19 Tex. Admin. Code § 117.324 - Technical Theatre, Level II, Adopted 2013
(a) General requirements. Students may
fulfill fine arts and elective requirements for graduation by successfully
completing one or more of the following theatre courses: Technical Theatre,
Level II (one credit), Lighting and Sound (one-half to one credit), Stagecraft,
Costume Construction (one-half to one credit), Makeup for the Theatre (one-half
to one credit), Design for the Theatre (one-half to one credit), and Theatre
Management (one-half to one credit). Technical Theatre, Level I is suggested as
a prerequisite for Technical Theatre, Level II courses.
(b) Introduction.
(1) The fine arts incorporate the study of
dance, music, theatre, and the visual arts to offer unique experiences and
empower students to explore realities, relationships, and ideas. These
disciplines engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order thinking,
communication, and collaboration skills, making the fine arts applicable to
college readiness, career opportunities, workplace environments, social skills,
and everyday life. Students develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity, encouraged through the
study of the fine arts, is essential to nurture and develop the whole
child.
(2) Four basic
strands--foundations: inquiry and understanding; creative expression;
historical and cultural relevance; and critical evaluation and
response--provide broad, unifying structures for organizing knowledge and
skills students are expected to acquire. Through the foundations: inquiry and
understanding strand, students develop a perception of self, human
relationships, and the world using elements of drama and conventions of
theatre. Through the creative expression strand, students communicate in a
dramatic form, engage in artistic thinking, build positive self-concepts,
relate interpersonally, and integrate knowledge with other content areas in a
relevant manner. Through the historical and cultural relevance strand, students
increase their understanding of heritage and traditions in theatre and the
diversity of world cultures as expressed in theatre. Through the critical
evaluation and response strand, students engage in inquiry and dialogue, accept
constructive criticism, revise personal views to promote creative and critical
thinking, and develop the ability to appreciate and evaluate live
theatre.
(3) Through a variety of
experiences with technical theatre, Technical Theatre II will afford students
the opportunity to continue to study and develop their knowledge of technical
theatre arts on a more challenging level. Students explore and apply a myriad
of technical theatre concepts and skills. Students will exercise and develop
creativity, intellectual curiosity, critical thinking, problem solving, and
collaborative skills. Participation and evaluation in a variety of theatrical
experiences will afford students opportunities to develop an understanding of
self and their role in the world.
(4) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Foundations: inquiry and understanding.
The student develops concepts about self, human relationships, and the world
using elements of drama and conventions of theatre. The student is expected to:
(A) demonstrate proper use of standard
vocabulary in costumes, lights, makeup, theatre management, properties,
scenery, and sound;
(B) identify
the technical elements of theatre such as types of stages, stage areas, fly
systems, curtains, front of house, dressing rooms, and storage;
(C) use established theatre systems such as
the production calendar, tech rehearsals, and production staff roles;
(D) use safe theatre practices such as
personal safety, fire safety, tool safety, shop safety, and handling
emergencies in the theatre; and
(E)
read and analyze scripts to determine technical theatre elements.
(2) Creative expression:
performance. The student develops and demonstrates technical theatre skills
through the pre-production processes from concept (script or original idea) to
performance. The student is expected to:
(A)
identify and use technical elements in various theatrical styles and
genres;
(B) apply the design
process, including analysis, research, incubation/selection, implementation,
and evaluation, to a theatrical product such as a rendering, model, and
sketch;
(C) recognize the
principles of design, including lines, shape, mass, measure, position, color,
and texture;
(D) recognize the
principles of composition, including unity, harmony, contrast, variation,
balance, proportion, and emphasis;
(E) recognize the elements of color in design
such as color theory, the science of color and light, and the color
palette;
(F) demonstrate
understanding of communication methods between directors and designers such as
prompt book, costume plot, light plot, makeup, theatre management, property
list, design renderings, and models; and
(G) practice proper measurement and scale as
applied to design or construction.
(3) Creative expression: production. The
student focuses on a specific area of technical theatre production concepts and
skills. The student demonstrates an understanding of and skills in scenery,
props, lighting, costumes and makeup, sound, or theatre management. The student
is expected to:
(A) identify and safely use
technical theatre tools, equipment, and materials;
(B) develop theatre production skills by:
(i) building scenery such as two-dimensional
flats and three-dimensional stairs;
(ii) building or pulling and altering
costumes using safe costume construction techniques;
(iii) hanging and focusing lighting
instruments and using dimmers and controllers;
(iv) identifying electrical theory and
practice as it applies to theatrical lighting;
(v) recording, editing, or creating sound
effects;
(vi) identifying marketing
products for theatrical productions;
(vii) practicing stage management techniques
such as build a promptbook, call cues, and record blocking;
(viii) identifying and applying scenic
painting techniques; or
(ix)
identifying and applying stage properties practices such as buy, borrow, build,
and organize; and
(C)
read and interpret technical theatre documents such as light plots, costume
plots, renderings, ground plans, and cue sheets.
(4) Historical and cultural relevance. The
student relates theatre to history, society, and culture. The student is
expected to:
(A) apply historical or cultural
accuracy from research in theatrical design;
(B) analyze the impact of live theatre, film,
television, and electronic media on contemporary society;
(C) analyze the cultural heritages of world
drama and theatre and identify key figures, works, and trends in technical
theatre;
(D) explain the historical
development, discoveries, and periods in theatre architecture and stage
technology influences such as Latin American marionettes, Greek amphitheater,
Asian Noh and Kabuki theatre, Italian Renaissance innovation, and Indian puppet
theatre and their influences on modern theatre;
(E) illustrate how technology has changed
theatre such as how stage lighting has progressed from limelight to digital
light;
(F) understand the
multicultural heritage of United States drama and theatre and identify key
figures, works, and trends in technical theatre; and
(G) identify and understand the innovations
and contributions of the United States to the performing arts such as theatre,
melodrama, musical theatre, radio, film, television, technology, or electronic
media.
(5) Critical
evaluation and response. The student responds to and evaluates theatre and
theatrical performances. The student is expected to:
(A) compile materials to construct a resume
and portfolio of works created in technical theatre;
(B) analyze and apply appropriate behavior of
technical staff at various types of live performances;
(C) recognize the design and technical
elements of theatre as an art form and evaluate self as a creative
being;
(D) offer and receive
constructive criticism of designs or construction projects by peers and
self;
(E) evaluate live theatre in
written and oral form with precise and specific observations of technical
elements using appropriate vocabulary;
(F) evaluate film, television, or other media
in written or oral form with precise and specific observations of technical
elements using appropriate vocabulary;
(G) explore career and avocational
opportunities in theatre, television, film, or industries such as design,
construction, management, theatre education, and arts administration and
evaluate the training, skills, self-discipline, and artistic discipline needed
to pursue such opportunities;
(H)
connect theatre skills and experiences to higher education and careers outside
of the theatre; and
(I) use
technology to communicate and present findings in a clear and coherent
manner.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
No prior version found.