Careers In Theatre

Careers In Theatre

$229.00

This program provides video and stills showing professionals working in their specialized areas, including...

  • Performers, playwrights, composers, stagehands, dressers, designers, scenics, FOH personnel, directors, choreographers, business management personnel, TDs, production managers, crafts personnel, stitchers, drapers, casting directors, and more!
  • Different types of theatres (NY, Regional, Touring).
  • A second DVD that has interviews with working professionals to help your students discover what a typical day at work is like, what the most satisfying and challenging parts of their profession are, what kind of training their job requires, what their day to day lives are like, and which jobs demand irregular hours and travel.
  • How to get into the different theatrical unions, what the unions offer, and careers in theatre education.

Overview

Not just a series of talking heads, this program provides lots of video and still footage showing professionals working in their specialized areas. It is a 6 to 10-day unit that will help your students explore...

  • A typical production staff is examined, with footage of:
    • Performers: actors, director, casting director, stage manager, choreographer, dance captain, stage manager, vocal coach, etc.
    • Technical: designers, production manager, TD, carpenters, audio, scenic artists, props carpenters and artisans, electrics, drapers, stitchers, trimmers, crafts, board programmers, and running crews.
    • Theatre Administration: producer, artistic director, business manager, development, company manager, front-of-house, marketing.
  • Different types of producing organizations are compared (Regional, NY, Touring, Commercial, and Not-for-Profit).
  • Interviews with working professionals help your students discover what a typical day at work is like for the different jobs, what are the most satisfying and challenging aspects of their profession, what kind of training their areas require, what their day to day lives are like, and which jobs demand irregular hours and travel.
  • How to get into the different unions, and what the different unions have to offer is explored.
  • Explore careers in theatre education.
    • Day 1 Employment Opportunities (15 minutes) This section examines 4 very different venues, from a 10,700 seat outdoor musical venue, to a large outdoor Shakespeare Festival, an Opera company that runs in true repertory, and finally more traditional Stock company.
    • Professional Theatre - or who's going to hire me? (through Repertory section) (10 minutes)
    • This section examines producing organizations, and common types of runs:
    • a. Limited
    • b. Extended/Open-ended
    • c. Stock
    • d. True Repertory
    • Day 2 Commercial and Not for Profit Theatres (15 minutes) What are the differences between Commercial and Not-For-Profit Theatres, and how would that affect the student's potential employment in theatre.
    • Day 3 Unions (15 minutes) An overview of the most common theatrical unions, and some things to consider before possibly joining one of the unions.
    • Day 4 Jobs in Theatre (18 minutes total, 9 minutes for each section)
    • Theatre Management: Lots of examples from the Repertory Theatre of St. Louis (company manager, house manager, box office manager, director of development, education director, director of marketing, etc.) 
    • Pre-Show / Performance Staff: Lots of footage from STAGES ST. LOUIS (artistic director, director, designers, casting director, theatrical agents, actors, stage manager, choreographer, dance captain, vocal coach, dialect coach, dramaturg, running crews, etc)
    • Day 5 Jobs in Theatre: Artistic Staff and Production Staff (15 minutes) Production Staff: Lots of backstage footage at the Repertory Theatre of St. Louis (production manager, technical director, materials coordinator, carpenters, props carpenters, props artisans, electricians, drapers, stitchers, trimmers, dressers, wardrobe supervisor, crafts artisans, stage managers, audio techs, scenic artists, scenic charge, deck crew, wig specialists, etc.)
    • Day 6 Differences in New York and Regional Theatres (5.5 minutes) This section also includes an interview with the owner of large production company, and footage of job opportunities in that production facility.
    • Educational Theatre (12.5 minutes) A look at Elementary and Secondary, Community College, and University theatre, what are the goals of each level of educational theatre, job security, what degrees are available, and what degrees are needed for different types of employment. Educational arms of professional companies are also examined.
    • Day 7-8 Interviews with Professionals
    • (85 minutes total for all interviews. May be viewed individually,
    • grouping as you wish, or in total)
    • Actor (Actors Equity Association))
    • Costumer (United Scenic Artists 829)
    • Set Designer (United Scenic Artists 829)
    • Stagehand (IATSE Local 6)
    • Director/Choreographer (Society of Stage Directors and
    • Choreographers)
    • Dresser/Wig Specialist (IATSE)
    • Production Supervisor (Repertory Theatre of St. Louis)
    • Artistic Director (Repertory Theatre of St. Louis)
    • Executive Producer (Fox Theatricals)
    • Day 9 Written Assessment

 

CHAPTER INDEX, AND ALIGNMENTS TO THE NATIONAL STANDARDS FOR ARTS EDUCATION (PRE-2015)

All lesson designs in this DVD series align to the National Standards for the Arts in Theatre.

National Content Standard 5 - 8:

6. Content Standard: Comparing and incorporating art forms by analyzing methods of presentation and audience response for theatre, dramatic media (such as film, television, and electronic media), and other art forms

Achievement Standard:

d. Describe and compare the functions and interaction of performing and visual artists and audience members in theatre, dramatic media, musical theatre, dance music, and visual arts.

