TEC645 Stagecraft II

Parsippany-TroyHillsSchoolDistrict

TEC645StagecraftIIACourseOutlineforStagecraftII

Revised:May1990October2007August2009December2012June2016November2016Approved:April1985January2013 August2016

ApprovedbytheBoardofEducation August15,2016

TEC645STAGECRAFTII 2

TableofContentsSTATEMENTOFPURPOSE.................................................................................................................................................................3

RATIONALE.......................................................................................................................................................................................3

MODIFICATIONSANDADAPTATIONS...............................................................................................................................................4

THELIVINGCURRICULUM.................................................................................................................................................................4

AFFIRMATIVEACTION.......................................................................................................................................................................4

GENERALGOALS...............................................................................................................................................................................5

GRADINGPROCEDURES....................................................................................................................................................................6

COURSEPROFICIENCIES....................................................................................................................................................................7

BIBLIOGRAPHY................................................................................................................................................................................16

APPENDIX ASAMPLEAUTHENTICASSESSMENT........................................................................................................................17

APPENDIXB NJSLSSTANDARDS................................................................................................................................................20

APPENDIXC CURRICULUMMODIFICATIONS&ADAPTATIONS................................................................................................21


STATEMENTOFPURPOSE

Stagecraftisofferedasatwo-yearelectiveprogramappropriateforallstudentsingrades9through12.StagecraftIisapre-requisiteforStagecraftII. ItisdesignedtoemphasizetheareasofSoundandLight,whilerefiningthestudents’knowledgeandunderstandingoftechnicaldesignconstructionalongwiththepresentationoftheatricalproductions.Studentsengagedinthisprogramwillserveaprimaryroleindesigningandproducingstagesetsformusicals,varietyshows,concerts,andschooleventsthatoccurthroughouttheyear.Additionalworkintheseareaswillbeavailableafterschoolhoursforthosehighlymotivatedindividuals.Participationishighlyencouragedsincethiscoursemaximizesstudentdevelopmentandgrowthinthisuniqueandexcitinglearningenvironment.Separatelyweassessstudentstogaugeprogressandinforminstruction.Benchmarkassessmentsforstudentsingrades9through12areadministeredintheformofamidtermandfinalexamforfullyearcourses.*SpecialNote:Onlyfinalexamsareadministeredattheendofquartercoursesandsemester

RATIONALEStagecraftIIisafull-yearcoursethatseekstoprovidestudentswithauthenticexperience,knowledge,andskillsintheareasofstage design, illumination, and sound. Studentswill also gain a real-world prospective as they undertake numerous tasksthroughouttheyear. Thesewill includetheuseofnewindustrypracticesthatutilizeupdatedtechnologicalprinciplesandmaterials.StagecraftIIwillchallengethestudentstodesignandbuildhigh-endsets,andtoproducesophisticatedtheatricalperformances.

TheStagecraftIIcurriculumisalignedwiththeNewJerseyStudentLearningStandardsfor21stCenturyLifeandCareersandtheNewJerseyStudentLearningStandardsforTechnology,EnglishLanguageArts,ScienceandTechnicalSubjects.


THELIVINGCURRICULUM

Curriculum guides are designed to beworking documents. Teachers are encouraged tomake notes in themargins.

Writtencommentscanserveasthebasisforfuturerevisions.Inaddition,theteachersandadministratorsareinvitedto

discusselementsoftheguidesasimplementedintheclassroomandtoworkcollaborativelytodeveloprecommendations

forcurriculumreformsasneeded.

AFFIRMATIVEACTION

Duringthedevelopmentofthiscourseofstudy,particularattentionwaspaidtomaterial,whichmightdiscriminateonthebasisofsex,race,religion,nationalorigin,orcreed.Everyefforthasbeenmadetoupholdboththeletterandspiritofaffirmativeactionmandatesasappliedtothecontent,thetextsandtheinstructioninherentinthiscourse.

