curriculum...elementary school administration principals lori burns, early childhood center sally a....

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Technical Theater II Curriculum

Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

September 30, 2015 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Jason A. Jones, President

Chanta L. Jackson, Vice President

Dwayne Breeden Monica Kowalski-Lodato

Scott Fields Michelle Allen Moss

Laura G. Granelli Donna Puryear

William S. Wells

SCHOOL DISTRICT ADMINISTRATION

Tami Crader, Ed.D.

Superintendent of Schools

Bertha L. Williams-Pullen

Assistant Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent for Curriculum, Instruction & Assessment

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Jennifer M. Clearwaters

Director of School Counseling Services

Gerald Glisson

Administrator for Co-Curricular Activities & Athletics

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori Burns, Early Childhood Center

Sally A. Millaway, Ed.D., Gables

James M. Nulle, Green Grove

Arlene M. Rogo, Ed.D., Midtown Community

Lakeda Demery, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Mark K. Alfone, Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Richard W. Allen, Principal

Titania M. Hawkins, Ed.D., Vice Principal

James H. Whitson, Vice Principal

DEPARTMENT CHAIRPERSONS

Thomas Decker

Audra Gutridge

Robert J. Hamm

Charles M. Kolinofsky

Joshua Loveland

Dawn Reinhardt

Karen Watt

Hillary L. Wilkins

Marjory V. Wilkinson


TECHNICAL THEATRE II

GRADES 9-12

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Unit 1: Intermediate Design .............................................................................................. 1

Unit 2: Intermediate Scenery Construction ..................................................................... 11

Unit 3: Intermediate Finishing Techniques..................................................................... 20

Unit 4: Basic Hand Props, Costumes & Makeup ............................................................ 28

Unit 5: Intermediate Lighting Production ....................................................................... 36

Unit 6: Intermediate Sound Production .......................................................................... 45

Unit 7: Intermediate Design Project ............................................................................... 54


Technical Theatre II

Acknowledgements

The Technical Theatre II Curriculum guide was developed for Neptune High School

through the efforts of Mr. Robert Eirich, Neptune High School Theatre Teacher, in cooperation

with Mr. Robert J. Hamm, Department Chairperson for the Performing and Visual Arts, and under

the guidance of Richard Allen, Ed.S., Neptune High School Principal, and Matthew Gristina,

Ed.D., Assistant Superintendent for Curriculum, Instruction and Assessment.

The teacher is to be commended for his dedication in formatting this curriculum into

UbD and his expertise in the area of Arts Education. This curriculum guide goes beyond skill

instruction, and devotes a greater percentage of instructional time to problem-solving and active

learning. It is our hope that this guide will serve as a valuable resource for the staff members who

teach this course and that they will feel free to make recommendations for its continued

improvement. Also, it is our hope that this guide to support and advance the Performing Arts in

our school district.

The Technical Theatre II Curriculum guide was written in alignment to the 2014 New Jersey

Core Curriculum Content Standards for the Visual and Performing Arts, 21st Century Life and

Careers, Technology, and Common Core State Standards. This curriculum guide is also aligned

to the 2014 National Core Arts Standards.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all students for life

in the twenty-first century by encouraging them to recognize that learning is a continuing

process. It is with high expectations that our schools foster:

• A strong foundation in academic areas, modern technologies, life skills and the arts.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its peoples.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension and

critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and demonstrate

safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting

information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).

Develop the ability to understand their world and to have an appreciation for the heritage of

America with a high degree of literacy in civics, history, economics and geography.

Develop a respect for different cultures and demonstrate trustworthiness, responsibility,

fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural aspects

and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication, with a

focus on character development.

Understand and practice the skills of family living, health, wellness and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of society.

Develop the ability to be creative, inventive decision-makers with skills in communicating

ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills, which are

significant to many aspects of life and work.

iii

TECHNICAL THEATER II

CURRICULUM

COURSE DESCRIPTION

(5 credits)

The philosophy of the Technical Theatre II curriculum is to foster a student centered learning

environment, allowing students to gain and use their knowledge scene design and construction, lighting, and

audio. The course's essential goal is to further teach the learner towards more challenging operation,

management, and maintenance of the various theatre systems, while promoting safety, critical thinking, and

communication skills across the entire curriculum perspective. An additional goal is to continue to infuse

real life task applications in order to develop marketable skills and spur students to become lifelong learners.

The Technical Theatre II curriculum offers opportunities that provide the student with a variety of activities

that enables students to further understand and master the intricacies of theatre systems and their related

environments, as well as the ability to investigate and research, and put that knowledge into concise practice.

Through this activity, the students will acquire and demonstrate a working knowledge of the particular

processes and develop a mature level of professionalism that will enable them to increase their marketable

skill base in many areas, as well as a career in the arts.

This second level course in theatre operation (Technical Theatre II) requires students to further hone

their understanding and working knowledge of the various systems required to operate a theatre, as well as

support a theatrical production. Students will review and be required to continuously monitor safety

procedures. Students will continue to refine their skill level in the fabrication of scenery and stage

properties. Students will further investigate the function of theatre systems and the interaction of scenery,

lighting and their various effects on a production. Students will incorporate that ability into the function and

operation of the theatre’s lighting systems, as well as the operation, set up, and maintenance of the audio

systems in the theatre. Students will begin to develop individual design skills in the various theatre systems,

leading to a sense their unique sense of style and design.

Prerequisite: Successful completion of Technical Theatre I

Note: For reasons of safety and liability, the number of students for each section must be

limited to 12 students per section. Further, all students enrolled in this course must pass a

written safety exam and demonstrate ability of safe shop practices (personal

safety/tool/material use) in order to remain in the course. Students who are unable to pass

the Safety Exam/Demonstration after their second attempt will be placed into another

course of study.

iv

1

Unit 1- Intermediate Design

Overview:

In this unit, the student will learn the fundamentals of design- shape, size, texture, and color in relation to set

designs and scenery elements. They will then extrapolate these concepts towards an understanding of what

creates style through historic periods. Students will begin to understand the balance between design continuity

and innovation. During this unit, students will review all elements of safety, completing the standard safety

exam. They will also familiarize themselves with the basic skills learned in Technical Theater I (hand/power

tool use, materials handling, and shop clean up procedures). The culminating activity in this unit will be to

create pictorial variations for a set design solution using all design/style elements learned.

STAGE 1: Desired Results

NJCCCS Visual and Performing Arts

By the end of grade 12, those students choosing THEATRE as their required area of specialization demonstrate

PROFICIENCY in the following content knowledge and skills.

VPA Standard Standard Statement

1.1 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 All students will understand the role, development, and influence of music

throughout history and across cultures.

