distinguish the
difference between theatre and
the other fine arts?
What has been the importance of
music and dance throughout
history?
How important are other art
forms in contemporary
productions?
 distinguish theatre from the


other fine arts
explain how music and dance
have evolved throughout
history
evaluate the importance of
music, dance choreography,
and set design to other art
forms and media.
Strategies







Lecture
Collaborating learning activities
Discussions
Guided Practice
Review and Re-teaching
Teacher Questions
 Graphic Organizer
Primary Resources
Assessment



Students will demonstrate an understanding or characteristics that define theatre and distinguish it from the
other fine arts through classroom discussions.
Students will complete a graphic organizer that shows the evolution of music and dance throughout history.
Students will evaluate the usage of music, choreography, and set design to represent theme, mood, character,
and action in a videotaped production or movie.
Before: Engage
How important are other art forms in all types of productions?
During: Explore
Discover the evolution of music and dance by completing the graphic organizer.
After: Summarize
Explain how other art forms are used in contemporary productions to convey theme, mood, character,
and action..
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 7 of 18
Special Education
Technology Connection
Instructional Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Before: Engage
 Have students use a preprinted organizer.
Page 8 of 18
Technical Theatre Level I – High School
Week 5
Unit of Study: Stage Settings: Time and Setting
TEKS Grades 9-12 (Content)
 I. 3. A. develop and practice stagecraft skills
Vocabulary
Word Wall
 Time
 Setting
 Conventions
 Mood
 Atmosphere
Bilingual Word Wall
Resources
The Stage and the School
Chapter 10 – Stage Settings
 pp. 397 – 402
Instructional Guidelines
The teacher will:



show students how sets define time, setting, style, mood, and atmosphere
guide students on the basic principles of set design
present “word wall” vocabulary and definitions
Key Questions
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
1.
Rigor
B
2.
Relev ance 3.
What are the purposes of scenery
in a play?
What are the effects of scenery in
a play?
How does scenery define time
and setting?
Student Behaviors
Getting the Big Ideas
 describe a set for one of the


College Prep
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional
scenery, properties, lighting, sound, costumes, makeup, and publicity
scenes from a previously
studied play
discuss how the set helped
establish the time, setting, and
style of the play
list a few of the “staging
conventions” used in the
theatre
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
 Students will identify the use of scenery to convey the style of a particular play;
 Students will determine which scenic elements helped establish the time, setting, and style of a previously
studied play.
 Students will identify the use of “staging conventions” in pictures and diagrams of sets from various plays.
Before: Engage
Have students discuss the different types of sets used in previously studied plays.
During: Check for Understanding
Have students list the effectiveness of the setting to convey: time, setting, style, mood, and
atmosphere..
After: Evaluate
Have students present pictures of sets and discuss the usage of “staging conventions” in each.
Technology Connection
For more information, go to Set Design
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 9 of 18
Special
Education
Instructional Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
During: Check for Understanding
 Have students work in groups or pairs on their “staging conventions” presentations.
Page 10 of 18
Technical Theatre Level I – High School
Week 6
Unit of Study: Stage Settings: Development of Scenic Design
TEKS Grades 9-12 (Content)
 I. 3. A. develop and practice stagecraft skills
Vocabulary
Word Wall
 Periaktoi
 Shutters
 Plastics
 Cut-outs
 Ground Row
 Box Set
 Unit Set
 Screen Set
 Curtain Set
 Skeleton Set
Resources
The Stage and the School
Chapter 10 – Stage
Settings
 pp. 403- 412
The Stage and the School
Resource Binder
 Transparencies and
Overlays
Page 15 – Perspective
Page 16 – Floor Plan
College Prep
Bilingual Word Wall
Internet Resources:
Reading/Writing and
Theatre Arts: Research
and Correlations
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional
scenery, properties, lighting, sound, costumes, makeup, and publicity
Instructional Guidelines
The teacher will:



guide students in discovering the changes in the development of scenic design throughout history
show students the different types of sets
show students how to convert measurements from different measurement scales
Key Questions
1.
Rigor
B
2.
Relev ance 3.
How has scenic design developed
from the Renaissance through
modern times?
What are some types of sets?
What are some of the basic
principles and considerations of
set design?
Student Behaviors
Getting the Big Ideas
 Compare and contrast scenic