MODIFICATIONSANDADAPTATIONS

Forguidelinesonhowtomodifyandadaptcurriculatobestmeettheneedsofallstudents,instructionalstaffshouldrefertothe

CurriculumModificationsandAdaptationsincludedasanAppendixinthiscurriculum.Instructionalstaffofstudentswith

IndividualizedEducationPlans(IEPs)mustadheretotherecommendedmodificationsoutlinedineachindividualplan.


GENERALGOALSThestudentwillbeableto: • demonstrate safe and proficient use of tools and equipment associated with stage construction. • demonstrate detailed design and drawing skills. • demonstrate problem-solving skills for design issues that occur during the course of practical application of set construction. • demonstrate a comprehensive understanding of the processes utilized for lighting a theatrical presentation. • prepare detailed written descriptions of set designs. • demonstrate skill proficiencies that facilitate students’ ability to work in all required settings. • implement and execute effective light designs. • set-up for and administer equipment for all school programs. • demonstrate the ability to confidently and safely run sound equipment for auditorium performances. • demonstrate a comprehensive understanding of the PHS/PHHS sound systems. • gain clear and insightful career opportunities in the dramatic arts.


GRADINGPROCEDURES Set Construction assessments, which may include the following: 80%

• Active engagement in lass/group activities • Demonstration of knowledge and understanding of course material • Demonstrate skills and safety practices during shop work • Able to complete assigned tasks • Work as a member of the stage crew for at least one production

Set design assessments, which may include the following: 20%

• Worksheets/Sketches • CAD Drawings • Tests, Quizzes • Written/oral reports

The final examination (12% of final grade) will include: Written exam (50%)

• Authentic assessment (50%)

Final Grade

Final Grade • Each marking period shall count as 20% of the final grade

Full Year Course • The midterm assessment will count as 10% of the final grade, and

the final assessment will count as 10% of the final grade.


PARSIPPANY-TROYHILLSTOWNSHIPSCHOOLSCOURSEPROFICIENCIES

COURSE: TEC645 TITLE: STAGECRAFT II

IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY STUDENT LEARNING STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE. Thestudentwill:

2. explainindetailtheimportanceofshopsafety.3. demonstratetheirabilitytoselectandusepowertoolssafelyandeffectively.4. exploreadditionalusesforcommontoolsfoundinasceneshop.5. explainhowandwhyunitssuchassoftflats,hardflats,andplatformsareconstructed.6. explainthedifferencebetweensolidstocklumberandsheetmaterial,aswellashoweachisproperlyused.7. explainthetypesofmaterialsthatneedtobeusedforeachtypeofsetdesign.8. determinehowtosafelyselectandutilizeeachtypeoffastenerusedinastagesetting.9. explainhoweachofthespecifiedjointsareappropriatelyutilizedinstagecraftsetdesigns.10. demonstratetheirunderstandingandabilitytoutilizewoodjoinery,andfasteningtechniquesinconstructionofflatsandplatforms.11. explainhowtoselectthecorrecttypeofhardwaretobeusedinastagesetconstruction.12. evaluatethevarioustypesofstagecurtainsandselecttheappropriatetypeforeachproductionunderconsideration.13. demonstratetheirabilitytoeffectivelyutilizeeachareaofthestageduringaproduction.14. demonstratetheirabilitytoappropriatelyandcorrectlyusetechnicalterminologypertainingtotheatricalproductions.15. developtheirownsetdesignforamulti-actplay.16. developanin-depthunderstandingoflightingtechnologydesign.17. explainhowspecificelectricallightingfeaturesareusedtoenhanceatheatricalproduction.18. demonstratehowspecificpiecesofsoundequipmentareeffectivelyusedintheatricalproductions.19. designandthenleadtheconstructionofafully-functionaltheatricalsettobeutilizedduringthefalldramaandspringmusical


PLANNING

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1.explainindetailtheimportanceofshopsafety.

9.3.12.AC-CST.59.3.12.AC-CST.89.3.12.AC.1WHST.11-12

• selectaspecifiedpowertoolandthenprepareawritten,andoralpresentationdesignedtodemonstratethesafeuseofthattool.

Assessedusingteacher-maderubric

2.demonstratetheirabilitytoselectandusepowertoolssafelyandeffectively.