1.3 All students will synthesize those skills, methods and technologies appropriate to

creating and/or performing works of art in music.

1.4 All students will demonstrate and apply an understanding of arts philosophies,

judgment and analysis of works of art in music.

Content Statement CPI# Cumulative Progress Indicator (CPI)

Theatre and the arts play a significant role

in human history and culture.

1.1.12.C.1

Analyze examples of theatre’s influence on

history and history’s influence.

Theatre production is an art, but it is also a

science requiring knowledge of safety

procedures, materials, technology, and

construction techniques.

1.1.12.C.3

Apply the basic physical and chemical properties

(e.g., light, electricity, color, paint, scenic

construction, costumes, makeup, and audio

components) inherent in technical theatre to

safely implement theatre design.

Cultural and historical events impact art-

making as well as how audiences respond to

works of art.

1.2.12.A.1

Determine how dance, music, theatre, and visual

art have influenced world cultures throughout

history.

Access to the arts has a positive influence

on the quality of an individual’s lifelong

learning, personal expression, and

contributions to community and global

citizenship.

1.2.12.A.2

Justify the impact of innovations in the arts (e.g.,

the availability of music online) on societal norms

and habits of mind in various historical eras.

Effective scripted and improvisational

performances require informed, supported,

and sustained choices by actors, directors,

1.3.12.C.1

Create plays that include well-structured plots and

subplots, clear thematic intent, original characters,

2

and designers. Theatre genres are created by

combining complex narrative structures,

technical theatrical elements, and thematic

intent.

and technical theatrical elements appropriate to a

variety of theatrical genres.

Presentation of believable,

multidimensional characters in scripted and

improvised performances requires

application of specific physical choices,

sustained vocal technique, and clearly

motivated actions.

1.3.12.C.2 Create and evaluate performances by citing

evidence of specific physical choices, sustained

vocal technique, and clearly motivated actions.

Criteria for assessing the historical

significance, craftsmanship, cultural

context, and originality of art are often

expressed in qualitative, discipline-specific

arts terminology.

1.4.12.A.4 Evaluate how exposure to various cultures

influences individual, emotional, intellectual, and

kinesthetic responses to artwork.

The cohesiveness of a work of art and its

ability to communicate a theme or narrative

can be directly affected by the artist’s

technical proficiency as well as by the

manner and physical context in which it is

performed or shown.

1.4.12.B.2 Evaluate how an artist’s technical proficiency

may affect the creation or presentation of a work

of art, as well as how the context in which a work

is performed or shown may impact perceptions of

its significance/meaning.

21st Century Life and Careers

21st CLC Standard Standard Statement

9.1 All students will demonstrate the creative, critical thinking, collaboration, and

problem solving skills needed to function successfully as both global citizens and

workers in diverse ethnic and organizational cultures.


The ability to recognize a problem

and apply critical thinking and

problem-solving skills to solve the

problem is a lifelong skill that

develops over time.

9.1.12.A.1 Apply critical thinking and problem-

solving strategies during structured

learning experiences.

9.1.12.A.2 Participate in online strategy and planning

sessions for course-based, school-based, or

outside projects.

Collaboration and teamwork enable

individuals or groups to achieve

common goals with greater

efficiency.

9.1.12.C.1 Enlist input from experts in the field,

community members, and other

stakeholders to design a service-learning

activity that addresses a local, national, or

worldwide need.

Leadership abilities develop over

time through participation in groups

and/or teams that are engaged in

challenging or competitive activities.

9.1.12.C.2 Analyze the common traits of effective

state, national, or international leaders.

9.1.12.C.3 Explain why some current and/or past

world leaders have had a greater impact on

people and society than others, regardless

of their countries of origin.

3

9.1.12.C.4 Demonstrate leadership and collaborative

skills when participating in online learning

communities and structured learning

experiences.

9.1.12.C.5 Assume a leadership position by guiding

the thinking of peers in a direction that

leads to successful completion of a

challenging task or project.

Communication with people from

different cultural backgrounds is

enhanced by the understanding of

different cultural perspectives.

9.1.12.D.1 Interpret spoken and written

communication within the appropriate

cultural context.

9.1.12.D.2 Determine the immediate and long-term

effects of cross-cultural misconceptions or

misunderstandings resulting from past or

current international issues or events.

Ethical behaviors support human

rights and dignity in all aspects of

life.

9.1.12.F.2 Demonstrate a positive work ethic in

various settings, including the classroom

and during structured learning

experiences.

9.1.12.F.3 Defend the need for intellectual property

rights, workers’ rights, and workplace

safety regulations in the United States and

abroad.

Common Core State Standards

Note: When applying the CCSS to the arts, “text” and related terms can either be

actual text/words/writing, or a piece of artwork/the creation of art

Strand Anchor Standard # Statement

Reading CCSS.ELA-

LITERACY.CCRA.R.2

Analyze how and why individuals, events,

or ideas develop and interact over the

course of a text.

CCSS.ELA-

LITERACY.CCRA.R.4

Interpret words and phrases as they are

used in a text, including determining

technical, connotative, and figurative

meanings, and analyze how specific word

choices shape meaning or tone.

Writing CCSS.ELA-

LITERACY.CCRA.W.4

Produce clear and coherent writing in

which the development, organization, and

style are appropriate to task, purpose, and

audience.

CCSS.ELA-

LITERACY.CCRA.W.5

Develop and strengthen writing as needed

by planning, revising, editing, rewriting, or

trying a new approach.

CCSS.ELA-

LITERACY.CCRA.W.6

Use technology, including the Internet, to

produce and publish writing and to interact

and collaborate with others.

4

Speaking and Listening CCSS.ELA-

LITERACY.CCRA.SL.1

Prepare for and participate effectively in a

range of conversations and collaborations

with diverse partners, building on others'

ideas and expressing their own clearly and

persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.2

Integrate and evaluate information

presented in diverse media and formats,

including visually, quantitatively, and

orally.

CCSS.ELA-

LITERACY.CCRA.SL.3

Evaluate a speaker's point of view,

reasoning, and use of evidence and

rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.4

Present information, findings, and

supporting evidence such that listeners can

follow the line of reasoning and the

organization, development, and style are

appropriate to task, purpose, and audience.

CCSS.ELA-

LITERACY.CCRA.SL.5

Make strategic use of digital media and

visual displays of data to express

information and enhance understanding of

presentations.

CCSS.ELA-

LITERACY.CCRA.SL.6

Adapt speech to a variety of contexts and

communicative tasks, demonstrating

command of formal English when

indicated or appropriate.

5

Language CCSS.ELA-

LITERACY.CCRA.L.1

Demonstrate command of the conventions

of standard English grammar and usage

when writing or speaking.