design elements from
Renaissance to today.
Draw an overhead floor plan of
a box set
Draw a perspective of a box set
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
 Students will use a graphic organizer to compare and contrast scenic elements from various periods in history.
 Students will compute the measurements needed to construct a floor plan in ½” scale.
 Students will draw both an overhead and perspective design of a box set to scale.
Before: Engage
Have students discuss changes in scenery throughout history.
During: Check for Understanding
Have students draw a floor plan and perspective of a set for a selected play.
After: Evaluate
Have students present their drawings to the class and discuss the scenic elements incorporated in their
designs.
Technology Connection
For more information, go to Set Design
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 11 of 18
Special Education
Instructional
Modifications/
Accommodations
Determined by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
During: Check for Understanding
 Have students work in pairs on their overhead floor plans and perspective drawings.
Page 12 of 18
Technical Theatre Level I – High School
Week 7
Unit of Study: Stage Settings: Procedures in Scenic Design
TEKS Grades 9-12 (Content)
 I. 3. A. develop and practice stagecraft skills
Vocabulary
College Prep
Word Wall
 Rendering
 Unity
 Emphasis
 Proportion
 Balance
 Central Axis
 Color Coding
 Hue
 Value
 Shades
 Intensity
 Saturation
Bilingual Word
Wall
Resources
The Stage and the School
Chapter 10 – Stage
Settings
 pp. 412- 422
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional scenery,
properties, lighting, sound, costumes, makeup, and publicity
Instructional Guidelines
The teacher will:
The Stage and the School
Resource Binder
 Color Activity
Page 50


guide students in discovering the “pre-design” and “artistic’ considerations to designing scenery
present “word wall” vocabulary and definitions
Key Questions
4.
Rigor
5.
C
Relev ance
Internet Resources:
Reading/Writing and
Theatre Arts: Research
and Correlations
6.
Why is it important to have a
pre-design checklist?
What artistic principles should a
scenic designer consider?
Why is color one of the most
important elements of staging?
Student Behaviors
Getting the Big Ideas
 Design a chart for a “pre-design
checklist”.
 Survey our auditorium based
on the pre-design checklist.
 Draw both a pigment and light
color wheel.
Strategies







Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Primary Resources
Assessment
 Students will create a pre-design checklist.
 Students will utilize their pre-design checklist to make a survey of our theatre.
 Students will explain the differences between primary and secondary colors, and their effects on creating mood
and atmosphere.
Before: Engage
Why are available resources and artistic considerations important to set design?
During: Check for Understanding
Have students survey the school’s theatre for available resources based on a predesign checklist.
After: Evaluate
Have students demonstrate the effects of colors and hues on establishing mood and atmosphere.
Technology Connection
For more information, go to Set Design
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 13 of 18
Special Education
Instructional
Modifications/
Accommodations
Determined by
ARD/IEP
During: Check for Understanding
 Have students work in pairs on their checklists and color wheels.
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 14 of 18
Technical Theatre Level I – High School
Week 8
Unit of Study: Stage Settings: Constructing The Set
TEKS Grades 9-12 (Content)
 I. 3. A. develop and practice stagecraft skills
College Prep
Vocabulary
Word Wall
 Butt Joint
 Miter Joint
 Toggle Rails
 Sizing
 Floor Block
 Edging
 Walking
 Floating
 Running
 Scumable
 Spattering
 Rag Rolling
 Stippling
 Feather Dusting
 Dry Brushing
 Gridding
Bilingual Word
Wall
Resources
The Stage and the School
Chapter 10 – Stage
Settings
 pp. 423 - 445
First Grading Period
TEKS Grades 9-12 (Skills and Processes)
 I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional scenery,
properties, lighting, sound, costumes, makeup, and publicity
Instructional Guidelines
The teacher will:
The Stage and the School
Resource Binder
 The Flat: Activity
Page 44
 Transferring A
Backdrop Using a
Grid
Page 46



guide students in the design and construction of stage flats
guide students in learning the various methods of texturing when painting flats
present “word wall” vocabulary and definitions
Student Behaviors
Getting the Big Ideas
Key Questions
7.
Rigor
8.
C
Relev ance
9.
How are flats constructed for the
stage?
How are flats safely assembled,
moved, and stored in the theatre?
Why is texturing important in
making scenery appear
convincing and alive?
 Label the various components of


