Introduction to Technical Theatre Voices: 

Centre Stage in the Spot-Light

We feel very privileged to have received writing from eight theatre tech professionals who have contributed to this piece. We reached out to this community and seven technical theatre professionals and one engineer stepped forward. We believe their stories are compelling and instructive. They offer first-hand voices and experiences about how immersive tech theatre learning in schools has shaped their career paths so profoundly. 

We also hope that our readers will find it interesting to compare and contrast the timelines and stories of each writer. Clearly, teachers are making a difference. These professionals and artists all speak of their school experiences. These early ‘tastings’ of tech theatre have propelled them into careers where they continue to be forward-thinking, ambitious and passionate. Many of them emphasized the fact that, when they feel supported and respected, the work is fulfilling and rewarding in spite of challenging work schedules and, sometimes, intermittent employment. Several also highlight the importance of the union to their workplace environment and career direction. In reading and listening to the commentary, we bear witness to recurrent themes and similar experiences that command our attention and consideration. You are also invited to hear the voices of a teacher and three of his students who are currently engaged in learning and applying technical theatre and stage craft skills. 

We encourage teachers to engage with these narratives in multiple ways, e.g. for personal reflection, as a resource for teaching, as a tool for advocacy. 

It is clear that there is an under-representation of women in theatre tech, and this fact was evident as we began seeking submissions for this article.  In a 2019 study from the US through the League of Resident Theatre Companies, a shocking two-thirds of stage/set designers were male, while 74% of costume designers were female.  In the same study, only 16% of the lighting designers identified as female.  In a survey done with 120 Broadway theatres in NYC between 2018 and 2019, only 19% of the lighting designers and other theatre tech personnel identified as female! There is also evidence of the gendering challenges and imbalance in hiring women as sound designer artists. Georgina Born and Kyle Devine’s 2015 study included a sampling of artists from twelve institutions. They highlighted some important questions as part of a two-day conference:  What steps might be taken to address gender inequalities in music, theatre, dance  and sound art?  What kinds of artistic offerings will take shape if the gender imbalance is allowed to persist?  

Clearly, teachers and schools must continue to offer open invitations to all learners to pursue careers in technical theatre and the performing arts. Collectively and deliberately, we must continue to disrupt the gendering that persists in fields of science, technology, engineering and mathematics. The work on gender equity begins with us.  We also urge those who hold leadership positions within post-secondary programs and in theatres to have intentional conversations and to demand gender equity in technical theatre. 

Prompts and Provocations:

A learning provocation for students:

In small groups, have students read and discuss an assigned article/ audio recording from this collection. Invite students to complete a 3-2-1 template:

• 3 details of interest in this article/audio recording

• 2 implications for schools

• 1 question we would like to ask this Technical Theatre professional

Here are a few provocations to stimulate reflection on our teaching practice:

• How are we creating spaces for students to develop interests and skills in technical theatre and production design? What kinds of opportunities can be provided for curricular, co-curricular, and extracurricular engagement in theatre and dance production?

• How can we ensure that our theatre tech students are honoured and celebrated for their contributions by their peers and teachers?

• How might we successfully advocate for courses in technical theatre?

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References:

Born, Georgina & K. Devine. (2016). Gender, Creativity and Education in Digital Musics and Sound Art, Contemporary Music Review, 35:1, 1-20.

Tran, Diep. (2019)  Why So Few Female Designers?  A New Study May Have the Answers: in online blog: Equity, Diversity and Inclusion News:  www.americantheatre.org