CCSS.ELL-

LITERACY.CCRA.L.2


of standard English capitalization,

punctuation, and spelling when writing.

CCSS.ELA-

LITERACY.CCRA.L.6

Acquire and use accurately a range of

general academic and domain-specific

words and phrases sufficient for reading,

writing, speaking, and listening at the

college and career readiness level;

demonstrate independence in gathering

vocabulary knowledge when encountering

an unknown term important to

comprehension or expression.

NJCCCS Technology Standard

Technology Standard Standard Statement

8.1 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.

6

National Core Art Standards for Theatre

Students who participate in this course will achieve the High School Accomplished Level.

Artistic Strand: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.

Essential Questions: What happens when theatre artists use their imaginations and/or learned theatre skills while

engaging in creative exploration and inquiry?

Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II

a. Investigate historical and cultural conventions and their impact on the visual

composition of a drama/theatre work.

b. Understand and apply technology to design solutions for a drama/theatre work.

c. Use personal experiences and knowledge to develop a character that is believable

and authentic in a drama/theatre work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Theatre artists work to discover different ways of communicating meaning.

Essential Questions: How, when, and why do theatre artists’ choices change?

Dev

elop

TH:Cr2.1.II

a. Refine a dramatic concept to demonstrate a critical understanding of historical and

cultural influences of original ideas applied to a drama/theatre work.

b. Cooperate as a creative team to make interpretive choices for a drama/theatre work.

Anchor Standard 3: Refine and complete artistic work.

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.

Essential Questions: How do theatre artists transform and edit their initial ideas?

Reh

ears

e

TH:Cr3.1.II

a. Use the rehearsal process to analyze the dramatic concept and technical design

elements of a devised or scripted drama/theatre work.

b. Use research and script analysis to revise physical, vocal, and physiological choices

impacting the believability and relevance of a drama/ theatre work.

c. Re-imagine and revise technical design choices during the course of a rehearsal

process to enhance the story and emotional impact of a devised or scripted

drama/theatre work.

Artistic Strand: Performing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Theatre artists make strong choices to effectively convey meaning

Essential Questions: Why are strong choices essential to interpreting a drama or theatre piece?

Sel

ect

TH:Pr4.1.II

a. Discover how unique choices shape believable and sustainable drama/ theatre work.

b. Identify essential text information, research from various sources, and the director’s

concept that influence character choices in a drama/theatre work.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.

Essential Questions: What can I do to fully prepare a performance or technical design?

7

Pre

pare

TH:Pr5.1.II

a. Refine a range of acting skills to build a believable and sustainable drama/theatre

performance.

b. Apply technical elements and research to create a design that communicates the

concept of a drama/theatre production.

Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the

human experience.

Essential Questions: What happens when theatre artists and audiences share a creative experience?

Share

,

Pre

sent

TH:Pr6.1.II

a. Present a drama/theatre work using creative processes that shape the production for

a specific audience.

Artistic Strand: Responding

Anchor Standard 7: Perceive and analyze artistic work

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre

experiences.

Essential Questions: How do theatre artists comprehend the essence of drama processes and theatre experiences?

Ref

lect

TH:Re7.1.II

a. Demonstrate an understanding of multiple interpretations of artistic criteria and how

each might be used to influence future artistic choices of a drama/theatre work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal

experiences and aesthetics.

Essential Questions: How can the same work of art communicate different messages to different people?

Inte

rpre

t

TH:Re8.1.II

a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when

participating in or observing a drama/theatre work.

b. Apply concepts from a drama/theatre work for personal realization about cultural

perspectives and understanding.

c. Debate and distinguish multiple aesthetics, preferences, and beliefs through

participation in and observation of drama/theatre work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.

Essential Questions: How are the theatre artist’s processes and the audience’s perspectives impacted by analysis

and synthesis?

Eva

luate

TH:Re9.1.II

a. Analyze and assess a drama/theatre work by connecting it to art forms, history,

culture, and other disciplines using supporting evidence and criteria.

b. Construct meaning in a drama/theatre work, considering personal aesthetics and

knowledge of production elements while respecting others’ interpretations.

c. Verify how a drama/theatre work communicates for a specific purpose and

audience.

8

Artistic Strand: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to

influence and inform their work.

Essential Questions: What happens when theatre artists foster understanding between self and others through

critical awareness, social responsibility, and the exploration of empathy?

Em

path

ize

TH:Cn10.1.II

a. Choose and interpret a drama/theatre work to reflect or question personal beliefs.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen

understanding

Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze

the way the world may be understood.

Essential Questions: What happens when theatre artists allow an understanding of themselves and the world to

inform perceptions about theatre and the purpose of their work?

Inte

rrel

ate

TH:Cn11.1.II

a. Integrate conventions and knowledge from different art forms and other disciplines

to develop a cross-cultural drama/theatre work.

Unit 1: Intermediate Design

ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT

• What creates style?

• What makes periods change?

• Why may stylization achieve a better result than

historical accuracy?

• Why is there color?

• Why does color have such a powerful effect on

human emotions?

• Various questioning techniques

• Class discussion

• Quizzes

• Completed Safety Project

• Student skill demonstration

• Teacher/Peer constructive technique

• Completed Safety Exam

Enduring Understandings

• Evaluative methods are critical to the completed design

• Historical research includes socio-economic background as well as style characteristics.

• Stylization may be more effective than historical accuracy

• The combination of design elements creates a particular style or period.

• Color is a powerful design element.

Learning Targets: Knowledge

Students will know… Learning Targets: Skills

Students will be able to…

• The process for evaluating design elements.

• Analyzing historical information is essential to

understanding a particular style or period.

• Historical information may be stylized to create a

particular effect.

• Use of color creates a dominant design element.

• The defining, descriptive terminology of color.

• Integrate information from historical research

into a design.

• Devise solutions to overcome historical or

research information inconsistent with the

production concept.

• Duplicate elements (shape, color, texture,

etc.) of a particular style or period.

9

STAGE 2: Acceptable Evidence

Formative

• Stylization Presentations

• Completed conceptual design solutions

• Completed color variation drawings/renderings

• Scene Design Presentations


• Teacher/Peer Critique

• Student exemplars

• Writing samples

Summative

• Quizzes

• Shop Inspections

• Terminology log/journal

• Individual or group presentations

• • Procedural & Safety Checks - Completed Safety Exam

STAGE 3: Learning Plan

Topics

• Safety: Preventing accidents in the Shop

• The Safety Exam- Study Guide Review

• How Design Becomes “Style”

• Style Study- How Styles Change/Evolve

• How Nostalgia Influences Design

• Distinct Style Periods

• Distinct Colors in Historical Periods

• How Color and Other Styles Evoke Feeling In An Audience

• Measuring

• Hand/Power Tool Use

• Shop Clean up Philosophy/Procedures

• Materials and Handling

• Other topics as deemed appropriate by standards

Classroom Activities

• Complete safety exam.

