Stagecraft Curriculum A B - bloomfield.k12.nj.us · Stagecraft A / B Grades 10-12 Prepared by: Brandon Doemling and George Agens ... arts educators of Bloomfield, believe that arts

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BLOOMFIELD PUBLIC SCHOOLS Bloomfield, New Jersey 07003

Curriculum Guide

Stagecraft A / B Grades 10-12

Prepared by: Brandon Doemling and George Agens

Salvatore Goncalves, Superintendent of Schools Jennifer Khoury, Supervisor of Fine Arts

Conforms to New Jersey Core Content Curriculum Standards for the Visual and

Performing Arts

Board Approved: July 26, 2016

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Introduction: The Bloomfield Public Schools Vision for Fine Arts…………………………………………………..3 Mission, Philosophy, Rationale…………………………………………………………………………....3 Visual Arts…………………………………………………………………………….…….………….4 Stagecraft……………………………………………….…………………….……………….………..4 Established Goals….……………..………………………………………….…………………………….…4 NJCCCS for the Visual and Performing Arts (VPA)……………....…………….………………….5 Standards Clarification Project……….…………………………….……..…………….…………..……..5 National Core Arts Anchor Standards…………………………………………………………………..…6 Unit 1 The Stage & Stagecraft.....…………………………………………..............................................7 Unit 2 Theatrical Production Roles/Responsibilities…….………………………….……….….…….11 Unit 3 Scenic Elements and Set Construction..………………………………………….……………..16 Unit 4 Theatre Design / Stage Craft..……………………………………………..…………………..…..21 Unit 5 Design/Practical Applications for Lighting & Sound…………...………………………...…...26 Unit 6 Scale Drawings/Models & Floor Plans…...............................................................................31 Unit 7 Production Staff/Crews & Careers……………………………………….…………………….….37

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The Bloomfield Public Schools Vision for Fine Arts Mission, philosophy and rationale We, the arts educators of Bloomfield, believe that arts instruction is a core area of education. Arts experiences, knowledge, skills and dispositions are prevalent and integral in the daily lives of people all over the world, not merely a source of entertainment. We believe the schools have an obligation to educate every child, help every child meet his or her fullest potential as a person and member of society, and provide the appropriate learning experiences to meet the goal. The arts are a distinctive part of that obligation. The Bloomfield community embraces the arts and explicitly demands art education as part of the total education for all students. Arts education uniquely presents learning opportunities for all students, including:

- Increased learning opportunities - Learning through activity (praxis) - Developing innovative mental capabilities - Developing both sides of the brain - Refining motor skills - Encouraging creative thinking

- Increased sense of community and collaboration

- Collaborating, working together for the common cause - Unifying diverse communities, culturally, socio-economically - Increasing awareness of surroundings

- Development of artistic abilities and sensibilities - Being part of an artistic community - Appreciating the artistic process and recognizing quality in the arts in a postmodern society - Encouraging future artistic endeavors, such as possible arts careers, becoming a consumer of the arts, becoming a supporter of the arts - Coming to know and appreciate artistic creation - Expanding aesthetic sensitivity

- Development of self, self-awareness, emotional quotient (“EQ”)

- Providing a means of expression, often a mode of nonverbal communication - Providing another path of self-knowledge - Celebrating humanity - Engaging senses - Enhancing lives

- Cultural and historical context and awareness - Expanding multicultural awareness - Understanding the history of the human condition through the arts - Understanding and appreciating different perspectives

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Stagecraft The Stagecraft elective in the Fine Arts Department is open to grades 10-12. A Theatre Arts education increases the ability to understand communication through language, action, and craft, providing an opportunity for integrating the arts, linking dance, music, acting and visual arts elements in performance and production, and playwriting, directing, management, design and technical theatre, as well as related arts such as puppetry, film and video.

This course of study is broken down into two parts (A, B) allowing for students to take either A or B or both in semester long parts. These parts may stand alone as a course of study or be combined for a more comprehensive experience.

This course addresses both the artistic and practical elements of Theatre Arts and therefore meets the standards and requirements for both fine/performing and practical arts.

