Methods in theatre education discuss issues related to the teaching of theatre in the public school system. Students will learn how to prepare and execute a lesson plan of study, develop benchmarks and grading criteria, develop course goals and objectives, and the execution of a variety of teaching methods in the classroom. Students will also discuss how to manage behavioral problems, time, and the planning and organization of mounting a production. (Fall - Even Years) [Graded (Standard Letter)]

Require Textbooks:

• Theatre in the Classroom Grades 6-12: Methods and Strategies for the Beginning Teacher, 2nd Edition. By Jim Patterson.
• Teachers These Days: Stories & Strategies for Reconnection, by Dr. Jody Carrington & Laurie McIntosh

Recommended Textbook:

Signs of Change: New Directions in Theatre Education Revised and Amplified Edition. by Joan Lazarus. (Digital copy available through SUU library)

A Few Good Theatre Education Resources:

National Theatre Standards BYU Theatre Education Americans for the Arts
Utah Core Standards – Fine Arts Curriculum Database Theatrefolk.com
Utah Education Network American Alliance for Theatre & UACTT (Utah Advisory Council
Utah High School Activities Education of Theatre Teachers)
Association - Theatre Educational Theatre Association SUU Student Teaching Resources

Essential Learning Outcomes

By the completion of this course, students will be able to:

1. Analyze and apply Utah theatre education standards and the Utah Core Standards to develop coherent, standards-based theatre curriculum for secondary students.
2. Develop a comprehensive secondary theatre curriculum, including a program scope and sequence, units of study, and daily lesson plans that reflect appropriate theatre education pedagogy and student learning needs.
3. Design and implement effective theatre instruction for students in grades 6–12 using developmentally appropriate teaching strategies, instructional methods, and best practices in theatre education.
4. Establish effective classroom management, rehearsal, and production practices that create an inclusive, productive, and safe learning environment for secondary theatre students.
5. Plan, organize, and evaluate secondary theatre productions by applying appropriate methods for selecting, preparing, rehearsing, producing, and presenting theatrical works with student performers and production teams.
6. Demonstrate effective communication, collaboration, and leadership practices appropriate to the secondary theatre classroom and production environment.
7. Develop a personal philosophy of theatre education and production that articulates their beliefs about teaching, learning, theatre-making, and the role of theatre in the lives of students and communities.
8. Design and implement appropriate assessment strategies to measure and document student learning, growth, and achievement in secondary theatre education.
9. Adapt theatre instruction, curriculum, and production practices to address diverse student needs, abilities, experiences, and learning styles.
10. Explore integrate appropriate technologies and digital resources to support theatre instruction, curriculum development, assessment, communication, and production.
11. Observe, analyze, and evaluate theatre instruction using established pedagogical principles and professional expectations for effective theatre educators.
12. Reflect critically on teaching and production experiences and use reflection, feedback, and self-assessment to identify areas for continued professional growth.
13. Analyze and apply professional standards, competencies, responsibilities, and ethical expectations for secondary theatre educators as established by the Utah State Board of Education and the theatre education profession.
14. Develop and organize professional materials and resources necessary for successful entry into the theatre education profession, including teaching materials, curriculum resources, assessment tools, and professional application materials.
15. Evaluate the professional demands, responsibilities, and expectations of secondary theatre educators and develop strategies for continued professional growth.

Grading Policy

Assignments & Projects

Assignments and projects will have a detailed written explanation, learning objectives, expectation, and assessment. The nature of the projects and assignments in this course are designed to assist in building a framework for your teaching of theatre at the secondary level. Assignments and projects will have a sense of ambiguity and possibility to provoke problem-solving, allowing for your preferences in organization and pedagogy. Oftentimes there is no one “right” answer, but best teaching practices MUST be observed when creating curriculum and programming. The key to exemplary work and high grades is to “design with the end in mind” and ask yourself how your projects will affect your students. Critically utilize the skills and strategies learned in this and all education classes. Then apply that knowledge in the projects/assignments. Additionally, quality and clarity in the presentation (visual, oral, and written communication) of the projects is necessary. Please ask questions if you do not understand the nature or expectation of the assignments/projects.

