The Business of Theatre: Management and Promotion (#0400515) 

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The course was/will be terminated at the end of School Year 2019 - 2020

Course Standards

In addition to the listed benchmarks and standards, the following mathematical practices are required content:

MAFS.K12.MP.5.1: Use appropriate tools strategically.
MAFS.K12.MP.6.1: Attend to precision.
MAFS.K12.MP.7.1: Look for and make use of structure.

In addition to the listed benchmarks and standards, the following clusters and Language Arts standards are required content:

LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Name Description
TH.912.C.1.6: Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.
TH.912.C.1.7: Justify personal perceptions of a director’s vision and/or playwright’s intent.
TH.912.C.2.1: Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
TH.912.C.2.7: Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
TH.912.C.2.8: Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
e.g., peer assessment, rubric, criteria, coaching, feedback, criticism
TH.912.C.3.2: Develop and apply criteria to select works for a portfolio and defend one’s artistic choices with a prepared analysis.
TH.912.C.3.3: Critique, based on exemplary models and established criteria, the production values and effectiveness of school, community, and live or recorded professional productions.
TH.912.F.1.4: Research the cause-and-effect relationship between production needs and new and emerging technologies to support creativity and innovation in theatre.
TH.912.F.2.1: Create and maintain a portfolio for a variety of college or job interviews that can be customized for each opportunity.
e.g., body of work, references, résumé, artist statement
TH.912.F.2.2: Assess the skills needed for theatre-related jobs in the community to support career selection.
TH.912.F.2.3: Work collaboratively with others to survey the theatre activities in the school, community, and/or region to calculate their impact on the economy.
TH.912.F.2.5: Analyze the impact the arts have on local, national, and global economies by researching how businesses use the arts to help them be successful.
TH.912.F.3.1: Analyze and identify the functions of a successful system of business management for a theatre company and compare them to the systems found in a successful business management system.
e.g., leadership, financial needs and structure, marketing, personnel matters
TH.912.F.3.2: Develop a production budget for a hypothetical performance, using real-world numbers, and determine how much to charge the audience in order to cover costs.
TH.912.F.3.3: Exhibit independence, discipline, and commitment to the theatre process when working on assigned projects and productions.
TH.912.F.3.4: Discuss how participation in theatre supports development of life skills useful in other content areas and organizational structures.
e.g., goal-setting, self-discipline, punctuality, meeting deadlines, fulfilling responsibilities, adaptability, initiative, productivity
TH.912.F.3.5: Monitor the tasks involved in the creative and design processes and analyze ways those processes might be applied in the workforce.
e.g., script-writing, set design, costume design
TH.912.F.3.6: Examine how skills used in putting on a production can be applied in the general work place and design a résumé showing marketable skills for a college or job application.
e.g., time management, organization, public speaking, creative writing, leadership, collaboration, design, construction, business management, accounting
TH.912.F.3.7: Use social networking or other communication technology appropriately to advertise for a production or school event.
TH.912.H.1.1: Analyze how playwrights’ work reflects the cultural and socio-political framework in which it was created.
TH.912.H.1.5: Respect the rights of performers and audience members to perform or view controversial work with sensitivity to school and community standards.
TH.912.H.2.1: Research the correlations between theatrical forms and the social, cultural, historical, and political climates from which they emerged, to form an understanding of the influences that have shaped theatre.
TH.912.H.2.2: Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.
TH.912.H.2.7: Hypothesize how theatre may look in the future and defend that hypothesis, based on historical and social trends, to show understanding of their importance to the development of theatre.
TH.912.H.3.1: Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.
e.g., time management, interpersonal skills, making priorities
TH.912.H.3.2: Compare the applications of various art forms used in theatre production.
TH.912.O.3.1: Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
e.g., correct terminology, plots, production meetings, headset etiquette
TH.912.O.3.3: Analyze and demonstrate how to use various media to impact theatrical productions.
e.g., projections, digital video, sound, animation, intelligent lighting
TH.912.S.1.3: Develop criteria that may be applied to the selection and performance of theatrical work.
e.g., appropriate to available actors, budget, venue, appropriate to community values
TH.912.S.2.9: Research and defend one’s own artistic choices as a designer.
TH.912.S.3.9: Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
LAFS.910.RL.2.4 (Archived Standard): Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.SL.1.2 (Archived Standard): Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LAFS.910.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.2.4 (Archived Standard): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.6 (Archived Standard): Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
SS.912.FL.1.1: Discuss that people choose jobs or careers for which they are qualified based on non-income factors, such as job satisfaction, independence, risk, family, or location.
Identify non-income factors that influence career or job choice by interviewing three individuals who work at different jobs.
SS.912.FL.4.1: Discuss ways that consumers can compare the cost of credit by using the annual percentage rate (APR), initial fees charged, and fees charged for late payment or missed payments.
Use the APR, initial fees, late fees, nonpayment fees, and other relevant information to compare the cost of credit from various sources for the purchase of a product.
SS.912.FL.4.4: Describe why people often make a cash payment to the seller of a good—called a down payment—in order to reduce the amount they need to borrow. Describe why lenders may consider loans made with a down payment to have less risk because the down payment gives the borrower some equity or ownership right away and why these loans may carry a lower interest rate.
Explain how a down payment reduces the total amount financed and why this reduces the monthly payment and/or the length of the loan.
Explain why a borrower who has made a down payment has an incentive to repay a loan or make payments on time.
SS.912.FL.4.8: Examine the fact that failure to repay a loan has significant consequences for borrowers such as negative entries on their credit report, repossession of property (collateral), garnishment of wages, and the inability to obtain loans in the future.
Write a scenario about the future opportunities a person can lose by failing to repay loans as agreed.
SS.912.FL.4.12: Discuss that consumers who use credit should be aware of laws that are in place to protect them and that these include requirements to provide full disclosure of credit terms such as APR and fees, as well as protection against discrimination and abusive marketing or collection practices.
Explain why it is important that consumers have full information about loans. Explain the information on a credit disclosure statement.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


Students examine the practices and theories fundamental to theatre management and arts administration, focusing on administrative operations and economic aspects of theatre, in particular. Within this framework, students explore the concepts, principles, and techniques used to organize, manage, and promote theatrical productions in educational, community, and commercial settings. As they explore, students learn the basics of professional profit and not-for profit organizations that facilitate, promote, advocate for, fund, and/or govern arts, arts education activities, and/or spaces for arts performances and exhibitions. Public performances may serve as a resource for specific instructional goals. Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

General Information

Course Number: 0400515 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Drama - Theatre Arts > SubSubject: General >
Abbreviated Title: BUS THEA MGMT PROMO
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Level: 2
Course Status: Terminated
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts

Educator Certifications

English (Grades 6-12)
Drama (Grades 6-12)
Speech (Grades 6-12)

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