Theatre Design & Technology - Summer 2008 - 55

THe PReSeNT AND FuTuRe
Apprentices are remarkable people. Although younger than
our college students, the fact that they come to the production
completely on a volunteer basis makes them eager to learn
and participate. Often they are apprehensive about asking for
schedule accommodations, but once they discover they can
work on the show and still go to their graduation, we find them
coming in early, staying late, and asking what else they can do.
The shops and theatres are new to them, so nearly every part
of the process provides something for them to learn or experience for the first time.
Some apprentices choose to participate in the program
while still in high school, seeing this as an opportunity to improve their skills and have material for college applications.
Others opt to use the program as their transition from high
school to college theatre-whether they are coming to the U of
A or going elsewhere. Still others just want something fun to do,
and have no lofty goals.
I began this article at the conclusion of the third summer, still believing strongly in the value of our high school apprentices. By the time this article reaches publication, a fourth
summer will have ended and a fourth class of apprentices will
have concluded their work. These edits are occurring during the
second week of the summer rehearsals. Year four features six
apprentices-and includes both a new participating school and
our first-ever paint apprentice.

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It is fortunate that I had three consecutive summers to develop this project, and special to me that I have done them while
working on a trilogy of plays that provided an extra artistic boost
for the performers, the production team, and the apprentices.
Still I am constantly brainstorming for other ways to reach out.
Time and a little perspective have made me less concerned with
how many apprentices we get, and have taught me to focus on
making sure the experience is the best it can be for all involved.
Is there more to dream of? Isn't there always? In a less
budget-conscious environment, the program could expand its
local focus, and offer the chance for students from out of town
to participate. Each year when the applications are sent out, at
least one high school teacher inquires if there is a professional
development activity for them. Taking advantage of faculty designers and technicians and developing a teacher training component could fit in somewhere as well. Time will tell where the
program goes next. v
Laurie Kincman is the production manager for the
School of Theatre Arts at the University of Arizona and
an Assistant Professor of Practice heading the BFA Stage
Management emphasis. Her professional credits include
stage management and production management in
theatre, dance, and opera. She is member of USITT and
also serves as Second Vice Chair of the Desert State
Regional Section.

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