Grade Scale

The following percentages of the total points possible will be used in determining your final assessment.

Class Assignments & Projects

There will be small assignments throughout the semester that assist in building the components of the larger projects. All assignments and projects have been developed to practice and demonstrate the requisite Utah State Board of Education competencies for teacher licensure. Additionally, the assignments/projects will serve as critical components for a digital portfolio to assist in teaching job applications. A Brief Explanation of assignments and projects follows:

Educator Interview

Interview three educators using the questionnaire provided as a framework. Type a brief document of what you learned from your interviews as to what it means and what is required to be a theatre educator.

Textbook Evaluation

Locate a theatre textbook that has been adopted by the Utah State Board of Education, using a textbook guide instructor will provide, evaluate the book for use in your theatre program.

Teaching & Production Philosophy

A statement of beliefs and attitudes expressing the: Purpose of education and the role of the teacher, definition of teaching, nature of pedagogy, student learning & assessment, and classroom atmosphere. Additionally, the beliefs and attitudes expressing the value and methodology of theatrical productions in your theatre education program. (This is a multi-step assignment)

Teaching a Workshop for USF/SUU Shakespeare Competition

Develop and write the lesson plan for a subject appropriate for students attending the HSSC. Then you will teach the workshop observed by instructor or videotaped, write a reflection paper about the experience.

Curriculum Project:

Scope & Sequence of Program & Curriculum, Unit Plan & Daily Lesson Plans, Activities, Support Materials & Assessments. (Group & Individual Components)

Scope & Sequence of Program & Curriculum
created with class group & finalized individually
includes: general layout for students moving through multiple semesters or years of your theatre program and the details of the curriculum units for one year of the program.

One Unit Plan:

• created with a partner in conjunction with the cooperating teacher
• includes: Rationale (State Core & National Standards Addressed), Student Learning Objectives, Bell Ringers, Needed Supplies/Equipment, Lesson Plans (supplemental material & handouts needed for activities), Pre & Post Assessments, Formal and Informal Assessments, Time Fillers, Learning Environment Materials/Ideas for Unit Plan

Daily Plans:

• individually, create requisite lesson plans and all supplemental teaching materials for the unit plan.

NOTE: For full credit, a copy must be provided for all students in the course google folder.

Teaching Field Experience

• Data Collection, Observation & Secondary School Teaching:
  • Two observations: one focused on the teacher, one focused on the students.
• Teach Theatre Unit in Assigned School:
  • Teaching the unit created for the curriculum project with the cooperating teacher and peer collaborators, (teaching must be video recorded).
  • Feedback from cooperating teacher
  • Written personal reflection paper

Production Plan:

Develop the framework, paperwork, and requisite components needed to mount a particular production on the secondary level in your assigned school building and theatre program. (Group & Individual Components)

PART I: Logistics & Preparation
PART II: Approach to Production
PART III: Production Preparation
PART IV: Producing the Show

Classroom Management ( ) & Aesthetic Policies, Procedures and Discipline

PART A: Rules, Layout, & Aesthetic: classroom rules, classroom layout, and a written rationale for the aesthetic of your classroom.

PART B: Safe Spaces
Research, devise, create, and write your policies and detailed procedures required to effectively run an engaged theatre classroom: Brave/Safe Spaces, Intimacy, logistics of in-class rehearsal space & monitoring students working independently, students & scripts, attendance tracking.

PART C: Management & Discipline
Daily classroom management, a discipline plan & escalation strategy.

Getting The Job: Resume, Cover Letters, Digital Portfolio/Website & Interviews

Create a website and documents necessary for applying for work in education: Create a professional Resume and Cover Letter. The etiquette for Letters of Recommendation. Compile, in a digital online format, artifacts, documents, photos, and video illustrating your work as an educator.

Class Structure & Schedule

The goal is to engage in instruction that encompass a variety of teaching methodologies in order to model and prepare students for teaching experiences throughout the semesters. Class time will center on providing the necessary information and practice to create the requisite projects for the course. When group or partner work is assigned, some time will be provided in class to work on those projects.

