Word Count: 1722
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
These supplements cover the outcomes for the Theatre Appreciation course at Abraham Baldwin Agricultural College in Tifton, GA, as taught by Dr. Brian Ray.
A learning activity sheet in TLE Handicraft week-5 Recycles
This resource was created by Moe Martin, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
About the Arts, Care & Connection Lesson Collection:Arts for Learning Northwest collaborated with Oregon teaching artists on this collection of arts integration modules designed for K-5 students, with integrated social emotional learning content in the areas of dance, visual arts, theater, and music.
About the Arts, Care & Connection Lesson Collection: Arts for Learning Northwest collaborated with Oregon teaching artists on this collection of arts integration modules designed for K-5 students, with integrated social emotional learning content in the areas of dance, visual arts, theater, and music.
Short Description:
Translated by Curtis Hidden Page
Word Count: 18304
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
The purpose of this textbook is to provide resources about teaching low brass instruments to music educators and future music educators. The book was developed by the author as part of the open/alternative textbook initiative at Kansas State University. It Is the textbook used for the Kansas State University course Music 239-Low Brass Techniques and Materials.
Technical Theatre II (Intermediate)
CHAPTER 1: JOBS IN TECHNICAL THEATRE
CHAPTER 2: WORKING IN A NEW VENUE
CHAPTER 3: PERFORMANCE ETIQUETTE
CHAPTER 4: THE ACTOR SCENE BREAKDOWN
CHAPTER 5: SCENERY
CHAPTER 6: STAGE PROPERTIES
CHAPTER 7: STAGE LIGHTING
CHAPTER 8: COSTUMES
CHAPTER 9: SOUND
CHAPTER 10: BLOCKING NOTATION
CHAPTER 11: PRODUCTION REPORTS
CHAPTER 12: CUEING SCRIPTS
Access also available here: https://drive.google.com/drive/folders/1ibRKS2v_qeQwXuZHKAvb2I0jAn7GwCSM
Welcome to the exciting world of technical theatre. Studying this topic can lead to many different careers in several different sectors of the economy. The general skills needed for any of the careers or sectors have many things in common. Workers need to be dead-line oriented, as most productions have firm timelines that cannot be altered. Critical thinking and analysis are much needed skills. Almost every project in the field is unique and technicians and designers alike must discover the best way of reaching a project’s goal. Creative problem solving is trait successful practitioners have in common. With every project being unique, there are no guaranteed solutions to the problems that are presented. Technicians draw on their vast experience of what worked in the past that can be adapted to be a solution to the current problems. Clear communication and collaboration round out the necessary skills. No technical theatre project is ever handled by one person on their own. Collaboration with many people is the norm, and successful collaboration requires clear written and verbal communication skills.
Students use pitch to explore the characters in a story.
This resource was created by Jessica Steffen, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
Music Theory Website. Includes Music Theory and Ear Training Activities.
The curriculum shared here utilizes Terra Nostra, a multimedia symphony about climate change. Variations of the curriculum were developed by Kim Davenport for use in several 100-, 200- and 300-level non-major music courses at the University of Washington, Tacoma. More than 50% of UWT undergraduate students are the first in their family to attend college, and nearly 60% are students of color.Depending on the exact level and subject-matter of each course, Terra Nostra was utilized in support of a variety of learning objectives:Building students’ listening skills, through the combination of music and video, and through the analysis of music without wordsDrawing interdisciplinary connections between music and other disciplinesProviding an example of music created to raise awareness about a timely social issueAlthough the assignments shared here were designed for music courses, they could easily be adapted for inclusion in courses in other disciplines, and this is indeed one of the motivations for sharing this curriculum through a Creative Commons license.
If I create a module in OER Commons and tag with a standard, will the standard be pulled through when I use the LTI app in Schoology?
This resource was created by Moe Martin, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.
This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.
Remixes openly licensed theater textbooks with plays, text, audiobooks, and film.
Directed practice in acting, directing, or design on a sustained theater piece, either one-act or full length, from pre-rehearsal preparation to workshop production.