9.3.12.AC-CST.59.3.12.AC-CST.89.3.12.AC-CST.9RST.11-12.3CRP2

• utilizeaspecifiedpowertooltodoeachofthefollowing:• prepareadoorframe.• usearoutertofinishanedgeonapieceoftrim.

• cutcurvesandroundeddesignsusingajigsaw.

• prepareaflat.

Teacherobservationandchecksheet

3.exploreadditionalusesforcommontoolsfoundinasceneshop.

9.3.12.AC-CST.99.3.12.AC-CST.5CRP8CRP2CRP11

• designtheirowntoolbagsforuseinspecifiedjobs/tasksthattheteacherhasassigned.

• demonstratetheabilitytoprovidepropermaintenanceoneachoftheirtools.

• observeandevaluatetheproperusageofhandtoolsusingaskillchecklist.

• assessstudentworkduringevaluationofsetconstructionwhenateacher-maderubricwillbeutilized.



Standards


TEACHER NOTES


4.explainhowandwhyunitssuchassoftflats,hardflats,andplatformsareconstructed.

9.3.12.AC.29.3.12.AC-CST.89.3.12.AC-CST.9RST.11-12.3CRP48.1.12.A.2

• researchselectedWebsitestopreparealessonthatwillbepresentedtotheStagecraftIstudentsshowingthemhowtoconstructbothBroadwayandHollywoodflatsfortheirrespectivepurposes.

• Assessedusingteacher-maderubric

5.explainthedifferencebetweensolidstocklumberandsheetmaterial,aswellashoweachisproperlyused.

9.3.12.AC.19.3.12.AC.2CRP4CRP8WHST.11-12

• observeateacherdemonstrationonhowplywoodandcompositesheetmaterialsaremanufactured.

• selectaparticularproduct,withagroupofStagecraftIstudents,prepareademonstrationofitssafeandeffectiveuse.

• prepareawrittenanalysisandreflectionoftheirwork,whichwillberecordedintheirskills’journals.

• Weeklyskilljournalwillbecheckedfor

accuracyandcompleteness

• Teacheranecdotalnotes.

Textusedforthislesson:ModernWoodworking,pp.38-41

6.explainthetypesofmaterialsthatneedtobeusedforeachtypeofsetdesign.

9.3.12.AC.19.3.12.AC.2CRP2CRP4CPR12WHST.11-12

• workinsmallgroupstobuildanewlydesignedstageprop,andthendisassembletheprop,sortthematerials,andprepareawrittenassessmentoftheirwork.

• Stagepropdesignedassessedusingteacheranecdotalnotes

• Writtenassessmentassessedforunderstandingandaccuracy



Standards


TEACHER NOTES


7.determinehowtosafelyselectandutilizeeachtypeoffastenerusedinastagesetting.

9.3.12.AC.19.3.12.AC.29.3.12.AC-CST.89.3.12.AC-CST.99.3.ST-E7.4CRP2CRP8HS-ETS1-2

• observeateacherdemonstrationonthesafeandproperwaytousethefollowingdesignatedfasteners:

drywallscrews,woodscrews,commonnails,finishnails,masonrynails,andglue.

• Next,selectafasteneranddesignatasktodemonstrateitsproperusage.

• prepareawrittenstatementintheirjournalstobeusedforreflectivepurposes.

• Weeklyskilljournalwillbecheckedfor

accuracyandcompleteness

• Teacheranecdotalnotes• Completionofateacher-madetasksheet

8.explainhoweachofthespecifiedjointsareappropriatelyutilizedinstagecraftsetdesigns.

9.3.12.AC-CST.89.3.12.AC-CST.99.3.ST-E7.4CRP2CRP4CRP8HS-ETS1-3

• observeateacherdemonstrationfeaturingthefollowingwoodjoints:

butt,miter,lap,scab,andtongueandgroove.

• selectaspecifictypeofjointandconstructasetelementusingthisparticulartypeofjoint.WorkwillthenbesharedwithStagecraftIstudents.

