Making theatres curriculum-friendly
What can schools do to ensure that new auditoriums or conversions of assembly halls into theatres are useful for dance, drama, and music programmes? Following are some points to consider.
Benefits: Be realistic about how much a major auditorium or theatre project (or converting an assembly hall) will contribute to arts curriculum programmes – are they essential facilities or 'luxury' facilities? Will they make the arts programme more effective overall?
Involvement: If curriculum needs are part of the justification and funding for the facility, curriculum use should play a major role in design decisions – involve the dance, drama and music teachers throughout planning.
Hall conversions: Think of how you can retain and use a hall's good features (probably its height, wooden floor, proximity to kitchen, toilets, water, three-phase power) and change its worst features (perhaps its high stage, poor dressing rooms, overlarge foyer, poor acoustics, floor-to-ceiling windows).
Flexible acting areas – do you really need a raised stage and a proscenium arch? Look at some professional theatres to find out how flexible more open spaces can be. Aim for acting areas that can made comfortable for just a few actors, but can also be large enough for dances, orchestras, and large-cast shows.
Flexible audience seating – there are many different types of movable tiered seating available. However, some school have found these are less easy to move than anticipated, resulting in the seats being left in place. So some fixed seating might have be a better choice. Note that schools rarely need seating for more 250. Audiences as small as 50 are more common, but that number may feel comfortable huddled in a corner of a large theatre, so flexibility of the space is the key to meeting both needs.
Equipment: Ensure that at least some lighting and sound equipment can be easily accessed and operated by students and teachers.
Access: Be realistic about how much use your regular dance, drama and music classes need from the facility, both during school hours and for evening performances of occasional productions, especially if generating rental income is part of the rationale. Ensure that storage, changing rooms, toilets, and offices will be easily accessible during school hours by staff and students. This includes considering 'flow' to other school buildings.
Teaching spaces: Be clear from the beginning about whether the stage area and other rooms will be teaching spaces or not and, if so, ensure that teaching needs are given high priority in the design phase.
Protocols: Establish and agree strict protocols regarding use and access during the planning process, so everyone understands how it will work in practice.
Specialist needs: Consider the advice given on this site for specialist dance, drama, and music teaching facilities. How many of these features can you incorporate into a facility that also has to meet wider school needs?