Established Goals: New Jersey Core Content Curriculum Standards

New Jersey Core Content Curriculum Standards for the Visual and Performing Arts The state f New Jersey has identified the visual and performing arts as core curriculum for all students K-12. Although these standards are not assessed on the state level, it is required that all fine arts curricula address the standards and include them at some level. The state has identified five standards and further clarified their purpose with the big ideas underlying them, as well as the essential questions and enduring understandings they address. The mission of the visual and performing arts is defined by the state as:

The arts contribute to the achievement of social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. (NJCCCS, 2004)

The recent Standards Clarification Project, the state used McTighe and Wiggins’ Understanding by Design as a guide for making the standards more accessible and able to be realized in practice. For each of the five primary standards, the underlying big idea was stated, followed by essential questions and enduring understandings. The standards are the overarching goals for the entire visual and performing arts program. Specific goals for each course are addressed in individual curriculum. The 2009 VPA Standards are:

Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual arts. Standard 1.2 History of the Arts and Culture: All students will understand the role, development, an influence of the arts throughout history and across cultures. Standard 1.3 Performing: All students will synthesize skills, media, methods and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre and visual art Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgments and analysis to works of art in dance, music, theatre and visual art.

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In addition, all Bloomfield curricula address Standards 8 and 9, Technology and 21st Life and Careers:

Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Standard 8.2: Technology Education, Engineering and Design: All students will develop an understanding of the nature and impact of technology, engineering technological design and the designed world, as they relate to the individual, global society and the environment.

. Standard 9.1: Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment and charitable giving in the global economy. Standard 9.2: Career Awareness, Exploration and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration and preparation in order to navigate the globally competitive work environment of the information age. Standard 9.3: Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, licenses and/or degrees.

Standards Clarification Project Grades K-12

Visual and Performing Arts In 2008, the NJ Department of Education produced the Standards Clarification Project. Although the project was aligned to the 2004 standards, its use of big ideas, essential questions and enduring understandings still undergird the current 2009 standards. The following is a realignment of the clarifications to fit with the current VPA standards. Standard 1.1: The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre and visual art. Big Idea: An understanding of the elements and principles of art is essential to the creative process and artistic production. Essential Questions: 1) How do underlying structures unconsciously guide the creation of art works? 2) Does art have boundaries? Understandings: 1) The arts serve, multiple functions; enlightenment, education and entertainment. 2) Underlying structures in art can be found via analysis and inference. 3) The artistic process can lead to unforeseen or unpredictable outcomes. Standard 1.2: History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures. Big Idea: The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect and preserve culture. Essential Questions: 1) does art define culture or does culture define art? 2) What is old and what is new in any work of art? 3) How important is “new” in art? Understandings: 1) Culture affects self-expression, whether we realize it or not. 2) Every artist has a style; every artistic period has a style. Standard 1.3: Performing: All students will synthesize skills, media, methods and technologies that are appropriate to creating, performing and /or presenting works of art in dance, music, theatre and visual art. Big Idea: Active participation in the arts leads to comprehensive understanding of the imaginative and creative process. Essential Questions: 1) How does creating and performing in the arts differ from viewing the arts? 2) To what extent does the viewer properly affect and influence the art and the artists and to what extent is the art for the artist?

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Understandings: 1) Through the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. Standard 1.4: Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of art philosophies, judgment and analysis to works of art in dance, music, theatre and visual arts. Big Idea: Aesthetic knowledge stimulates judgment and imagination, empowering students to interpret, appreciate and extract meaning from the arts through the critical process; students formulate judgments regarding artistic and aesthetic merits of artwork. Essential Questions: 1) When is art criticism vital and when is it beside the point? 2) Why should I care about the arts? 3) What’s the difference between a thoughtful and a thoughtless artistic judgment? Understandings: 1) Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. 2) The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. 3) Experts can and do disagree about the value, power and source of art. 4) The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artwork.

National Core Arts Anchor Standards Anchor standards Anchor standards describe the general knowledge and skill that teachers expect students to demonstrate throughout their education in the arts. These anchor standards are parallel across arts disciplines and grade levels and serve as the tangible educational expression of artistic literacy.

National Core Arts Standards

Artistic Processes and Anchor Standards Artistic Processes

Creating Definition: Conceiving and developing new artistic ideas and work.

Performing/Presenting/Producing Definitions: Performing: Realizing artistic ideas and work through interpretation and presentation. Presenting: Interpreting and sharing artistic work. Producing: Realizing and presenting artistic ideas and work.