• Collect information for design situations through historical research.

• Create a three-color variation study for an interior room design.

• Devise three possible solutions for a conceptual design problem.

• Define the compositional elements of a set piece or costume from an earlier time period.

• Stylize a set piece or costume from an earlier time period.

• Practice measuring.

• Practice hand/power tool use.

• Practice material handling/ shop clean up procedures.

• The difference between additive and subtractive

properties of colors in light and pigment.

• Emotional meanings of color.

• Stylize elements of a particular style or

period.

• Apply specific and appropriate colors for

required designs and settings.

10

Unit Resources

• Text Excerpts/Notes

• Pictorial Exemplars of style/color periods

• Pictorial Exemplars of design techniques

• Internet/Media Resource Center research

• Design Starter Template

• Style Elements Template

• Color drawing materials

• Measuring templates/materials

• Hand tools

• Power tools

• Materials

• Safety Exam Study Guide

• TED Talks video

11

Unit 2- Intermediate Scenery Construction

Overview:

The student will gain further knowledge, understanding, and practice of scenery construction from an historical

and architectural perspective. They will learn about types and application of hardware and millwork. They will

improve their skills in the use of tools, materials, and fabrication by constructing either a model or full size door

or window flat (with trim), a basic parallel, and/or other specialized units of scenery.














Content Statement CPI# Cumulative Progress Indicator

(CPI)

Theatre and the arts play a significant

role in human history and culture.

1.1.12.C.1 Analyze examples of theatre’s

influence on history and history’s

influence

Theatre production is an art, but it is

also a science requiring knowledge of

safety procedures, materials,

technology, and construction

techniques.

1.1.12.C.3

Apply the basic physical and chemical

properties (e.g., light, electricity,

color, paint, scenic construction,

costumes, makeup, and audio

components) inherent in technical

theatre to safely implement theatre

design.

Cultural and historical events impact

art-making as well as how audiences

respond to works of art.

1.2.12.A.1 Determine how dance, music, theatre,

and visual art have influenced world

cultures throughout history.

12

Access to the arts has a positive

influence on the quality of an

individual’s lifelong learning, personal

expression, and contributions to

community and global citizenship.

1.2.12.A.2 Justify the impact of innovations in

the arts (e.g., the availability of music

online) on societal norms and habits of

mind in various historical eras.


performances require informed,

supported, and sustained choices by

actors, directors, and designers. Theatre

genres are created by combining

complex narrative structures, technical

theatrical elements, and thematic

intent.

1.3.12.C.1 Create plays that include well-

structured plots and subplots, clear

thematic intent, original characters,

and technical theatrical elements

appropriate to a variety of theatrical

genres.


multidimensional characters in scripted

and improvised performances requires

application of specific physical

choices, sustained vocal technique, and

clearly motivated actions.

1.3.12.C.2 Create and evaluate performances by

citing evidence of specific physical

choices, sustained vocal technique,

and clearly motivated actions.




expressed in qualitative, discipline-

specific arts terminology.

1.4.12.A.4 Evaluate how exposure to various

cultures influences individual,

emotional, intellectual, and kinesthetic

responses to artwork.

The cohesiveness of a work of art and

its ability to communicate a theme or

narrative can be directly affected by the

artist’s technical proficiency as well as

by the manner and physical context in

which it is performed or shown.

1.4.12.B.2 Evaluate how an artist’s technical

proficiency may affect the creation or

presentation of a work of art, as well

as how the context in which a work is

performed or shown may impact

perceptions of its

significance/meaning.











develops over time.





sessions for course-based, school-based,

or outside projects.




efficiency.




13


worldwide need.

Leadership abilities develop over time

through participation in groups and/or

teams that are engaged in challenging

or competitive activities.










experiences.











cultural context.







life.




experiences.




abroad.





Reading CCSS.ELA-

LITERACY.CCRA.R.3

Analyze how and why individuals, events,

or ideas develop and interact over the

course of a text.

CCSS.ELA-

LITERACY.CCRA.R.4






Writing CCSS.ELA-

LITERACY.CCRA.W.4



14


audience.

CCSS.ELA-

LITERACY.CCRA.W.5


by planning, revising, editing, rewriting,

or trying a new approach.


LITERACY.CCRA.SL.1





persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.2




orally.

CCSS.ELA-

LITERACY.CCRA.SL.3



rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.4






CCSS.ELA-

LITERACY.CCRA.SL.6





Language CCSS.ELA-

LITERACY.CCRA.L.1




CCSS.ELL-

LITERACY.CCRA.L.2




CCSS.ELA-

LITERACY.CCRA.L.6















15








Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II









Dev

elop

TH:Cr2.1.II







Reh

ears

e

TH:Cr3.1.II







drama/theatre work.




Sel

ect

TH:Pr4.1.II






16

Pre

pare

TH:Pr5.1.II


performance.




human experience.


Share

,

Pre

sent

TH:Pr6.1.II






experiences.


Ref

lect

TH:Re7.1.II







Inte

rpre

t

TH:Re8.1.II










and synthesis?

Eva

luate

TH:Re9.1.II






audience.

17







Em

path

ize

TH:Cn10.1.II



understanding





Inte

rrel

ate

TH:Cn11.1.II



Unit 2: Types of Theatres/Systems Overview


• Why are proper building techniques important to

the construction of stage sets?

• Why is accurate completion of each step in the

construction process so important?

• Why is having a strong work ethic an essential

quality?

• Why are special construction details (millwork)

important to the completed unit?



• Quizzes


• Student demonstration

• Writing samples

• Student self-critique

• Peer constructive technique


• Cooperation and team work are critical to successful completion of a task.

• Following procedures leads to superior results.

• Specific skill sets and tools are required when working with various types of materials.

• All materials have a predetermined tolerance level that should never be exceeded.




• Each individuals’ contribution to the overall work

is essential.

• Basic forms and uses of metal.

• Basic forms and uses of plastic.

• How to select appropriate fasteners, adhesives,

and hardware for a task.

• Construction methods of specialized types of

flats.

• Types and uses of basic millwork components.