• Jointprojectassessedusing/teacherstudent-maderubric

• Teacherobservationofskillsandcooperativeworkbehavior



Standards

SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


9.demonstratetheirunderstandingandabilitytoutilizewoodjoineryandfasteningtechniquesinconstructionofflatsandplatforms.

9.3.S7-ET.49.3.12.AC.19.3.12.AC.29.3.12.AC.69.3.12.AC-CST.39.3.12.AC-CST.59.3.12.AC-CST.8HS-ETS1-1,2,3RST.11-12.3CRP2CRP4CRP8CRP12WHST.11-12

• leadateamtoconstructaflatandplatformthatwillbeafeatureditemfortheschoolplay.

• prepareadetailedreflectionintheirjournalsexplainingtheirappropriatenessandeffectivenessoftheirwork.

• Teacheranecdotalnotes• Journalentryassessedforappropriatenessofdesignandeffectivenessofwork

10.explainhowtoselectthecorrecttypeofhardwaretobeusedinastagesetconstruction.

9.3.12.AC.69.3.ST-E7.49.3.12.AC-CST.59.3.12.AC-CST.9CRP2CRP4CRP6CRP11CRP12HS-EST1-1,2,3

• design and build a stage flat using their own plan, listing the appropriate hardware needed for all designated uses during the production.

• prepare and present a plan prior to beginning the work

• record their progress in their journals, which will later be used for the final self- analysis.

• Planwithlist• Assessedusing

teacher-maderubric

• Journalentries



Standards


TEACHER NOTES


11evaluatethevarioustypesofstagecurtainsandselecttheappropriatetypeforeachproductionunderconsideration.

9.3.12.AC.19.3.12.AC.6CRP2CRP4CRP118.1.12.A.2

• researchthevariouscurtaintypes• prepareapresentationusing

strongvisualsthatwillbedeliveredtotheStagecraftclassesonhowoneparticularcurtaintypecouldbeeffectivelyutilizedforastagepresentation/production.writeareporttoaccompanypresentation.

• Studentnotes• Assessedusingteacher-maderubric

12.demonstratetheirabilitytoeffectivelyutilizeeachareaofthestageduringaproduction.

9.3.ST-ET.49.3.12.AC.19.3.12.AC.6CRP2CRP4CRP6CRP8CRP12HS-ETS1-1,2,3

• design and build a stage flat using their own plan, listing the appropriate hardware needed for all designated uses during the production.

• prepare and present a plan prior to beginning the work

• record their progress in their journals, which will later be used for the final self- analysis.

• Peer-assessedusingpreviouslymadecriteriasheets

TEC645STAGECRAFTII 1313.demonstratetheirabilityto

appropriatelyandcorrectlyusetechnicalterminologypertainingtotheatricalproductions.

9.3.12.AC.19.3.12.AC.6CRP2CRP4CRP6CRP8CRP118.1.12.A.2

• researchpropertheatricalterminologyandthenprepareadesignlessonusingthetermstheteacherdesignatedasimportant.LessonwillbepresentedtoStagecraftclassesforstudentreviewandquestioning.

• Peer-assessedusingpre-maderubric

Textusedforthislesson:SceneDesignandStageLighting,pp.578-580

14.developtheirownsetdesignforamulti-actplay.

9.3.ST-E7.49.3.12.AC.29.3.12.AC.6CRP2CRP4CRP6CRP8CRP128.2.12.C.5HS-EST1-1,2,3HS-ETSI-1,2,3

• workwithapartnertodevelopasetdesignandscriptfortheirownmulti-actplay.Theywillsubmitscaledplanviewsandelevationviewsoftheirvarioussetdesigns,aswellasanaccompanyingscript.Modelswillbecreatedtoscale,andmustbeabletobebuiltintoafullsizedstageset.

• Assessedusingteacher-maderubric

15.developanin-depthunderstandingoflightingtechnologydesign.

9.3.12.AC-CST.59.3.ST-ET.49.3.12.AC.1CRP2CRP4CRP6CRP11

• designalightingplanforaselectedsceneinaproduction.

• createappropriatemoodsandeffects.

• presenttheplanwithexplanationtotheclass.