Responding Definition: Understanding and evaluating how the arts convey meaning.

Connecting Definition: Relating artistic ideas and work with personal meaning and external context.

Anchor Standards Students will: 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic work.

Students will: 4. Select, analyze, and interpret artistic work for presentation. 5. Develop and refine artistic techniques and work for presentation. 6. Convey meaning through the presentation of artistic work.

Students will: 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work.

Students will: 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

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Title of Unit The Stage & Stagecraft Grade Level 10-12 Curriculum Area Theatre Arts Time Frame 90 days

Developed By Brandon Doemling & George Agens

Desired Results (Stage 1)Established Goals

The students will:

a. Be introduced the fundamental element of stagecraft and the stage as a performance space. b. Be introduced to the fundamental relationship between a performance and the physical elements of a stage and the principals of technical theatre. c. Recognize different stage types and their use as venues for performance. d. Be introduced to the historical evolution of the stage & Stagecraft. e. Understand that theatre production is an art, but it is also a science requiring knowledge of safety procedures, materials, technology, and construction

techniques.

Primary Interdisciplinary Connections1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of

works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history

and across cultures. 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing,

and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies,

judgment, and analysis to works of art in dance, music, theatre, and visual art.

8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 Personal Financial Literacy All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. 9.2 Career Awareness, Exploration, and Preparation All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. 9.3 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees.

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Anchor Standard #1. Generate and conceptualize artistic ideas. Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work. Anchor Standard #4. Analyze, interpret and select artistic work for presentation. Anchor Standard #5. Develop and refine artistic work for presentation. Anchor Standard #6. Convey meaning through the presentation of artistic work. Anchor Standard #7. Perceive and analyze Artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding 21st Century Interdisciplinary Themes: ___x__ Global Awareness _x__ Financial, economic, business, and entrepreneurial literacy ___x__ Civic Literacy _____ Health Literacy

TransferStudents will be able to independently use their learning to…

a. Recognize and identify a variety of stage types. b. Recognize and articulate how the stage, as a physical space, effects a theatrical production. c. Understand how the application of stagecraft is a principle element of any stage presentation. d. Identify the effects of the growth of theatre, as an art form, and technology on the stage space.

MeaningUnderstandings Essential Questions

Students will understand that… Students will keep considering…

a. A theatrical performance is informed and affected by the space it is presented in.

b. The evolution of technology and building techniques has had a profound effect on theatre arts.

c. Stagecraft is an integral part of theatre. d. The different parts of the performance area have names and are

defined by their use. e. Theatre production is an art, but it is also a science.

a. What are the technical components that go in to the creation of a live, theatrical performance? b. How does technology impact live performance? c. Why are so many of the terms we use to describe a stage the same as terms used to describe ships? d. How does the relationship of performing space to audience, impact a production?

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AcquisitionKnowledge Students will know…

Skills Students will be able to…

a. Stage terms and their meanings. b. Stage types and their uses. c. That stagecraft is an integral part of theatre.

a. Recognize and identify a variety of stage types. b. Recognize and articulate how the stage, as a physical space, effects a theatrical production. c. Understand how the application of stagecraft is a principle element of any stage presentation. d. Identify the effects of the growth of theatre, as an art form, and technology on the stage space.

Evidence (Stage 2) Checks for Alignment Evaluation Criteria

Performance is judged in terms of…

Assessment Evidence

1.1.8.C.4, 1.4.8.A.6, 1.3.12.C.1, 1.3.12.C.2, 1.4.112.B.3 8.2.12.B.1, 8.2.12.C.2 8.2.12.C.4 TH:Cn10.1.I.a, TH:Cn11.1.I.a, TH:Re7.1.I.a, TH:Cr3.1.I.c, 9.3.12.AC.1, 9.3.12.AC.-DES.1 9.3.12.AC.-DES.2, 9.3.12.AC.-PRF.1,.7,.8, 9.3.12.AC.AR-VIS.2

Teacher Rubrics Projects Writing Assignments Teacher Observation Self-Evaluation Critiques Presentation Written Evaluation

Transfer Task(s) Formative

- Apply stage terms in their proper context. - Identify stage layouts and types and how they function. - Describe the evolution of the stage theatrical technology.

Summative - Map the layout of specific stage types. - Identify the elements of historic stages and their uses and connect those - elements to the following historic period.