National Content Standard 5 - 8:

7. Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions

Achievement Standard:

a. Describe and analyze the effect of publicity, study guides, programs, and physical environments on audience response and appreciation of dramatic performances

National Content Standard 5 - 8:

8. Understanding context by analyzing the role of theatre, film television, and electronic media in community and in other cultures

Achievement Standard:

b. Explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre, film, television, and electronic media

e. Explain how social concepts such as cooperation, communication, collaboration, consensus,

National Content Standard 9 - 12:

4. Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions

Achievement Standard, Advanced:

d. Explain and compare the roles and interrelated responsibilities of the various personnel involved in theatre, film, television, and electronic media productions

National Content Standard 9-12:

8. Understanding context by analyzing the role of theatre, film, television, and electronic media in the past and the present

Achievement Standard, Proficient:

b. Identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods

Achievement Standard, Advanced:

g. Analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions

CHAPTER INDEX, AND ALIGNMENTS TO THE NATIONAL STANDARDS FOR ARTS EDUCATION (2015 - PRESENT)

Practical Technical Theatre Lighting DesignAlignments to the National Core Arts Theatre Standards

 

TH: Cr1.1.5

B. Propose design ideas that support the story and given circumstances in a drama/theatre work.

 

TH: Cr1.1.6

B. Identify solutions to design challenges in a drama/theatre work.

 

TH: Cr1.1.7

B. Explain and present solutions to design challenges in a drama/theatre work.

 

TH: Cr1.1.8

B. Imagine and explore solutions to design challenges of a performance space in a drama/theatre work.

 

HS Proficient TH: Cr1.1. I

B. Explore the impact of technology on design choices in a drama/theatre work.

 

HS Accomplished TH: Cr1.1. II

B. Understand and apply technology to design solutions for a drama/theatre work.

 

HS Advanced TH: Cr1.1. III

B. Create a complete design for a drama/theatre work that incorporates all elements of technology.

 

TH: Cr2.1.5

B. Participate in defined responsibilities required to present a drama/theatre work informally to an audience.

 

TH: Cr2.1.6

B. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.

 

 

TH: Cr2.1.7

B. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.

 

TH: Cr2.1. 8

B. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.

 

HS Proficient TH: Cr2. 1. I

B. Investigate the collaborative nature of the actor, director, playwright and designers and explore their interdependent roles in drama/theatre work.

 

HS Accomplished TH: Cr2.1. II

B. Cooperate as a creative team to make interpretive choices for a drama/theatre work.

 

HS Advanced TH: Cr2.1. III

B. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.

 

TH: Cr3.1.5

C. Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

 

TH: Cr3.1.6

C. Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.

 

TH: Cr3.1.7

C. Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.

 

TH: Cr3.1.8

C. Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/theatre work.

 

HS Proficient TH: Cr3.1. I

C. Refine technical design choices to support the story and emotional impact of a devised or scripted drama/theatre work.

 

HS Accomplished TH: Cr3.1. II

C. Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.

 

HS Advanced TH: Cr3.1. III

C. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.

 

TH: Pr5.1.5

B. Demonstrate the use of technical elements in a drama/theatre work.

 

TH: Pr5.1.6

B. Articulate how technical elements are integrated into a drama/theatre work.

 

TH: Pr5.1.7

B. Choose a variety of technical elements that can be applied to a design in a drama/theatre work.

 

TH: Pr5.1.8

B. Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

HS Proficient TH: Pr5.1. I

B. Use researched technical elements to increase the impact of design for a drama/theatre production.

 

HS Accomplished TH: Pr5. 1. II

B. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.

 

HS Advanced TH: Pr5.1. III

B. Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.

 

TH: Pr6.1.5

A. Present a drama/theatre work informally to an audience.

 

TH: Pr6.1.6

A. Adapt a drama/theatre work and present it informally for an audience.

 

TH: Pr6.1.7

A. Participate in rehearsals for a drama/theatre work that will be shared with an audience.

 

TH: Pr6.1.8

A. Perform a rehearsed drama/theatre work for an audience.

 

 

HS Proficient TH: Pr6.1. I

A. Perform a scripted drama/theatre work for a specific audience.

 

HS Accomplished TH: Pr6.1. II

A. Present a drama/theatre work using creative processes that shape the production for a specific audience.

 

HS Advanced TH: Pr6.1. III

 

A. Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.

 

TH: Re9.1.5 

B. Assess how technical elements represent the theme of a drama/theatre work.

 

TH: Re9.1.6

B. Apply production elements used in a drama/theatre work to assess aesthetic choices.

 

TH:Re9.1.7

B. Consider the aesthetics of the production elements in a drama/theatre work.

 

TH: Re9.1.8

B. Apply the production elements used in a drama/theatre work to assess aesthetic choices.

 

HS Proficient TH: Re9.1. I

B. Consider the aesthetics of the production elements in a drama/theatre work.

 

HS Accomplished TH: Re9.1. II

B. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

 

HS Advanced TH: Re9.1. III

B. Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.

 

TH: Cn11.2.5

B. Identify historical sources that explain drama/theatre terminology and conventions.

 

TH: Cn11.2.6

B. Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

 

 

 

TH: Cn11.2.7

B. Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theatre work.

 

TH: Cn11.2.8

B. Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.

 

HS Proficient TH: Cn11.2. I

B. Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.

 

HS Accomplished TH: Cn11.2. II

B. Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.

 

HS Advanced TH: Cn11.2. III

B. Present and support an opinion about the social, cultural, and historical understanding of a drama/theatre work, based on critical research.