Center Theatre Group
Mark Taper Forum, 601 W Temple St, Los Angeles, CA 90012-2621
Business: (213) 972-7353, Box Office: 213-628-2772, Other Phone: (213) 628-2772, FAX: 213-972-8051
|Education Department Leader||Leslie Johnson
Title: Director of Education and Outreach
Phone: (213) 972-7450
|Education Program Audience Demographics:
|Number of K-Graduate Level Students Served by the Education Programs||30,031|
Theatre does not have an endowment whose income is restricted to support education programs.
|Federal Funding||[The information collected in the Federal Funding section is confidential and will not be reflected on individual theatre profiles.]|
Workshops/Classes at: Theatre
Workshops/Classes at: Schools
Professional Development for Teachers, Teaching Artists and Staff
Guides: Student Study Guides
Touring Shows: Elementary
Partnerships (with other theatres, social services, schools or other special interest groups)
|Assessment Tools (measuring student development)||
Workshops/Conferences: A written summative evaluation after each conference was administered along with collecting verbal feedback and letters written by participating teachers and students.
Touring Elementary School Program: Incorporates oral and written forms of assessment as well as classroom observation.
Residencies: Oral feedback and written evaluations from teaching artists measuring formative and creative play techniques.
For Ready, Set, Play: Teaching artists and participating students used a Goals Ladder to regularly track the progress as well as for final assessment of the students.
Annenberg Middle School Program: Used teacher/teaching artist check-in at each session, e-mails, and classroom observation. Teaching artists wrote weekly progress reports and a weekly newsletter was distributed to all teaching artists and school staff that included anecdotes of student progress from each school site.
Stages Young Artist Theatre Series: included regular assessments by tracking participating student progress using their portfolios to structure conversations and feedback. Group sessions had regular embedded assessment activities and group discussions.
Speak to Me: Employed daily check-in, student journals, and a My Space page was used to track student progress.
Dana Teaching Artists Institute: P.L.A.Y. staff, Artist Mentors and Teachers gave weekly feedback to participants, using observation forms that also served as a guide for coaching conversations.
|Evaluation Tools (measuring the effectiveness of programs)||
Center Theatre Group (CTG) uses a range of program evaluation tools and methodologies. We have employed Survey Monkey for outcomes based evaluation, collecting information to garner feedback on procedures, components, materials and effectiveness of staff and presenters. Teaching artists are interviewed individually or as a focus group to gather feedback on program models, communications with staff, materials, emerging needs, etc.
Education Department has a long-range planning process.
|In 1971, CTG launched P.L.A.Y. (Performing for Los Angeles Youth) as a means of amplifying the diminishing state of the arts programming in Southern California. Currently one of the most active theatre education programs in the country, P.L.A.Y. reaches 25,000-30,000 young people, teachers, and families each year from nearly 150 schools and community centers throughout Southern California, many of them from underserved and low-income areas. P.L.A.Y.'s goals are to use the power of theatre to increase students' literacy and collaborative skills; to encourage them to think creatively; to enhance their understanding of history, social studies, and the sciences; and to deepen their understanding and appreciation of the art of theatre.
|P.L.A.Y. had nine different educational programs for elementary, middle, high school teachers/students and teaching artists that focused on 3 key areas; introducing students to the theatre-going experience at their schools or attending performances at Center Theatre Group, engaging students in making theatre; and improving the quality of theatre teaching in our local schools.
Elementary school programs included:
1) a touring play augmented by 3 in-classroom workshops; and
2) an after-school play-making residency program and student matinees with student and teacher educational materials and a teacher pre-show conference.
Middle school programs included:
1) student matinees that include a pre-show teacher conference, educational materials, and post-show talk backs; and
2) a residency program through which students create their own play, highlighted by attending student matinees.
High school programs included:
1) student matinees and student matinees complimented by in-classroom visits by teaching artists. Both include pre-show teacher or a (teacher/students) conference, educational materials; and post-show talk backs;
2) a summer intensive program was for high school students who demonstrate a commitment to continuing their study of theatre arts.
3) a year-long residency with one school to produce an original play by school students and staff taught by both artistic and technical staff; and
4) a theatre poster competition that connects the visual and performing arts.
Programs for general audiences included: a web-based magazine developed for each main-stage show that both informs and entertains a savvy and educated adult audience.
Programs for teaching artists included: a ten session Teaching Artist Institute trains artists to be effective classroom instructors and increases the quality and number of teaching artists in public schools and the community.
|Three Highlights and
the 2012 season ending between
Oct. 31 2011 and Sept. 30 2012
|1) Reconstituted and began regular meetings of the CTG Board Education Committee.
2) Following a national search, hired a Director of Education and Outreach.
3) Commenced strategic planning process for education and outreach that involves all departments and levels of the organization.
|Three Long-Term Goals for
the Education Department
|1) Set forth a new direction for the future of education and outreach at Center Theatre Group, addressing emerging trends and opportunities in the field to better integrate the work of the department into the overall organization.
2) Articulate a 3-5 year plan that outlines both short and long-term goals to expand and deepen the quality and scope of our work in arts education and strategically begin its implementation.
3) Be vigilant and creative as we work to survive in these challenging time. Provide leadership in support of local, state and national efforts to sustain arts education programs.
|TCG's study guide database will allow you to locate available study guides at other TCG member theatres. Theatres interested in obtaining study guides and all necessary rights to these materials must contact the originating theatre directly.|
|STUDY GUIDES||Interested parties should contact:
Phone: (213) 972-8031
View Study Guides