Teacher Observation Critiques Presentation Written Evaluation

Other Evidence Formative

Identify the physical elements of the BHS auditorium stage.

Summative

- Written assessment of forms of stagecraft and how they may be applied to a theatre production.

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Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals.

Required Activities Required Resources

Teacher lecture, student discussion Instructor produced handouts

Identify stage types using jpeg and video resources. Instructor produced handouts, jpegs, videos

Visit school auditorium and identify stage elements School auditorium

Suggested Activities Suggested Resources

Attend a play performance School, local, professional productions

Strategies for DifferentiationLecture

Modeling/Demonstration

Class Discussions

Co-operative Learning and group assignments

Video

Critique

Field Trip

Kinesthetic Exercises

Individual Conferencing During Studio Time

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Title of Unit Production Personnel: Roles/Responsibilities/Operations Grade Level 10-12

Curriculum Area Fine and Performing Arts Time Frame 90 days Developed By Brandon Doemling & George Agens


The students will:

a. Identify the members of a production team and the jobs and responsibilities of each, to establish collaborative goals: director, producer, stage manager, designers, company manager, technical director, house manager, general manager, etc.







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Anchor Standard #1. Generate and conceptualize artistic ideas. Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work. Anchor Standard #4. Analyze, interpret and select artistic work for presentation. Anchor Standard #5. Develop and refine artistic work for presentation. Anchor Standard #6. Convey meaning through the presentation of artistic work. Anchor Standard #7. Perceive and analyze Artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. 21st Century Interdisciplinary Themes: ___x__ Global Awareness _x__ Financial, economic, business, and entrepreneurial literacy _____ Civic Literacy ___x__ Health Literacy


a. To recognize the responsibilities of the production team and understand the importance of their role in the successful theatrical production. b. Function in the role of a member of a theatrical production team. c. Identify Stage Crew functions and stage operations and protocols d. Identify basic elements of audio, lighting and rigging systems


Students will understand that… Students will keep considering… a. Each member of a production team has specific responsibilities

defined by their area of expertise. b. It is incumbent upon each production team member be able to

collaborate and openly communicate with in their given roles and assignments.

a. What is a production team’s responsibility to honoring a playwright’s creation?

b. What expertise is required to accomplish production roles?

c. How do theatre artists with varying roles and talents collaborate to produce a cohesive theatrical experience?

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a. The responsibilities of the individual members of a production team and how their roles overlap in the production of a theatrical performance. Director, producer, stage manager, designers, department heads, house manager, company manger, press reps., box office, general manager, etc.

a. Identify the specific elements of a given production job.

b. Analyze and explain how artistic processes, organizational structure, and business principles are interrelated in the creation of arts productions to build an understanding of the various influences.

c. Perform the basic tasks of a theatrical production team.



Assessment Evidence

1.1.12.C.1, 1.2.12.A.1, 1.2.12.A.2, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, TH:Cr2.I.a, TH:Cr2.I.b, 9.3.12.AC-CST.1,.6, .8, 9.3.12.AC.-DES.2, 9.3.12.AC.-PRF.1, .8

Projects Writing Assignments Presentation Written Evaluation Teacher Rubrics


- In written and verbal form define and describe and identify the specific elements of a given production job. - Create a pyramid chart representing & connecting the production team members and their chain of responsibility.

Summative

- Written evaluation of terms, titles and responsibilities of production team Members.

- Identify basic elements of audio, lighting and rigging systems.

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Teacher Rubrics Projects Writing Assignments Presentation Written evaluation


- Evaluate layout and order of titles in a program or in a video. Summative

- Explain in writing and verbally why the titles of a given program are laid out and ordered as they are. - Operate audio, lighting and rigging systems.




Teacher lecture and model, student discussion

List: the roles and responsibilities of the production team

Instructor produced hand outs and worksheets

Provide examples to help define and recognize the responsibilities of the production team and understand the importance of their role in the successful theatrical production.

Varied scripts, programs

Function in the role of a member of a theatrical production team.

Script, production scheme



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Class Discussions


Video

Critique

Field Trip



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Title of Unit Scenic Elements and Set Construction Grade Level 10-12 Curriculum Area Fine and Performing Arts Time Frame 90 days



The students will: a. understand the need for, and varieties of, scenery and other standard scenic elements when working on theatrical productions. b. Identify the tools and materials applied to set construction.

c. understand the need for safety awareness when working on theatrical productions and will develop an attitude of respect for safety considerations.

d. apply the use of tools and material in the construction of scenic elements.




and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts

philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.


