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)

Coming soon.