• Teacheranecdotalnotesandpeer-assessmentusingpre-maderubric

http://en.wikipedia.org/woodworkingjoints

TEC645STAGECRAFTII 1416.explainhowspecificelectrical

lightingfeaturesareusedtoenhanceatheatricalproduction.

9.3.12.AC.19.3.12.ST-ET.49.3.12.AC.6CRP2CRP4CRP6CRP8CRP118.1.12.A.2

• investigatethevariouslightsusedintheatricalproductions,including:Leko PanconScoop ConnectorsFresnill CablingSpot Rigging

• prepare a written lighting plan using proper bulbs (incandescent vs. fluorescent), dismantling and re-assembly procedure, appropriate lenses (convex and concave), and light beam usage for various stage setups.

• present their finding to the Stagecraft classes.

• Teacher observation and evaluation by fielding questions and class discussion

• Peer-assessed using

premade rubric

• Writtenplanassessedforaccuracyandvalidity

Text used for this lesson: Scene Design and Stage lighting

Media Center

17.demonstratehowspecificpiecesofsoundequipmentareeffectivelyusedintheatricalproductions.

9.3.12.AC.19.3.12.AC.69.3.12.AC-CST.59.3.12.AC-CST1.99.3.12.AC-CST.49.3.ST-E7.49.3.12.AC-DES.29.3.12.AC-MO.2CRP2CRP4CRP6CRP7CRP8CRP11CRP12

• observeateacherdemonstrationofthevariouspiecesofsoundequipmentincludingconvertorsandcabling.

• solveataskproblemrelatingtoanoutsidegroupneedingtousetheauditoriumforaconcertrelatedperformance.

• determinewhatpieceofsoundequipmentwillberequired,andthensetitinamannerthatmaximizestheeffectsthegroupwantstoachieve.

• Studentnotes• Assessedusing

teacher-maderubric• Studentselfassessment


CONTENT OUTLINE

STANDARDS

SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES


18designandthenleadtheconstructionforafullyfunctionaltheatricalsetforthefalldramaandthespringmusicalproductions.

9.3.ST-ET.49.3.12.AC.19.3.12.AC.29.3.12.AC.69.3.12.AC-CST.49.3.12.AC-CST.59.3.12.AC-CST.89.3.12.AC-CST.99.3.12.AC-MO.29.3.12.AC-DES.2CRP2CRP4CRP6CRP7CRP8CRP11CRP128.2.12.C.5

• viewamovieoftheselectedplayandchoosefivescenestobedevelopedintosetdesigns.

• designtheirplanandcreateascaledplanviewandelevationviewoftheirdesign.

• useanaccurate1”=1’scalemodeloftheselectedscenes.

• prepareadetailedlightingandsoundplanforeachproduction.

• presentthemodelstothedirectorforapproval.

• useappropriateplanstoconstructafullyfunctionaltheatricalsetbaseduponstudents’models.

• Viewingnotes• Completionofascale

modelassessedaccordingtoteacher-preparedrubric

• Teacherobservationand

evaluationofstudentssoastobeabletoprovidefeed-backduringsetconstruction

• Director’sresponseCompletionofweeklyskillsjournal


BIBLIOGRAPHY

TEACHER RESOURCES: Backstage Handbook: An Illustrated Almanac of Technical Information. Louisville. Broadway Press, 1994. Essig, Linda. Lighting and the Design Idea. Belmont. Thomson Publishing, 2005. Lord, William H. Stagecraft I. Colorado Springs, CO. Merriweather Publishing, 1991. Lord, William H. Stagecraft I: A Complete Guide to Backstage Work. Colorado Springs, CO. Merriweather Publishing, 2000. Lord, William H. Student Workbook for Stagecraft I, Third Edition. Colorado Springs, CO. Merriweather Publishing, 2000. Parker, Smith and Wolf Parker. Scene Design and Stage Lighting. Belmont. Thomson Publishing, 2003. Rossol, Mononia. Stage Fright: Health and Safety in the Theatre. New York, NY. Allworth Press, 1991. Sonnenchein, David. Sound Design: The Expressive Power of Music, Voice and Sound Effects in Cinema. New York, NY. Wiese Production, 2001. Wagner, W. H. and Clois Kicklighter. Modern Woodworking. Tinley, Park. Goodheart-Wilcox Company, Inc., 1996.