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a. Use hand and power tools. b. Build scenic elements. c. Use proper safety protocols. d. Identify building and craft materials.



a. There are many different types of scenic elements. Choosing the appropriate one for your production, your budget, and your time constraints is essential.

b. A general knowledge of the various conventional scenic elements (i.e. platforms, railings, stair units, ramps, trap doors, flats [hard and soft], wagons, drops, and curtains [travelers, legs, borders, cycloramas, and scrims]) should be understood before embarking on any technical theatre work. c. Safety needs to be a priority in all aspects of theatre production.

a. How does scenery affect the interpretation or setting of a

production? b. In what ways do different stage elements contribute to a theatrical production?

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SkillsStudents will be able to…

a. Basic platform construction. b. Basic flat construction (hard & Soft) c. How to construct and operate wagons (when necessary) d. How to hang and maintain drops and curtains properly.

a. build platform. b. build flats (hard & Soft). c. construct and operate wagons (when necessary) d. Hang and maintain drops and curtains properly. e. Use proper safety protocol.



Assessment Evidence

1.1.12.C.1, 1.2.12.A.1, 1.2.12.A.2, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, TH:Pr4.1.I.a, TH:Pr4.1.I.b, TH:Re7.1.I.a, TH:Re8.1.I.a, TH:Re8.1.I.b, TH:Re8.1.I.c, TH:Re9.1.I.a, TH:Re9.1.I.b, TH:Re9.1.I.c, TH:Cn10.1.I.a, TH:Cn11.1.I.a, TH:Cn11.2.I.a, TH:Cn11.2.I.b, 9.3.12.AC.1, .2, .6, 9.3.12.AC.-CST.1, .4-.9, 9.3.12.AC.-DES.1-.3, .6-.8, 9.3.12.AR.-PRF.8, 9.3.12.AR.-VIS.2, .3

Teacher Rubrics Projects Writing Assignments Presentation Written Evaluation


- In written, verbal and practice articulate knowledge of scenic elements. -

Summative

- In writing & orally identify elements of set design and construction. - Identify the varied elements of sets: platforms, flats, drops, etc.

- Identify the varied tools and materials used in set construction.

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Discuss the application of set elements in a theatrical performance.

Summative

- Written evaluation identifying specific elements of set design and construction.



Required Activities Required Resources Teacher lecture, student discussion

Presentation of examples of scenic elements and how they’re constructed.

Instructor produced hand outs and existing scenic elements.

Build platforms and flats. Building materials and tools.


Work as a member of a build crew for theatrical production.

High school theatrical productions.

Attend a play performance

School, local, professional productions

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Class Discussions


Video

Critique

Field Trip


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Title of Unit Theatre Design/Stage Craft Grade Level 10-12 Curriculum Area Fine and Performing Arts Time Frame 90 days



The students will:

a. Recognize and identify theatre design and stage craft elements: lighting, scenic, sound, properties, costumes, makeup, etc. b. Recognize the role theatre design and stage craft plays in the creation of the look and life of the play. c. Apply the elements of the different design disciplines in the creation of a theatrical production.

Primary Interdisciplinary Connections

1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures.

1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.


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Transfer Students will be able to independently use their learning to…

a. Apply the elements of stage design and stage raft in the interruption of a play. b. recognize the use of design elements to communicate themes, relationships, time periods and mood.



a. Interpreting a play and creating the technical aspects of a performance, such as lighting, set, props, makeup and costume design, are necessary for a successful production.

b. The color, intensity, shadow and positioning of light has an effect on mood and can convey time and emotion.

c. Text, color and style of costumes can be used to communicate time periods, mood, symbolism and the relationship to the themes and characters in a play.

d. Materials, size, scope and structural design of sets can be used to communicate place, time, environment and mood.

a. How does setting, time, purpose and interpretation of a play

influence the choice of the design elements? b. How the elements of theatrical design: sets, props, lights,

costumes, makeup, etc. created and built? c. In what ways do sets, costumes, props and performers interact

together for an artistic impact on the audience? d. How does collaboration and communication help produce a

successful theatrical production?