• Work independently to complete a task

• Work cooperatively to complete a task

• follow oral and written directions to complete

a task

• Build a specialized flat

• Build a stage platform

• Apply simple millwork components to a stage

set

• • Maintain a clean and orderly work area

18


Formative

• Teacher questioning


• Written Assessments such as tests and quizzes



• Writing samples

• “Hardware” games

• Completed flat fabrication assignment

• Platform completion

Summative

• Writing samples



• Student task completion


Topics

• Historical Construction Techniques

• Modern Construction Techniques

• Specialized Flat Construction

• The Basic Stage Parallel

• Millwork 101

• Mitering Trim and Casing

• Hardware Types

• Pneumatic Tools



• “Hardware” game

• Build model and/or full-size specialty flats

• Build a stage platform

• Install windows, doors, or trim to a stage set

• Miter/install trim/casing

• Screw/nail fastening practice/use

• Brad/staple gun practice/use

• Shop cleanup and organization assignments

Unit Resources

• Text Excerpts

• Miter saw angles

• Pictorial/actual examples of joinery techniques

• Pictorial/actual examples of hardware

• Basic platform construction.

• • Shop order and cleanliness are essential for

efficient work.

19

• Pictorial/ actual examples of millwork/ trim

• Pneumatic tools/fasteners

• Power tool use video clips

• Hand/power tools

• Set construction materials

20

Unit 3- Intermediate Finishing Techniques

Overview:

Students will develop the skills required for the application of various finishes. They will discover how to use

brushes, rollers, and texture tools to create faux finishes that accurately resemble actual surfaces. Students will

also learn the preparation, mixing, clean up, storage, and disposal of finish types. They will begin to realize that

diligent practice will lead to repeatable technique in creating the required look of scenery. Students will learn the

importance of how 'dressing the set' and completing the final details enhance the entire production.















(CPI)





influence





techniques.

1.1.12.C.3







design.







21
















theatrical elements, and thematic intent.






genres.




application of specific physical choices,

sustained vocal technique, and clearly

motivated actions.

























perceptions of its


22







The ability to recognize a problem and

apply critical thinking and problem-

solving skills to solve the problem is a

lifelong skill that develops over time.

9.1.12.A.1 Apply critical thinking and problem-solving

strategies during structured learning experiences.



outside projects.


individuals or groups to achieve common

goals with greater efficiency.

9.1.12.C.1 Enlist input from experts in the field, community

members, and other stakeholders to design a

service-learning activity that addresses a local,

national, or worldwide need.



teams that are engaged in challenging or

competitive activities.

9.1.12.C.2 Analyze the common traits of effective state,

national, or international leaders.

9.1.12.C.3 Explain why some current and/or past world

leaders have had a greater impact on people and

society than others, regardless of their countries

of origin.

9.1.12.C.4 Demonstrate leadership and collaborative skills

when participating in online learning

communities and structured learning experiences.

9.1.12.C.5 Assume a leadership position by guiding the

thinking of peers in a direction that leads to

successful completion of a challenging task or

project.

Communication with people from different

cultural backgrounds is enhanced by the

understanding of different cultural

perspectives.

9.1.12.D.1 Interpret spoken and written communication

within the appropriate cultural context.

9.1.12.D.2 Determine the immediate and long-term effects of

cross-cultural misconceptions or

misunderstandings resulting from past or current

international issues or events.

Ethical behaviors support human rights

and dignity in all aspects of life.

9.1.12.F.2 Demonstrate a positive work ethic in various

settings, including the classroom and during

structured learning experiences.

9.1.12.F.3 Defend the need for intellectual property rights,

workers’ rights, and workplace safety regulations

in the United States and abroad.

23





Reading CCSS.ELA-

LITERACY.CCRA.R.4






Writing CCSS.ELA-

LITERACY.CCRA.SL.4






CCSS.ELA-

LITERACY.CCRA.W.5




CCSS.ELA-

LITERACY.CCRA.W.6


produce and publish writing and to

interact and collaborate with others.


LITERACY.CCRA.SL.1





persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.3



rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.6





Language CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions



CCSS.ELL-LITERACY.CCRA.L.2 Demonstrate command of the conventions



CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of









24



8.1 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.








Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II









Dev

elop

TH:Cr2.1.II







Reh

ears

e

TH:Cr3.1.II







drama/theatre work.




Sel

ect

TH:Pr4.1.II




25



Pre

pare

TH:Pr5.1.II


performance.




human experience.


Share

,

Pre

sent

TH:Pr6.1.II






experiences.


Ref

lect

TH:Re7.1.II







Inte

rpre

t

TH:Re8.1.II










and synthesis?

Eva

luate

TH:Re9.1.II






audience.

26







Em

path

ize

TH:Cn10.1.II



understanding





Inte

rrel

ate

TH:Cn11.1.II




Formative

Unit 3: Basic Scenery Construction


• How do various finishes contribute to the

production concept?

• Why is critique of work important?

• Why is adherence to a discipline critical to

achieving a desired result?



• Quizzes



• Writing samples







• Paint and solvents are hazardous materials that

must be handled safely.

• Various types of finishes.

• Various types of finish applicators.

• Finish application techniques for specific effects

• The basics of color mixing and the use of an

integrated color wheel.

• • Hue-value and hue-tone relationships.

• Select an appropriate method of paint

• application to create various finishes and

• textures

• Determine the appropriate tool for the

required application.

• Paint scenery and/or stage components for

desired textures and effects.

• • Mix paint for color matching and shading

27






• Writing samples

Summative

• Writing samples



• Tests/quizzes

• Completed student work


Topics

• Correct Brush Painting Techniques

• Correct Roller Painting Techniques

• Correct spray Painting Techniques: "Less Is More"

• Special Texture Painting Techniques

• The Color Wheel

• How to Accurately Mix paint

• Special Finish Applications- Wood Grain, Marble, Stone, etc.

• Proper Clean up and Storage Procedures

• Appropriate Safety Practice With Various Finishes



• Select a setting from a play from which to create a painter’s elevation.

• Practice using brushes, rollers and other forms of paint application.

• Practice safe and appropriate clean-up of shop and tools.

• Practice safe and appropriate disposal of waste.

Unit Resources

• Text Excerpts

• Sample color wheel

• Video clip exemplars

• Pictorial painting techniques/finishes

• Finishing materials- paints, stains, varnishes, polyurethane

• Finishing Tools- Brushes, rollers, texture tools, trays, buckets, rags

• Shop tools

• Color charts

• Finishing materials clean-up checklist

28

Unit 4: Basic Hand props, Costumes, and Make Up

Overview:

In this unit, the learner will develop some of the skills needed to complete various supporting elements for

performance. They will be introduced to the fabrication of hand props, costumes, and make-up. Most

important, students will learn the importance of how the supporting detail elements enhance the entire

production.















(CPI)





influence





techniques.

1.1.12.C.3







design.






















29





intent.



genres.































perceptions of its












develops over time.










efficiency.





worldwide need.











30




experiences.











cultural context.







life.




experiences.




abroad.





