Unit 5 Sample Lesson - The Theatre Resume

Students will recognize the value of their own experiences as the first step in building an effective resume. Students will learn the importance of good formatting and attention to detail, in creating a resume which makes a favourable impression. Students will learn the essential skills involved in being interviewed and how they can approach that task with greater confidence.  

ADB3M

A3.1 use a variety of techniques to increase interaction with or participation by the audience
B1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed
C3.1 identify and follow safe and ethical practices in all drama activities

ATU3M

B3.1 identify a variety of career options that are available in the dance arts and the skills required for each

At the end of this lesson, students will be able to:  

• Recognize dance and theatre careers
• Identify their experiences and skills
• Prepare a theatrical resume
• Present with assurance their theatrical resume

Readiness

Students will have learned to create various types of resumes in other courses.

Students will have achieved a comfort level with one another and are willing to support each other in their learning.

Materials

Several resumes with defects (see Action activity for ideas)
BLM #9 Resume Template - copies
BLM #10 Resume Sample

Whole Class > Think/Pair/Share

Ask students to consider a variety of dance and theatre related careers that a dance/drama student could pursue. List these on the board.

Explain that often you are required to audition for a dance/drama positions and part of the Audition Process is presenting and speaking about your Theatre Resume. Explain that a Theatre Resume is always a single page, most of which consists of a list of your experiences in the Arts.

Small Groups > List of Experiences

Divide into groups of 4 and invite students to brainstorm possible arts experiences they could use for their resumes e.g. chorus in musical last year, edited video for Media Arts. A recorder for each group jots down the ideas.
Share these as a class.

Distribute the Theatre Resume Template (BLM #9) and ask the students to record examples of their own work in Music Theatre, Drama, Dance, Music or Media Arts, from courses at school, co-curricular activities or in the community. Reassure them that this is just a draft and that they will have ample opportunity to give it more consideration later.  

Assessment for Learning (AfL)

Refer to other resumes students may have written (in Careers, English, to get a job).

Assessment As Learning (AaL)

Daily Personal Journal Reflection- see consolidation section.

Quick Tip

For examples of good and not so good resumes see How Not To Audition by Kanner and Flinn.

Link and Layer

The Audition/Interview is a familiar subject in Film and TV as in All That Jazz, Canadian Idol, SYTYDC, Glee, etc. Students may compare their own experiences with those in the media. 

The form of the resume may vary with its specific purpose  (Post-secondary program,  scholarship application, employment) but the basic concepts introduced in this lesson have wide application for students as they pursue their goals.

Hyperlinks in the Lesson

www.musicaltheatreaudition.com

Small Groups > What Not To Do

Give each group of four a sample of a Theatre Resume with a serious defect. These may include: the "Overcowded Resume" with tiny font and experiences going back to Gr 1; the "Padded Resume" with all your "lead" roles at Stratford; the "Irrelevant Resume" which tells us you're a Libra, and vegetarian; the "Empty Resume" which tells us virtually nothing; the "Sloppy Resume" with weak layout and frequent misspelling; the "Baroque Resume", on fancy marble-patterned paper, elegant (but unreadable font), etc.

Ask the groups to huddle up quickly and present their resumes to the class. The resumes are physicalized and vocalized (in gibberish, song, improv text) in a brief (30 seconds) presentation as a 'living document'. Ask the class to identify the problems posed by each resume and offer solutions e.g. prefer most recent and significant experience, don't inflate or lie about your achievements, edit and proofread, value your own achievements, be considerate of the reader, keep it simple, etc.

Small Groups > Interviews

Brainstorm questions that an Audition Panel might ask an interviewee e.g. describe an example of your best work. Tell interviewers to focus on experiences not special skills and awards.

Instruct the groups to role-play Audition Panels for a theatre season (company) or post-secondary program. Take turns asking questions and being the interviewee. Encourage students to refer to their list of experiences recorded earlier.  

Reminder the interviewers to be respectful, show interest and to ask appropriate questions. Side-coaching will remind students of the importance of eye contact, enthusiasm, and offering detail to illustrate their strengths. Reinforce the key messages that "blowing your own horn" is a necessity for a successful interview and that preparation increases confidence.

Ask for volunteers to share a portion of their interview with the class. Discuss what worked well.

Whole Class > Discussion

Refer the students to the Special Skills section of the Resume. Teacher Prompts: Why would a non-Arts experience such as playing sports, juggling, fencing, facility in languages, LifeSaving qualifications be important? When / where could these skills be useful?

Discuss how skills could be useful for film, TV or commercial work; or perhaps a production needs someone with a particular skill. Brainstorm a list of skills that could be included in this section.

Individual > Theatre Resume 

Suggest that students complete the Template as an planning step to organize the data for their own resumes. Final assignment is a good copy of an individual Theatre Resume.

Ask students to reflect on the experience of being interviewed in their Course Journal/Blogs and offer their own suggestions for dealing with this challenging task.