The organization of the course will follow the outline of the textbook, with topics and projects aligning with the topics in the textbook. Additionally, the course will read a current book about teaching and will follow a “book club” style exploration throughout the semester of the contemporary issues addressed in the literature.

The course will be divided into four sections. The first section will focus on best teaching practices and culminate in teaching a workshop for the USF/SUU Shakespeare Competition participants (grades 6 - 12). The second section will explore and address how to build a theatre program, including scope & sequence, unit plans, and daily lesson plans. The third section will explore what it takes to produce a play at the secondary level from paperwork, to rehearsals and interfacing with parents and making the technical components come to life. The final section is focused on getting all the work completed throughout the semester and creating the requisite components to craft a digital portfolio in preparation for the job search after graduation.

The practicum experience will be teaching a unit in a secondary school class. The school assigned or self-selected may require travel time and careful planning. It is critical to consider this when determining the school with which you are working. Schools for this project will be determined through searching, selecting, and coordinating with individual educators during the first two weeks of the semester. Care should be taken as teaching in the school is the final for this course.

Late Assignments

Assignments can be turned in during class but will be accepted no later than 11:59 pm on the date due. LATE WORK WILL NOT BE ACCEPTED. However, if there is a unique situation preventing you from meeting a deadline; advanced communication may result in modification of a deadline. If you need to be absent, work due during your absence must be turned in ahead of time. Absence from class on the day an assignment is due is not a valid excuse and makeup work will not be accepted.

Assignments/Late work

Most assignments will be due by 11:59 pm and submitted through Canvas on the date they are due, unless otherwise noted on the syllabus or in class. All assignments should be typed unless otherwise specified by the instructor. Late work will be penalized 10% per day (not class period) that they are late.

Extra Credit

Extra credit MAY be offered at various points throughout the semester. It is entirely at the instructor’s discretion and may not be offered at all. Extra credit, if available, will only be available up to a total of 50 points (5% of your total grade).

E-mails

Please feel free to email me; however, I will be unable to guarantee my reply time and I will respond as soon as I am able. If you need an immediate response, it may be more advantageous to find me and discuss issues or concerns in person or via Zoom.

Canvas

This class will utilize Canvas. Through Canvas you will find information concerning assignments, readings, announcements, grades, etc. It is your responsibility to check Canvas frequently and it is strongly encouraged to check often as information can be added or announcements and reminders made through Canvas.

Technology

Please have access to technology for class. Many of the plays are available through Canvas or online. You will need access to them during class. Additionally, you may prefer to do the in-class activities digitally; you will need to have a computer or device that allows you to type and upload the document during class. You are permitted to use any and all technology so long as it is in service to the course. Texting, snapchat, Instagram, X, etc. are not permitted.

AI Policy

Acceptable and Unacceptable Use of AI

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

• Brainstorming and refining your ideas;
• Fine tuning your research questions;
• Finding information on your topic;
• Drafting an outline to organize your thoughts; and
• Checking grammar and style.

The use of generative AI tools is not permitted in this course for the following activities:

• Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.
• Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.
• Writing a draft of a writing assignment.
• Writing entire sentences, paragraphs or papers to complete class assignments.

You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). When in doubt about permitted usage, please ask for clarification. ***Remember, unacceptable use of AI undermines your own artistic value.

Attendance and Illness

You are allowed 4 unexcused absences. Each absence after 4 will result in a 33.333 point deduction in your attendance and participation grade. If you negate your total attendance and participation grade your grade will continue to decline by 1/3 of a letter grade as per the TDAA Student Handbook. An absence may be excused for circumstances outside of your control. Arrangements must be made before the absence occurs (i.e., email or speak to me before you miss class). 4 tardies = 1 absence (leaving class early for any reason counts as a tardy).

• No student missing 25% of scheduled classes can receive a passing grade. *****
• This is NOT a remote course. There will be no Zoom links or participation via remote learning. ***

It is the student’s responsibility to get information missed due to an absence. Please reach out to peers in the course first.

Prerequisite(s): THEA 3950 - Prerequisite Min. Grade: C+

Registration Restriction(s): Theatre Arts and Theatre Arts Education majors only; Junior or Senior standing required