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Skills Students will be able to….

a. The role that stage design and stage craft play in the production

of a theatrical presentation. b. The basic artistic principles that are applied to theatrical design

and craft.

a. Identify the different elements of theatrical design and craft and

articulate how they are applied and achieved.

b. Design and create basic design and craft elements. (props, lighting plot, floor plan, costume plot)



Assessment Evidence

1.1.12.C.3, 1.3.12.C.2, 1.4.12.A.2, 1.4.12.B.2, 1.4.12.B.3, TH:Cr1.1.I.a-c, TH:Cr3.1.I.a-c,TH:Pr5.1.I.a-b, THPr:6.1.I.a, TH:Re7.1.I.a, TH:Re8.1.I.a-c, TH:Re9.1.I.a-c, TH:Cn10.1.I.a 9.3.12.AC..1, 9.3.12.AC.-DES.1, .2, 9.3.12.AR.-PRF.1, .7, .8, 9.3.12.AC.AR.-VIS.2



- Analyze a script for its technical aspects and requirements - Identify design elements of a given script.

- Articulate an understanding of design elements and how they are an Intricate part of a theatrical production. - Read and identify parts of a varies tech. plots: costume, props, lighting and floor plans.

Summative

- Design technical stage elements for a given script. - Written evaluation of knowledge of stage design and applications of craft.

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Identify a play or film with a stylized approach to its design.

Summative Explain in writing and verbally how the design and stage craft of a given

production effect the overall presentation of the play.




Teacher lecture, student discussion Script analysis

Play script, instructor produced hand outs and worksheets

Set design for a scene from a play (floor plan) Play script, instructor produced hand outs and worksheets

Costume design for a scene from a play (costume sketch)


Prop design for a scene from a play




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Class Discussions


Video

Critique

Field Trip



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Title of Unit Design/Practical Applications for Lighting & Sound Grade Level 10-12 Curriculum Area Fine and Performing Arts Time Frame 90 days



The students will:

a. Be able to articulate their understanding of the theatrical design elements of lighting & sound. b. Be able to recognize, identify and operate basic lighting & sound equipment.






8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 Personal Financial Literacy All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. 9.2 Career Awareness, Exploration, and Preparation All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. 9.3 Career and Technical Education All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees

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a. Apply skills to practical applications. b. Articulate a response to the aesthetics of a theatrical production. c. Critique the application of the design element of lighting & Sound in a theatrical production. d. Critique a play as it relates to the requirements of Lighting & Sound. e. Critique a production of a play as it relates to the author’s intent



a. The importance and impact of lighting & Sound on a theatrical production. b. The basic elements/equipment necessary to successfully light & provide sound for a theatrical production.

a. Why is light & sound important to a production? b. How can light & sound be used to enhance emotional elements of a production? c. What would a theatrical production be like without the elements of light & sound?

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AcquisitionKnowledge Students will know… a. The basic types of lighting instruments & sound equipment used in modern theatre, their individual functions, and their capabilities. b. How to cable, hang, gel, and focus a lighting instrument. c. How to maintain and change lamps. d. The importance of electrical loads. e. How to operate a lighting console. f. How to patch, secure, and control cable and microphones. g. How to maintain and diagnose sound issues. h. How to operate a sound board.

Skills Students will be able to… a. Hang, gel, cable, and focus a light. b. Change a lamp. c. Check the electrical load. d. Operate a lighting console. e. Work as an “electrician” in the theatrical sense during the “hanging” of a show. f. Choose appropriate cables to patch and control sound devices (microphones, iPods, CD players, computers). g. Set levels for sound devices once connected. h. Monitor sound devices (gain, volume, basic treble and bass, mute).



Assessment Evidence

1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3, TH:Re7.1.I.a, TH:Re8.1.I.a-c, TH:Re9.1.I.a-c, TH:Cn10.1.I.a, TH:Cn11.1.I.a, TH:Cn11.2.I.a-b, 9.3.12.AC.-DES.1, .7, .8, 9.3.12.AR.-PRF.7, .8, 9.3.12.AC.-VIS.2

Teacher Rubrics Projects Writing Assignments Presentation Written evaluation Evaluation of practical applications


In writing and practice hang & focus a lighting instrument and prepare a microphone for use.

