Knowledge Standard #7

How to foster the development of students' leadership skills through delivery of the curriculum, and incorporation of appropriate career and technical student organization standards into the curriculum

BACKStageletter.pdf

Evidence 1: Acceptance letter for BACKStage program

Description: In September of 2020, my program was accepted into the joint United States Institute for Theatre Technology (USITT) and Educational Theatre Association (ETA) pilot program designed to create the first IRC for high school technical theatre students.

Analysis: In August of 2020, USITT and ETA partnered to offer a test program aimed at high school technical theatre students. This pilot program, BACKStage, is a modified form of USITT's Industry Recognized Credential, called eSET. BACKStage aims to offer an IRC for secondary school technical theatre students, the first of its kind. Unlike the eSET tests typically offered, which test specific areas, the BACKStage program tests students on a broader, but less rigorous, spectrum of material, and is designed to provide them with proof of a beginning level of knowledge of industry standards.

Our acceptance into the program afforded me the opportunity to incorporate materials curated by industry professionals into our work environment. These terms and skills may not be new to the material presented in ART, but the imprimatur of the industry's leading technical theatre organization provides students the connection between what is covered in class and the knowledge needed in the industry. By illuminating these connections, I am better able to help students make confident, fundamental choices in design and production. These choices help them develop the confidence to experiment and

Dillardrec.pdf

Evidence: Letter from Karen Dillard

Description: Ms. Dillard is a former colleague and the parent of a former student who is now studying theatre at the University of Montevallo in Alabama. In her letter, she discusses her son's experience in my program, and how encouraging students to become student leaders allows them the opportunity to explore and develop

Analysis: By providing students a fundamental understanding of the skills and techniques needed to create the elements that come together in theatrical productions, and empowering them to use the skills they've learned to create various elements of design, I firmly believe that I am offering students the opportunity to grow in both experience and comfort with their skills. Allowing them to demonstrate their ability affords students the chance to take ownership of their creations and their learning; this can then be channeled to assisting other students learn skills and work habits. Students grow into being leaders.

The most obvious examples of these opportunities come during productions, when experienced students take charge of less experienced students in various areas of design. In the case of Ms. Dillard's son, he was an exceptional student leader- well organized and willing to spend time with younger students to explain techniques for various elements of scenic design. In the letter, she mentions UV lighting; her son served as technical director for The Little Mermaid, in which UV lighting effects were used to change the appearance of scenic elements. First, we covered the basics of the use of UV lighting and reactive paints. As technical director, her son took time to learn methods of utilizing various paints to create different effects. After practice with these techniques, he was then able to demonstrate these methods to others. Not only does this technique of students taking charge of teaching others increase their understanding (the protégé effect), but it gives them the opportunity to serve as student leaders in the program.