Ala. Admin. Code r. 290-3-3-.33.01

Current through Register Vol. 42, No. 10, July 31, 2024

Section 290-3-3-.33.01 - Theatre

(1)Rationale. The main goal of these standards is to prepare the teacher candidate with the knowledge and abilities to implement a quality theatre program that develops skillful participants. These standards are consistent with the standards of the National Association of Schools of Theatre (NAST). The standards build upon the Alabama Core Teaching Standards.

(2)Program Curriculum. In addition to meeting Rules 290-3-3-.02(6) (a)1. -4., 290-3-3-.02(6) (e)1. and 2.(i) and (iv), 290-3-3-.03, 290-3-3-.04, and 290-3-3-.30, the teaching field shall require an academic major of at least 32 semesters hours of credit with at least 19 semesters hours of upper-division credit. Additional information is provided in the definition for academic major in Rule 290-3-3-.01(2).

(a)Common Body of Knowledge and Skills.

1.Production. Candidates must acquire:

(i) Technical skills requisite for artistic self-expression in at least one major area of production (for example, acting, design/technology, playwriting, directing) and those skills must be progressively developed to the highest level appropriate to the particular area of concentration.

(ii) An overview understanding of the major aspects, techniques, and directions of the area of concentration.

(iii) Fundamental, comprehensive understanding of the various elements and basic interrelated processes of creation, interpretation, performance, and production.

(iv) Fundamental, conceptual understanding of the expressive possibilities of theatre.

(v) Knowledge and skills sufficient to work in both collaborative and individual roles in matters of theatre interpretation.

(vi) Growth in artistry, technical skills, collaborative competence, and knowledge of repertory through regular performance and production experiences.

2.Repertory. Candidates must acquire:

(i) Familiarity with theatre literature of various historical periods, cultural sources, and modes of presentation.

(ii) Experience with specific repertories and comparative standards of production quality through performance, academic study, and attendance at productions.

3.Theoretical and historical studies. Candidates must acquire:

(i) The ability to analyze plays perceptively and to evaluate them critically.

(ii) An understanding of the common elements and vocabulary of theatre and of the interaction of these elements, and be able to employ this knowledge in analysis, including analyses of their productions.

(iii) The ability to place works of theatre in historical and stylistic contexts and have some understanding of the cultural milieu in which they were created.

(iv) The ability to develop and defend informed judgments about theatre.

4.Technology. Candidates must acquire a working knowledge of technologies and equipment applicable to their area(s) of specialization.

5.Synthesis. Candidates should be able to work independently on a variety of professional problems by combining, as appropriate to the issue, their capabilities in performance, repertory, theory, history, and technology, as well as other fields they have studied.

6.Results.

(i) Candidates must demonstrate achievement of professional, entry-level competence in the area of specialization including significant technical mastery, the capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals that are evident in their work.

(ii) Candidates must demonstrate their competence by developing a body of work for evaluation in the major area of study.

(iii) Candidates must have the ability to communicate ideas, concepts, and requirements to theatre professionals and laypersons. Such communication may involve oral, written, visual, and musical media.

(b)Theatre Education. The following basic competencies are essential to all prospective theatre teachers:

1.The production foundation:

(i) The candidate must be familiar with the basic expressive, technical, procedural, and organizational skills, and conceptual insights essential for theatrical performance. Instruction should include traditional processes as well as new developments.

(ii) The candidate should have the understanding to make pupils emphatically aware of the all-important process of artistic creation from conceptualized image to finished work.

(iii) The candidate must be a competent director, able to create expressive performances with various types of groups and in general classroom situations. Laboratory experiences to give the prospective teacher opportunities to apply rehearsal techniques and procedures are essential.

2.Aesthetics, theatre history, literature, theory, and criticism. The prospective theatre teacher should have an understanding of contending philosophies of theatre, the development of past and contemporary theatre forms, major styles and periods of theatre history and dramatic literature, theories of criticism, and an understanding of the fundamental and integral relationships of all these to the theatre performance.

3.Teaching competencies. The candidate is expected to understand the total contemporary educational program -including relationships among the arts - in order to apply theatre competencies in teaching situations and to integrate theatre instruction into the total process of education. Essential competencies are:

(i) An understanding of child development and the identification and understanding of psychological principles of learning as these relate to theatre education.

(ii) An understanding of the philosophical and social foundation underlying theatre in education and the ability to express a rationale for personal attitudes and beliefs.

(iii) An ability to assess aptitudes, experimental backgrounds, skills, and interest of individuals and groups of students, to devise learning experiences to meet assessed needs, and to manage classrooms and rehearsals effectively.

(iv) A knowledge of current methods and materials available in all fields and levels of theatre education.

(v) An understanding of the principles and methods of developing curricula and the short- and long-term units that comprise them.

(vi) An understanding of evaluative techniques and the ability to apply them in assessing both the progress of students and in the objectives and procedures of the curriculum.

(vii) An awareness of the need for continuing study, self-evaluation, and professional growth.

Ala. Admin. Code r. 290-3-3-.33.01

New Rule: Filed June 14, 1999; effective July 19, 1999. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007.

Amended by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXVI, Issue No. 12, September 28, 2018, eff. 10/28/2018; operative 6/1/2019.

Author: Dr. Eric G. Mackey

Statutory Authority:Code of Ala. 1975, §§ 16-3-16, 16-23-14.