Reading CCSS.ELA-

LITERACY.CCRA.R.4






Writing CCSS.ELA-

LITERACY.CCRA.W.4




audience.

CCSS.ELA-

LITERACY.CCRA.W.5




CCSS.ELA-

LITERACY.CCRA.W.6




31


LITERACY.CCRA.SL.1





persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.2




orally.

CCSS.ELA-

LITERACY.CCRA.SL.3



rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.4






CCSS.ELA-

LITERACY.CCRA.SL.6





Language CCSS.ELA-

LITERACY.CCRA.L.1




CCSS.ELL-

LITERACY.CCRA.L.2




CCSS.ELA-

LITERACY.CCRA.L.6















32








Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II









Dev

elop

TH:Cr2.1.II







Reh

ears

e

TH:Cr3.1.II







drama/theatre work.




Sel

ect

TH:Pr4.1.II






33

Pre

pare

TH:Pr5.1.II


performance.




human experience.


Share

,

Pre

sent

TH:Pr6.1.II






experiences.


Ref

lect

TH:Re7.1.II







Inte

rpre

t

TH:Re8.1.II










and synthesis?

Eva

luate

TH:Re9.1.II






audience.





34



Em

path

ize

TH:Cn10.1.II



understanding





Inte

rrel

ate

TH:Cn11.1.II



Unit 4: Basic Finish Work- Dressing the Set


• How may stereotyping be useful or destructive?

• Why may stylization achieve a better result than

historical accuracy?

• How may the needs of the actor affect costume

or makeup design?



• Quizzes



• Writing samples




• Recognizable stereotypes can be useful.

• Hand properties, costumes, and makeup are essential tools for the actor

• Costumes and makeup provide historical, psychological, and objective information about a character.

• Stylization is frequently employed.

• Practical considerations may also define artistic designs.




• Basic craft techniques

• to fashion hand props

• The nature of character

• and decorative costume design

• Production concept considerations for costuming

• Devise practical considerations for costuming

and makeup

• Design makeup to project the a characters

features

• Types of makeup and basic application

techniques

• Design selected hand props

• Create a costume chart

• Design costume layouts for productions

• and costume sketches for specific characters

• • Apply base and highlighting makeup for a

given character type

35


Formative



• Written assessments such as tests and quizzes



• Writing samples

• Hand Prop Project

• Makeup Project

• Costume Plot

Summative

• Writing samples



• Test/Quizzes

• Completed student work


Topics

• Basic Craft Techniques

• How to Design and Create Hand Props

• When Stage Make up is Necessary

• How to Use/Apply Stage Make up

• Stage Make up Hygiene

• Costume Design- Historical

• Costume Design- Contemporary and Abstract

• The Costume Plot



• Fabricate a hand prop.

• Design and complete a costume chart.

• Draw costume layouts and sketches from selected plays and characters.

• Experiment with various styles during makeup practice sessions.

Unit Resources

• Text excerpts

• Sample costume plot

• Orthographic Projections of hand props designs

• 3-view drawing examples of props/costumes

• Painting materials- brushes, rollers, trays, rags, tape

• Construction materials- wood, muslin, glue, screws, nails

• Shop tools

• Stage make up kits

• Selected video exemplars

• TED talks video

36

Unit 5: Intermediate Lighting Production

Overview:

This unit comprises further development in the ability to use stage lighting to enhance a performance. Students

will use the controllable qualities of light and lighting instruments to design more advanced stage area modeling

techniques, as well as lighting effects. They will review the scientific elements of stage lighting, the use of

color, lighting instruments/controls, and procedural safety. Students will improve their operational ability of the

lighting control console, grouping various lights into sub-masters and creating cross fades. They will also learn

how to create lighting effects through the combination of modeling, gobos, and color gels. Students will

fabricate and test gobos for specified moods. They will also learn to create an advanced light plot and

instrument schedule for a hypothetic stage play. Students will learn that appropriately designed lighting effects

enhance the performance and support the production concept.















(CPI)





influence





techniques.

1.1.12.C.3







design.












37












intent.






genres.































perceptions of its












develops over time.










efficiency.





worldwide need.

38














experiences.











cultural context.







life.




experiences.




abroad.





Reading CCSS.ELA-

LITERACY.CCRA.R.4






Writing CCSS.ELA-

LITERACY.CCRA.W.4




audience.

CCSS.ELA-

LITERACY.CCRA.W.5




39

CCSS.ELA-

LITERACY.CCRA.W.6





LITERACY.CCRA.SL.1





persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.2




orally.

CCSS.ELA-

LITERACY.CCRA.SL.3



rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.4






CCSS.ELA-

LITERACY.CCRA.SL.6





Language CCSS.ELA-

LITERACY.CCRA.L.1




CCSS.ELL-

LITERACY.CCRA.L.2




CCSS.ELA-

LITERACY.CCRA.L.6















40








Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II









Dev

elop

TH:Cr2.1.II







Reh

ears

e

TH:Cr3.1.II







drama/theatre work.




Sel

ect

TH:Pr4.1.II






41

Pre

pare

TH:Pr5.1.II


performance.




human experience.


Share

,

Pre

sent

TH:Pr6.1.II






experiences.


Ref

lect

TH:Re7.1.II







Inte

rpre

t

TH:Re8.1.II










and synthesis?

Eva

luate

TH:Re9.1.II






audience.

42







Em

path

ize

TH:Cn10.1.II



understanding





Inte

rrel

ate

TH:Cn11.1.II



Unit 5:Intermediate Lighting Production


• Why is light crucial to a theatrical production?

• How can the manipulation of light affect a subject?

• Why is it important to understand the distribution of

light?

• How do specials and other lighting effects enhance

the performance?



• Quizzes



• Writing samples




• Lighting system safety procedures and practices must be strictly adhered to at all times.

• The appropriate distribution and manipulation of light are essential to creating theatrical effects on stage.

• Lighting effects are used to enhance the performance of the actors.




• Ohm’s Law and the Power Formula.

• The importance of gauge and capacity of wire.

• The job responsibilities of a lighting designer.

• The use of lighting plot and instrument schedule.

• A/B fader dimmer control techniques.

• How the direction of light affects the face of an

actor.

• How light effects create mood.

• Solve hypothetical output and input voltage

problems.

• Read a lighting plot and instrument schedule.

• Refine various ‘looks’ by manipulating the

direction of light.

• Program dimmer control board for A/B fader

dimmer control.

• Design a more complex lighting plot using

specials.

