Theatre Arts 20, 30

Note: Teachers should determine student familiarity with hazards and injury prevention. This will help determine if they require a review of concepts or more in-depth learning.

Outcome

Examine potential hazards in theatre production and apply injury prevention practices.

Indicators

(a)	Explore risk assessment as it relates to the work area and how it can prevent injuries.
(b)	Discuss how an injury might affect an injured worker and others such as the employer, supervisor, work colleagues, family and friends.
(c)	Analyze the importance of proper orientation, training, appropriate supervision, theatre inspections and following safe work practices.
(d)	Differentiate among the four Occupational Health and Safety (OHS) hazard categories, including: physical (e.g., heavy lifting, repetitive motion, slipping/tripping, working at heights, working alone, cuts and burns); chemical (e.g., chemicals, fumes, vapours, gases); biological (e.g., viruses, bacteria, mold, bodily fluids, influenza); and, psychological (e.g., harassment and bullying, stress, fatigue, shift work).
(e)	Generate and discuss examples, within the context of theatre arts, of potential workplace hazards and injuries in the four major categories.
(f)	Compare a variety of industry safety guidelines and requirements for different areas of the theatre.
(g)	Identify potential safety hazards in the school theatre or performance spaces.
(h)	Demonstrate consistent and proper use of personal protection equipment or PPE (e.g., dust or ventilation masks, gloves, closed-toe shoes, clothing) and safety procedures (e.g., correct lifting of heavy objects, organization of storage areas, proper use of tools and equipment) in personal theatre arts experiences.
(i)	Discuss and use standard verbal warnings such as “Heads up!” or “Clear!”.
(j)	Explain health and safety regulations that apply to technical theatre occupations and identify employer and employee responsibilities.

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