a stage flat
Describe how you would paint
various types of textures
Construct a model of a flat to
scale and apply a textured finish
Strategies
 Guided practice
 Role-playing
 Discussions
 Collaborating learning activities
 Review and re-teach
 Teacher Questions
 Primary Resources
Assessment
Internet Resources:
Reading/Writing and
Theatre Arts: Research and
Correlations
 Students will identify the different parts of a stage flat.
 Students will compute the measurements needed to construct a flat in ½” scale.
 Students will build a flat model.
Before: Engage
Why are flats considered the basic unit of construction for scenery in the theatre?
During: Check for Understanding
Build and texture a scale model flat (a life sized flat may be constructed.)
After: Evaluate
Have students demonstrate the effects of texturing on their model or life sized flats.
Technology Connection
For more information, go to Faux Texture Finishing
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 15 of 18
Special Education
Instructional
Modifications/
Accommodations
Determined by ARD/IEP
During: Check for Understanding
 Provide students with a pre-labeled flat design.
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Page 16 of 18
Technical Theatre Level I – High School
Week 9
Unit of Study: Performance and Evaluation
TEKS High School Theatre Arts Level I (Content)

I.3.E. perform the roles of actor, ensemble member, and director in production decision-making
and collaborate with others to producer theatre with a unified production for public performance

I.3.F. concentrate in one or more areas of theatre production (acting, technical theatre, theatre
management), demonstrating responsibility, artistic discipline, and creative problem solving
Vocabulary
The Stage and the School
Bilingual Word Wall
CH. 4 Acting
Pages 97-157
Audience Etiquette
 Page 160
Assessing the Success of a
Production
 Pages 555-559
Instructional Guidelines
The teacher will:



guide students as they examine all concepts presented to date.
present an evaluation/critique sheet based on the concepts and elements to be demonstrated.
facilitate the performance and critiques of monologues or scenes.
Key Questions
1.
Rigor
D
Relev ance
College Prep
TEKS High School Theatre Level I (Skills and Processes)

I.3.E. perform the roles of actor, ensemble member, and director in production
decision-making and collaborate with others to producer theatre with a unified
production for public performance

I.3.F. concentrate in one or more areas of theatre production (acting, technical theatre,
theatre management), demonstrating responsibility, artistic discipline, and creative
problem solving

I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation
(intent, structure, effectiveness, value) to live theatre in written or oral from with
precise and specific observations
Resources
Word Wall
Basic Drama Projects
Chapter 29– Critique a
Performance

Pages 384 – 395
How to Practice Critical Ethics
Page 386
Basic Drama Projects
Resource Binder
Critique Sheet: Write a
Critique and Discuss a
Production
Page 120
Internet Resources:
Reading/Writing and Theatre
Arts: Research and
Correlations
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
First Grading Period
2.
How can you best demonstrate
skills and concepts learned to
date through production?
How important is objective and
fair criticism in the review of a
production?.
Student Behaviors
Getting the Big Ideas
 Demonstrate mastery of the
skills and concepts learned by
participating as a member of a
stage crew for a production..
 Understand and explore the
elements of objective criticism.
Strategies






Guided practice
Role-playing
Discussions
Collaborating learning activities
Review and re-teach
Teacher Questions
Assessment
 Students will demonstrate the concepts and skills acquired to date through active participation as a technical
crew member or assistant in a staged production
 Students will present a written and oral critique of performances as a member of a team.
Before: What criteria do we use to critique performances?
Have students list criteria for evaluating effective performances demonstrating acting concepts and skills..
During: Check for Understanding
Have students work in small groups to prepare performances demonstrating acting concepts and skills.
After: Evaluate
Have students review the performancse through a written and oral critique based on the criteria agreed
upon.
Page 17 of 18
Special Education
Instructional Modifications/
Accommodations Determined
by ARD/IEP
SAISD © 2007-08 High School Tech Theatre I (First Grading Period – Week 1)
Technology Connection
American Theatre Critics Association
During: Check for Understanding
 Have students work in small groups to prepare performances and critiques.
Page 18 of 18