43


Formative






• Writing samples

• Mood/Tone Lighting Project

• Completed light plot assignment

• Gel color combo mixing

Summative

• Student presentation using system components

• Appropriate student use of lighting control equipment



• Completed light plans

• Completed gobo designs/lighting effects

• Individual or group presentations

• Procedural and safety checks


Topics

• Functions/Qualities of Stage Lighting (Review)

• Designing With Light (Review)

• Creating a Light Plan (Review)

• Basic Electricity and Ohm's Law

• Advanced Gobo Design and Fabrication for Specified Requirements

• Creating Differing 'Looks' Using Advanced Submasters

• Using Cross Faders on the Lighting Console

• How to Circuit/ Patch/Hang/Aim//Shutter/Gel Multiple Lighting Instruments

• Creating Appropriate Specified Lighting Effects

• Other topics as deemed appropriate by standards.


• Practice aiming light on predetermined stage area or actor(s) to create an effect.

• Practice creating certain ‘looks’ using A/B fader dimmer controls.

• Create a complex light plot and instrument schedule.

• Practice using light effects to create a specified mood/tone.

• Complex modeling practice with light

• Design and create a complex plan/sectional view light plan.

• Design and fabricate specified gobos/lighting effects.

• Practice circuiting and creating submasters.

• Create A/B cross fades.

• Discuss/review lighting terms

• Discuss/review the scientific qualities of stage light and color.

44

Unit Resources

• TED Talks video

• Video clip exemplars of lighting effects

• Text excerpts/ notes

• Light Plan Template

• Lighting Term list

• Gobo Pattern Exemplars

• Gobo fabrication materials

• Lighting instruments (Leko, Par, Strip Light)

• Bijou lighting console

• PAC Instrument Schedule

• "How to Create a Light Plot"

• "The Science of Light"

45

Unit 6: Intermediate Sound Production

Overview:

Students will learn a more advanced use of audio in the theater for enhancement, music, and sound effects

(FX). They will review how sound is produced, know the basic elements of acoustics, and be able to apply

these concepts in hypothetical practice situations. Students will employ the use of various types of

microphones for specific requirements. They will learn how to set up and operate monitor speakers and the

intercom system. Students will create an advanced mic schedule, practice patching audio channels, and better

their ability to equalize (EQ) voices. The culminating activity will be to implement all the system components

for a hypothetical predetermined "Venue".















(CPI)





influence





techniques.

1.1.12.C.3







design.







46













actors, directors, and designers.

Theatre genres are created by

combining complex narrative

structures, technical theatrical

elements, and thematic intent.






genres.


multidimensional characters in

scripted and improvised performances

requires application of specific

physical choices, sustained vocal

technique, and clearly motivated

actions.
















narrative can be directly affected by

the artist’s technical proficiency as

well as by the manner and physical

context in which it is performed or

shown.






perceptions of its












develops over time.






outside projects.






47


efficiency.


worldwide need.








world leaders have had a greater impact

on people and society than others,

regardless of their countries of origin.




experiences.











cultural context.







life.




experiences.




abroad.





Reading CCSS.ELA-

LITERACY.CCRA.R.4






Writing CCSS.ELA-

LITERACY.CCRA.W.4




audience.

48

CCSS.ELA-

LITERACY.CCRA.W.5




CCSS.ELA-

LITERACY.CCRA.W.6





LITERACY.CCRA.SL.1





persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.2




orally.

CCSS.ELA-

LITERACY.CCRA.SL.3



rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.4






CCSS.ELA-

LITERACY.CCRA.SL.6





Language CCSS.ELA-

LITERACY.CCRA.L.1




CCSS.ELL-

LITERACY.CCRA.L.2




CCSS.ELA-

LITERACY.CCRA.L.6















49








Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II









Dev

elop

TH:Cr2.1.II



b. Cooperate as a creative team to make interpretive choices for a drama/theatre

work.




Reh

ears

e

TH:Cr3.1.II



b. Use research and script analysis to revise physical, vocal, and physiological

choices impacting the believability and relevance of a drama/ theatre work.



drama/theatre work.




Sel

ect

TH:Pr4.1.II

a. Discover how unique choices shape believable and sustainable drama/ theatre

work.

b. Identify essential text information, research from various sources, and the

director’s concept that influence character choices in a drama/theatre work.



50

Pre

pare

TH:Pr5.1.II


performance.




human experience.


Share

,

Pre

sent

TH:Pr6.1.II

a. Present a drama/theatre work using creative processes that shape the production

for a specific audience.




experiences.


Ref

lect

TH:Re7.1.II

a. Demonstrate an understanding of multiple interpretations of artistic criteria and

how each might be used to influence future artistic choices of a drama/theatre work.





Inte

rpre

t

TH:Re8.1.II

a. Develop detailed supporting evidence and criteria to reinforce artistic choices,

when participating in or observing a drama/theatre work.








and synthesis?

Eva

luate

TH:Re9.1.II






audience.

51







Em

path

ize

TH:Cn10.1.II



understanding





Inte

rrel

ate

TH:Cn11.1.II



Unit 6: Intermediate Sound Production


• Why is acoustic balance an impossibility?

• Why are there so many variables to sound

production for a theatrical venue?

• How are various sound producing methods used

to create a desired effect?

• Why is appropriate vocal enhancement and

balance critical to the performance?



• Quizzes



• Writing samples




• Microphones have different applications for different venues.

• Appropriate application of music and sound F/X enhances a performance.

• Improper handling or use of sound equipment may damage the audio system or its components.

• Voice equalization is a delicate balance of the sound spectrum.

• Appropriate vocal enhancement is critical to the production.




• Functions of sound equalization.

• Workings of a theater sound system.

• Appropriate application of microphone types.

• Function of a graphic equalizer.

• Function and operation of a patch panel.

• Utilize the EQ for appropriate sound quality.

• Set up combinations of sound equipment for

various venues.

• Balance sound quality between combinations

of wireless and corded microphones in

various locations.

• Set up microphones for appropriate

applications.

52


Formative






• Writing samples

• Completed "Sound F/X” assignment

• Written patch schedule

• Advanced microphone schedule

Summative

• Student presentation of system components

• Advanced mic schedule

• Appropriate student use/demonstration of audio equipment

• Writing samples




Topics

• The Function/Properties of Sound in the Theater (review)

• The EQ and Acoustics

• Advanced Audio Console Operation

• Special Applications for Microphones

• The Advanced Mic Schedule

• Patching Channels on the Audio console

• Finding/Creating sound F/X

• Creating Background Music

• Appropriate sound Production for Specific Venues



• Creating advanced mic schedules

• Audio console/channel practice

• Microphone selection/ set up for hypothetical venues

• Multiple mic set up with EQ balancing

• Set up/ balance/ strike for "The Concert"

• Record audio from the stage

• Patch various audio channels

• Set up and employ the use of monitor speakers

• Set up the intercom system

• Create a sound F/X or music background CD

• Record to a cassette/CD via the audio system.