Summative

In writing & orally identify elements of lighting & sound equipment and their applications. Operate a sound board and lighting console.

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Teacher Rubrics Projects Writing Assignments Presentation Written evaluation Responses to discussion


Discuss the application of lighting & sound in a theatrical performance.

Summative

- Written evaluation identifying specific elements of theatrical lighting & sound in a theatrical performance.




Teacher lecture and model, student discussion

Define the various elements of theatrical lighting & sound.

Instructor produced hand outs and worksheets

Discuss the application of lighting & sound and their theatrical aesthetic and how it can be identified.



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Class Discussions


Video

Critique

Field Trip



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Title of Unit Scale Drawings/Models & Floor Plans Grade Level 10-12 Curriculum Area Fine and Performing Arts Time Frame 90 days



The students will: a. Understand that scale drawings, models and floor plans are effective visual elements when working on theatrical productions. b. Develop an aptitude for creating scale drawings, models and floor plans. c. Demonstrate comprehension of general principles of scale drawings, models and floor plan creation for theatrical use and communication.

Primary Interdisciplinary Connections

1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures.

1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.


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a. Build and draw and interpret scale models and floor plans.



a. Essential elements of scale drawing (e.g. different types of scales, how to use an architect’s ruler, straight edges, precise corners, standard increments of measurement) are necessary in for creating models & floor plans. b. Neatness and precision should be the guiding premise when embarking on any technical theatre work. c. Floor plans are what is known as a “bird’s eye view” (looking down from above) of the desired area. d. Floor plans are the basic tool by which theatrical professionals communicate with one another during rehearsal, the design process. e. Scale models and floor plans are a means to helping directors and designers visualize a plays environment. f. The same vocabulary and terminology used in scenery construction applies to scene models.

a. Without an extensive narrative, how could you articulate with precision, using only paper and pencil, how you wanted your stage to be set up, furnished, and dressed? b. What are the advantages of utilizing scale drawings? c. What are the advantages of utilizing scale models? d. Why and how is math important in theatrical design? e. At what point in the production process is the scale model most effectively used?

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a. that there are many different scales when it comes to creating drawings. b. graph paper is a powerful tool and valuable shortcut when executing scale drawings. c. how to manipulate an architect’s ruler and/or a standard classroom ruler. d. basic and standard increments of a measurement (e.g. 1 inch, ½ inch, ¼ inch, ⅛ inch, etc.). e. common shapes can be used to represent common set pieces (e.g. platforms, flats: squares, circles, etc.) f. Basic technical theatre terminology and how it applies to scenery and scale model construction of scenery. g. That materials for constructing model scenery is not restricted to paper alone. h. How a designer uses paper models to communicate ideas to a director and to other design team personnel. i. The various handcraft skills needed to create a scale model set. j. How to develop a scale model set working from a ground plan.

a. take measurements of typical set pieces and stage furniture as seen from a bird’s eye view (above). b. designate an appropriate scale for the project. c. execute accurate and timely conversions from feet and inches to the desired scale. d. label items on drawing. e. build scale models representing a performance space and set. f. Select, read, and analyze a play for its scenic design needs. g. Read scale drawings (thumbnails) for the transference to set model building. h. Demonstrate proficient use of standard measuring devices and architect rulers as they apply to scale model set construction. I. Use scenery design and construction vocabulary.

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Assessment Evidence

1.1.12.C.1, 1.2.12.A.1, 1.4.12.A.1, 1.4.12.B.1, 1.4.12.B.2, TH:Re.7.1.I.a, TH:Re.8.1.I.a-c, TH:Re.9.1.I.a-c, TH:Cn.10.1.I.a, TH:CR.1.I.a-c, TH:CR.2.I.a-b, TH:CR.3.I.a-c, TH:PR.1.I.a-c, 9.3.12.AC.1, .6, 9.3.12.AC.-CST.7-.9, 9.3.12.AC.-DES.1-3, 6-8, 9.3.12.AR.-PRF.8, 9.3.12.AR.-VIS.2-3


Transfer Task(s) Formative - receive a scale (i.e. ½” = 1’) and a series of linear measurements and then reproduce the straight lines on paper and to scale which represent the measurements. - receive a scale (i.e. ½” = 1’) and a series of geometric shapes of various sizes and then reproduce the shapes on paper and to scale which represent the shapes - produce scaled renderings in an accurate and timely fashion

Summative - designate 3-D furniture onstage on a 2-D piece of paper - take a student floor plan and tape or chalk-out an accurate and appropriate representation for rehearsal purposes. - pass a paper and pencil test specifically designed for the unit - Create a floor plan for an assigned play. - Create a model for an assigned play.



