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Theatre Technology
Course Syllabus

Course Title: Advanced Theatre Technology
Teacher: Danyelle Dunavold, M.A.T.
Contact Information:


Class Location: Northwood High School,
Drama Room 605
Class Schedule: Monday – Friday
 Period 8*
*NHS is on a block schedule, so
days of the week vary.

CTE Course Industry Sector &
Career Pathway:

Arts, Media, and Entertainment
 Production and Managerial

Course Credit: 5 credits/semester
Course Hours: 2 Semesters, 360 Hours
Grades: 9-12

This course provides instruction and training for students interested in stage design. Students that
achieve competency in this course will develop skills in stagecraft design and will be prepared
for entry-level employment. Entry-level positions include set decorator, set designer and
assistant art director. Instruction and hands-on experience includes set architecture, design
elements, stage management, lighting design, costume design and make-up application.

Use the course description as listed in the course outline. You may consider including
additional details that better describe what the course will cover. This statement is
especially important as it will encourage genuinely interested students to take your class
and dissuade those who are not. Include the following:
 Course outline description
 Course credit
 Total course hours
 Prerequisite and/or co-requisite

Goal Statements (standards) provide the broad, general aims of the course. Goal
statements describe intended educational outcomes for students/graduates of the
course. Goals should be linked with specific learning outcomes. 
Student Learning Outcomes (Objectives/Competencies)
Your learning outcomes are the crux of your syllabus.  Learning outcomes shape every
aspect of your course: the content, overall structure of your course, required readings,
forms of assessment, and your grading procedures.
Learning outcomes are much more specific than goal statements. Learning outcomes
describe the measurable skills, abilities, knowledge, or values that students should be
able to do or demonstrate as a result of the course or program. Learning outcomes
should be SMART: Specific, Measurable, Agreed-upon, Realistic, and Time-framed. List
3-5 major learning outcomes for the course for the major units of instruction.
By the end of this course, students will:
define distinguish apply analyze assemble appraise
describe explain compute compare construct argue
identify interpret construct differentiate create defend
recall paraphrase demonstrate discriminate design evaluate
recognize summarize manipulate examine develop judge
state translate predict test formulate support

1. Identify pertinent research problems, and formulate a research plan.
2. Summarize each of Erikson's stages of development.
3. Describe the major sociological perspectives and illustrate how each perspective
relates to events in their daily lives.
Discussing the overall structure and/or procedures of the course to provide an indication
of the way class sessions will be conducted and the types of activities students will be
involved in (e.g., lecture, discussion, lab and experiments, group learning projects). It is
important to select modes of instruction appropriate for your clearly defined learning
outcomes. Also identify any classroom management procedures for your students to
follow, i.e., entering and exiting the classroom, turning in homework and what to do for
making up assignments when absent, behaviors in the classroom, etc.
Include full bibliographic information for texts (state whether required or optional) and
include a list of other materials as required.
This section details what students will have to do in the course: assignments, exams,
projects, and performances. Describe the nature and format of these assignments. Be
specific. For instance, what format are the exams: short answer, essay, multiple-

choice? What are the topics, expected lengths, and due dates of the term papers? Is
attendance a requirement in your course?   
Clearly state your expectations and procedures concerning:
 Attendance and tardiness
 Class participation
 Assignments and homework including missed exams or assignments,
assignment submission, and academic honesty
 Accommodations for students with disabilities or special needs.
Keep your learning outcomes in mind when developing assessments. Your intended
learning outcomes should shape your assessment procedures. Select a variety of
assessment procedures because these measure the extent to which students have
achieved the course learning outcomes.
Provide clear details of the items that will contribute to the final grade, the weight or
point value of all graded items, and the grading scale. The weight given to each graded
item conveys its relative importance, and hence affects how students allocate their
study time and the amount of effort they put forth. If class participation contributes to
students' grades, establish and make clear the criteria used to make that assessment.
Identify safety issues related to your course such as use of protective gear, use of
equipment, etc.
Create a schedule that outlines the approximate weeks in

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