• Devise appropriate uses for music or sound

F/X.

53

Unit Resources

• Text excerpts

• Music exemplars

• Sound F/X CD's

• Sound F/X internet search template

• Audio Channel Patch Template

• PAC Sound System

• Mics/ cables/stands

• Audio Console

• Sound System Diagrams

• Mic Schedule Template

• TED Talks (video)

54

Unit 7: Intermediate Design Project

Overview:

Students will implement all the knowledge and skills learned throughout the course in preparation of their final

project. They will learn the seven Design Process Steps- Commitment, Research, Analysis, Questioning,

Incubation, Implementation, and Evaluation, and implement these steps in preparing their Final Project.

Students will select a scene from a play and design a set for that scene. They will research and write a synopsis

of the play and their particular scene, and locate renderings of various productions. Next, they will create a

series of thumbnail sketches based on their design ideas, and follow with a formal plan view (to scale),

elevation, and rendering drawings of their set design. Students will also create a corresponding light plan and

mic schedule to accompany their design. When these are accomplished, students will then fabricate a model of

their set design. Finally, students will present their entire portfolio to the class, fielding and answering design

solution questions from the group.















(CPI)





influence





techniques.

1.1.12.C.3







design.







55













actors, directors, and designers.

Theatre genres are created by

combining complex narrative

structures, technical theatrical

elements, and thematic intent.






genres.


multidimensional characters in

scripted and improvised performances

requires application of specific

physical choices, sustained vocal

technique, and clearly motivated

actions.
















narrative can be directly affected by

the artist’s technical proficiency as

well as by the manner and physical

context in which it is performed or

shown.






perceptions of its












develops over time.












56


efficiency.


worldwide need.














experiences.











cultural context.







life.




experiences.




abroad.





Reading CCSS.ELA-

LITERACY.CCRA.R.4






Writing CCSS.ELA-

LITERACY.CCRA.W.4




audience.

57

CCSS.ELA-

LITERACY.CCRA.W.5




CCSS.ELA-

LITERACY.CCRA.W.6





LITERACY.CCRA.SL.1





persuasively.

CCSS.ELA-

LITERACY.CCRA.SL.2




orally.

CCSS.ELA-

LITERACY.CCRA.SL.3



rhetoric.

CCSS.ELA-

LITERACY.CCRA.SL.4






CCSS.ELA-

LITERACY.CCRA.SL.6





Language CCSS.ELA-

LITERACY.CCRA.L.1




CCSS.ELL-

LITERACY.CCRA.L.2




CCSS.ELA-

LITERACY.CCRA.L.6












8.1 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.

58








Envi

sion/

Conce

ptu

ali

ze

TH:Cr1.1.II









Dev

elop

TH:Cr2.1.II







Reh

ears

e

TH:Cr3.1.II







drama/theatre work.




Sel

ect

TH:Pr4.1.II

a. Discover how unique choices shape believable and sustainable drama/ theatre

work.

b. Identify essential text information, research from various sources, and the

director’s concept that influence character choices in a drama/theatre work.



59

Pre

pare

TH:Pr5.1.II


performance.




human experience.


Share

,

Pre

sent

TH:Pr6.1.II






experiences.


Ref

lect

TH:Re7.1.II

a. Demonstrate an understanding of multiple interpretations of artistic criteria and

how each might be used to influence future artistic choices of a drama/theatre work.





Inte

rpre

t

TH:Re8.1.II

a. Develop detailed supporting evidence and criteria to reinforce artistic choices,

when participating in or observing a drama/theatre work.








and synthesis?

Eva

luate

TH:Re9.1.II






audience.

60







Em

path

ize

TH:Cn10.1.II



understanding





Inte

rrel

ate

TH:Cn11.1.II



Unit 7: Intermediate Design Project


• Why is a production concept necessary?

• What is the relationship between a production

concept and a script?

• How does a production concept lead to a

physical set?

• •How is the physical set related to the

performance?

• How does the scenic design function to support

the performance?

• How do variations of particular design elements

combine into a unified set design?

• How are the needs of the director and actors

balanced with the limits of time, budget, and

construction techniques?



• Quizzes



• Writing samples



• Final Presentation Rubric


• Theatrical design is the plan for a three-dimensional realization of a playwright’s ideas.

• Theatrical design is integral to the production theme or concept.

• There are multiple design elements contributing to the production concept.

• Technical theatre is an interdisciplinary artistic endeavor.

• There is an on-going need to balance the needs of the director and actors with the limits of time, budget,

and construction techniques.

61


Formative






• Writing samples

• Task/time management

• Scene Design Proposal

• Thumbnail sketches

Summative

• Writing samples



• Formal Design Drawings

• Design Project Model

• Design Project Presentation


Topics

• The Design Process (review)

• Drawing to Scale (review)

• Model Building Techniques (review)

• The Production Concept and Scene Design Proposal

• The Reality vs. The Artistic in Technical Theater Production




• Steps in the design process.

• The elements available to achieve a production

concept

• How each design element contributes to the

• production concept

• The use of line, shape, size, position, color and

texture as elements of design.

• The organization of harmony, contrast,

variation, and patterns.

• Balance, proportion and center of interest as it

relates to composition and space.

• The importance of incorporating mood, spirit,

location, period, season and social economic

level in the design of a set

• Assess the practicality of a design based on

the needs of the director and actors in light of

the limitations of time, budget, and

construction techniques

• Prepare a written design proposal

• Draw thumbnail sketches

• Prepare a ground plan, front elevation, and

scaled detail drawing

• Design a set for a given scene

• Create a visual representation

• Fabricate a model of a set incorporating

various design elements

• Use a computer to create thumbnail sketches

and functional drawings for a set

• design

62

• Accurate Research Techniques

• Using Past Exemplars in Contemporary Designs

• Presentation Preparation/Planning/Techniques

• Other topics as deemed appropriate by standards.


• Evaluate a set design using a Design Checklist.

• For a given script, brainstorm ideas and draw thumbnail sketches.

• For a given script, prepare a written scene design proposal.

• For a given script, fashion a detailed plan view, elevation, and color rendering drawing.

• Create one detailed drawing of a set element to scale.

• Fabricate a detailed model of the set.

• Final project presentation

Unit Resources

• Text excerpts/notes

• The Design Process Checklist Template

• The Scene Design Proposal Template

• TED TALKS (video)

• YouTube Clip exemplars (video)

• Prior student design exemplars

• Thumbnails sketch exemplars

• Scale Drawing Template/ materials

• Formal Drawing Template/materials

• Model fabrication tools & materials

• Light Plan Template

• Microphone Schedule Template


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