- Identify attendance at a theatrical production and state observations of audience’s behavior and response to production.

Summative

- Written evaluation identifying specific elements of modeling and floor plans for a theatrical performance.

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Choose and write ten different linear measurements (i.e. 3 feet, 6 ½ feet, 14 feet, etc.) on the board and have students reproduce those lines on paper.

Plain and graph paper Architect rule

Choose and write the dimensions of ten different geometric shapes (i.e. a square with 4 foot sides, a rectangle with 8 foot sides and 4 foot sides, a circle with a 5-foot radius, a triangle with two 4 foot sides and an X side, etc.) on the board and have students reproduce those shapes on their paper.

Plain and graph paper Instructor produced hand outs and worksheets Architect rule

Read a scene from a play and draw a floor plan representing that scene.

Scripts Instructor produced hand outs and worksheets Architect rule

Once they have floor plans, choose several and have students tape them out on the stage floor.

Stage, spike tape, floorplan, measuring tape

Transfer a floor plan into a model form.

Modeling materials. Floor plan, script Architect rule



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Class Discussions


Video

Critique

Field Trip



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Title of Unit Production Staff/Crews & Careers Grade Level 10-12

Curriculum Area Theatre Arts Time Frame 90 days Developed By Brandon Doemling & George Agens


The students will: a. understand, recognize and be capable of performing the basic roles and responsibilities of various members of the production staff and running crews common to any theatrical production.







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Anchor Standard #1. Generate and conceptualize artistic ideas. Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work. Anchor Standard #4. Analyze, interpret and select artistic work for presentation. Anchor Standard #5. Develop and refine artistic work for presentation. Anchor Standard #6. Convey meaning through the presentation of artistic work. Anchor Standard #7. Perceive and analyze Artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding 21st Century Interdisciplinary Themes: ___x__ Global Awareness _x__ Financial, economic, business, and entrepreneurial literacy ___x__ Civic Literacy _____ Health Literacy


a. function as members of a production team. b. recognize the tasks and responsibilities of a given job in a well-structured work environment.



a. The roles and jobs available and necessary to a production. b. How those roles can transfer into real world careers.

a. Who actually does what work? b. What skills are necessary for a career in technical theatre?

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a. There is a specific hierarchy and organization for completing technical work, both during the run-up to and during the performance of a theatrical production. b. The names and job descriptions of personnel. c. The possibilities for careers in technical theatre.

a. Identify and/or describe the various technical positions. b. Perform in a variety of said positions during various school productions.



Assessment Evidence

1.1.8.C.4, 1.4.8.A.6, 1.3.12.C.1, 1.3.12.C.2, 1.4.112.B.3 8.2.12.B.1, 8.2.12.C.2 8.2.12.C.4 TH:Cn10.1.I.a, TH:Cn11.1.I.a, TH:Re7.1.I.a, TH:Cr3.1.I.c, 9.3.12.AC-CST.4, .6, 9.3.12.AC-DES.2, 9.3.12.AR.1, .6, 9.3.12.AR-PRF.1

Teacher Rubrics Projects Writing Assignments Teacher Observation Self-Evaluation Critiques Presentation Written Evaluation


- Identify the production tasks of a particular technical theatre job.

Summative - Orally and in writing identify the titles, tasks and responsibilities of theatrical production positions. - Perform the tasks of a given position.

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Teacher Observation Critiques Presentation Written Evaluation


Orally or in writing report on an interview or gathered information in respect to a particular theatre job.

Summative

- Multiple choice test identifying titles, tasks and responsibilities of theatrical production positions.




Teacher lecture, student discussion Instructor produced handouts

Identify positions using charts. Instructor produced handouts

Observe or function in a position as part of a school production.

School production



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Class Discussions


Video

Critique

Field Trip



Documents

Stagecraft Curriculum A B - bloomfield.k12.nj.us · Stagecraft A / B Grades 10-12 Prepared by: Brandon Doemling and George Agens ... arts educators of Bloomfield, believe that arts