VIDEOS: Lamirand, Michael. Shedding Some Light. Indiana. DVC, Inc. 1988. Technology in Action. Swan Lake. Catskill Mountain Lumber, 1976.

WEBSITES: http://iatse-intl.org/home.html http://inside.ridgewater.edu/theatre/ Stagecraft 2000 http://www.people.bath.as.uk Backstage Technical Services www.audiodesignline.com www.backstagejobs.com www.etcconnect.com Lighting Solutions www.hstech.org Stage Design and Technology www.internetapollo.com Design Technology www.theatrecrafts.com/index.shtml www.stagework.org/stageworks/index.html www.usitt.org/ Career Possibilities


APPENDIX ASAMPLEAUTHENTICASSESSMENT


SAMPLE AUTHENTIC ASSESSMENT Task: A professional musical group is coming to Parsippany for a concert that will be performed in the high school auditorium. Students will work in small groups to design a light show that would compliment this performance, and each group will be required to manage and run all necessary equipment associated with the operation of the sound system for this concert. They will demonstrate their skills and talents in a written proposal, and a presentation of their light and sound design

The following criteria will be utilized for assessment purposes: • Each presentation must be designed to be within the specified guidelines, which is no less than three minutes and no more than six minutes. • Each group will be required to operate the sound board, run all cables, (microphones, ¼ inch, speak on, etc.) and set up any speakers or monitors that

are needed. • Each group will be required to strike all equipment quickly, quietly, and efficiently. • Each group will be required to operate the light board and implement their design. • Each group will prepare a written proposal detailing each aspect of what their light design will be for this performance. The students will also be

expected to provide a single evocative image illustrating the basis of their light design for a specific musical piece.


SAMPLE AUTHENTIC ASSESSMENT RUBRIC

EXEMPLARY ACCEPTABLE UNSATISFACTORY

WRITTEN PROPOSAL

Clearly and concisely states design ideas for lighting along with why the musical piece was chosen. The evocative image is included and in color, and the proposal is written in an authentic context that is grammatically correct.

Generally states design ideas for lighting and why the musical piece was chosen. The evocative image is included, but may not be in color. The proposal is written in a manner that is grammatically correct.

Inability to state design ideas for lighting, and/or unable to explain why the piece was chosen. The evocative image is either not included or in black and white. The proposal is poorly written and contains many grammatically errors.

EQUIPMENT SELECTION, USAGE &

STRIKE

Equipment is turned on in proper sequences, appropriate cabling is chosen and dressed (taped down, hidden from sight). Cabling correctly used to run sound equipment properly, and work is completed quickly and quietly to not interfere with the performance experience. When work is completed, all equipment is properly returned to its designated storage area fully ready for future use.

Equipment is turned on in proper sequence; appropriate cabling is chosen and correctly run, but not professionally dressed to run sound equipment. Work is completed quickly, but with some noise. Equipment is struck, and returned to storage area.

Equipment is not turned on in proper sequence resulting in poor quality sound and possible damage to equipment. Work is completed slowly and with significant noise that interferes with performance. Equipment is not returned to storage area.

LIGHT SHOW PRESENTATION

Light design utilized directly reflects written proposal. The evocative image has been flawlessly created in the actual presentation. The light produced throughout the musical number directly correlates to the beat and lyrics of the musical piece.

Light design generally follows written proposal. The evocative image created appropriately resembles that one created in the written presentation. The light changes that occur throughout the musical number generally align with the beat and lyrics of the musical piece.

Light design does not follow written proposal. The evocative image is not represented. The light changes do not consistently and continually align with the beat and lyrics of the musical piece.


APPENDIXBNEWJERSEYSTUDENTLEARNINGSTANDARDS

3-EnglishLanguageArts

4-Mathematics

5-Science

8-Technology

9-21stCenturyLifeandCareers


APPENDIXCCURRICULUMMODIFICATIONS&ADAPTATIONS




















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TEC645 Stagecraft II