Theatre

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.

The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.

The syllabus clearly indicates a difference between SL and HL. It allows for greater breadth and depth in the teaching and learning at HL through an ad additional assessment task which requires HL students to engage with theatre theorists and their theories.

Curricular Objectives

Enjoy lifelong engagement with the arts
Become informed, reflective and critical practitioners in the arts
Understand the dynamic and changing nature of the arts
Explore and value the diversity of the arts across time, place and cultures
Express ideas with confidence and competence
Develop perceptual and analytical skills.
In addition, the aims of the theatre course at SL and HL are to enable students to: explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context)
Understand and engage in the processes of transforming ideas into action (theatre processes)
Develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre)

For HL only:

understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).

Learning Outcome

Demonstrate knowledge and understanding of specified content
Describe the relationship between theatre and its contexts
Identify appropriate and valuable information from research for different specialist theatre roles (creator; designer; director; performer)
Present ideas, discoveries and learning, gained through research and practical exploration to others
Demonstrate application and analysis of knowledge and understanding
Explain the relationship and significance of the integration of production, performance and research elements
Explore and demonstrate different ways through which ideas can be presented and transformed into action
Explain what has informed, influenced and had impact on their work
Demonstrate synthesis and evaluation
Evaluate their work and the work of others
Discuss and justify choices
Examine the impact their work has had on others
Select, use and apply a variety of appropriate skills and techniques
Demonstrate appropriate skills and techniques in the creation and presentation of theatre in different specialist theatre roles (creator; designer; director; performer)
Demonstrate organization of material including use and attribution of sources
Demonstrate the ability to select, edit and present work appropriately

Approaches to the teaching of theatre

The syllabus has been designed to reflect the dynamic nature of theatre and theatre-making. In designing and delivering the curriculum, teachers have a free choice in the selection of plays, playwrights, theorists and theatre practices, which include theatrical forms, movements, styles, genres and traditions. Teachers are encouraged to interpret the syllabus creatively according to local circumstances and the context of the school. No time allocation is given for any individual area of the syllabus because most activities may cover several different parts of the course. Careful planning of class activities and productions, and also, where feasible, of visits to experience external productions and workshops with theatre practitioners, is needed to make the best use of the time and resources available. Teachers in a theatre programme should consider themselves as engineers of experiences. The teacher's role is to create opportunities that allow the students to explore, learn, discover and collaborate to become autonomous, informed and skilled theatre-makers. Students also learn the importance of making theatre with integrity, with an understanding of the impact that theatre can have on the world.

Approaches to learning in theatre

The Diploma Programme theatre course is student-centred and places student explorations at the heart of a holistic learning experience. Students focus on the techniques and methods of making theatre, and present these discoveries in a variety of ways, through performance, presentation, demonstration and written expression. Learning about theatre relies on action and the course must be experienced practically. The collaborative process is essential in theatre and students should experience and reflect on the processes of collaboration, its benefits and its challenges. Organization, self-management and independent study skills are important. Students learn through problem-solving and inquiry. They communicate their learning through action, staging, project planning, workshops, presentations,
physical demonstrations, oral, visual and written expression. The course requires higher order thinking skills, such as analysis and synthesis. Students should also learn what is relevant and useful for their own investigations and how to put their knowledge and understanding into practice, transforming ideas into action.