DESIGN GUIDE: MUSIC AND DRAMA CENTERS
DG 1110.3.120
C H A P T E R 2: SELECTING ACTIVITIES
JANUARY 1981
3. RECREATIONAL & OTHER
2. DEVELOPMENT &
1. PERFORMANCE
SUPPORTING
ESSENTIALS
Music Tape Club
Music Performance -
Record Library
Voice Coaching
Vocal
Script/Book Library
Instrumental Instruction
Video Library
Conducting Workshops
Choral/Glee Club
Film Library
Composition Classes
Solo
Drama Seminars
Writing Lyrics
Music Performance-
Demonstrations
Recording Clinics
Instrumental
Play-going
Electronic Equipment
Symphonic Orchestra
Movie-going
Workshops
Recital/Solo
Concert-going
Instrument Repair
Popular/Dance Band
Social Dancing
Drama Workshops
Chamber Ensemble
Arts Festivals
Auditions & Try-outs
Drama Performance
Playwriting Classes
Play Production
Readings/Monologues
Scenic & Costume Design
Comedies/Skits
Lighting & Design
Plays
Workshops
Combined Performances
Dance Workshops
Musical Comedies
Dance Production
Dance Concerts
Choreography
Musical Revues
Telecommunications
Thematic Pageants
Special Effects
Operas/Operettas
Theater Management
Cabaret
Production Management
Preparatory & Technical
Rehearsal
Theatrical Direction
Musical Direction
Choreography
Set & Costume Construction
Makeup/Stage Design
Lighting Design/Control
Recording/Sound Control
Bookings/House Management
PERFORMING ARTS ACTIVITIES CATEGORIES
TABLE 2-4.1
skills developed through soldier participation.
by induction. This process will provide input for
AR 28-8 also proceeds at length to characterize
decision making and dispel preconceived defi-
activities in terms of functional and technical fa-
nitions everyone is likely to have.
cilities required. Each regrouping of activities
yields a better understanding of fundamental
Assemble activities into categories with one or
characteristics, from equipment employed to el-
more characteristics in common, even if the cat-
igible funding sources.
egories have little apparent relevance to present
purposes. Are these activities otherwise related?
For example, AR 28-1 lists typical activities by
A. PRIORITIES
administrative assignment to each of the sub-
programs. It also enlarges and subclassifies this
The key is to make useful distinctions in order
list according to the disciplines and participants
of importance. For the purpose of facility defi-
involved and possible combined activities.
nition, reference to Program Emphasis (2-3b
above) suggests initial categories are:
AR 28-8 uses these same activities to define nec-
essary staff skills; the same could be done for
2-7
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