tec640 stagecraft i (1)sharepoint.pthsd.k12.nj.us/ci/approved curriculum/tec640 stagecraft i.pdf ·...

Parsippany-TroyHillsSchoolDistrict

TEC640StagecraftIACourseOutlineforStagecraftI

Revised:May1990

October2007

August2009

December2012

June2016

Approved:April1985

January2013

ApprovedbytheBoardofEducation

August25,2016

TEC640STAGECRAFT 2

TableofContentsSTATEMENT OF PURPOSE ......................................................................................................................................................................................................................... 3

RATIONALE ................................................................................................................................................................................................................................................... 3THE LIVING CURRICULUM ....................................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION............................................................................................................................................................................................................................... 4MODIFICATIONS AND ADAPTATIONS ................................................................................................................................................................................................... 4

GENERAL GOALS ......................................................................................................................................................................................................................................... 5

GRADING PROCEDURES ............................................................................................................................................................................................................................ 6COURSE PROFICIENCIES ........................................................................................................................................................................................................................... 7

BIBLIOGRAPHY ............................................................................................................................................................................................................................................. 19APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ....................................................................................................................................................................... 20

APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS ............................................................................................................................................... 23APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS ............................................................................................................................................. 24

TEC640STAGECRAFT 3 STATEMENT OF PURPOSE

Stagecraft is offered as a two-year program appropriate for all students in grades 9 – 12. Stagecraft I will acquaint the students with the important skills needed to present a major production and it provides them with a solid foundation that is vitally important for further work in the field. The course is designed for students who have an active interest and/or desire to experience theatrical design. It focuses on numerous aspects of technical theatre while supporting and complementing the drama program in the Parsippany-Troy Hills School District. Students will examine and evaluate a variety of design construction techniques and develop proficiency in general design principles.

Stagecraft I actively engages the students in the design, construction and presentation of theatrical productions. Students enrolled in this program will ultimately have the opportunity to stage musicals, format variety shows, and set up for concerts and social events that occur in the buildings. Additional work will be available to highly motivated students on a volunteer basis after school hours. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester

RATIONALE Stagecraft I is a full year course that seeks to provide students with experience, knowledge, and skill in the areas of theatrical technology and musical production. A hands-on framework will be utilized to provide the students with the means of developing a “Big Picture” understanding of all the facets that need to be identified and considered when preparing the stage for a performance. Therefore, several new practices that incorporate updated technological principles have been added. Critical thinking skills are used to solve a variety of difficult design and construction problems. Stagecraft I challenges the students to process, design, build and highlight elaborate architectural features.

Stagecraft I curriculum is aligned with the New Jersey Student Learning Standards for 21st Century Life and Careers and the New Jersey Standards for Technology. It has been revised in alignment with the Student Learning English Language Arts Standards for Literacy in Science and Technical Subjects.

TEC640STAGECRAFT 4

THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes on the document. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS Forguidelinesonhowtomodifyandadaptcurriculatobestmeettheneedsofallstudents,instructionalstaffshouldrefertotheCurriculumModificationsandAdaptationsincludedasanAppendixinthiscurriculum.InstructionalstaffofstudentswithIndividualizedEducationPlans(IEPs)mustadheretotherecommendedmodificationsoutlinedineachindividualplan.

TEC640STAGECRAFT 5

GENERAL GOALS

The student will be able to:

demonstrate the safe use of tools and equipment associated with stage construction. demonstrate design and drawing skills. demonstrate the ability to translate dramatic literature into visual realization on a stage. develop problem-solving skills for design problems that occur during the course of practical application of set. demonstrate an understanding of lighting technology. demonstrate an understanding of the process for lighting a theatrical presentation. write descriptions of set designs. demonstrate communication and listening skills that facilitate their ability to work in small and large group settings. demonstrate the ability to work collaboratively regardless of the task. demonstrate the knowledge and adherence to school/classroom rules. gain insight into opportunities in the dramatic arts.

TEC640STAGECRAFT 6

GRADING PROCEDURES

Set construction assessments, which may include the following: 80%

• Active engagement in class/group activities • Demonstration of knowledge and understanding of course material • Demonstrate skills and safety practices during shop work • Able to complete assigned tasks • Attends at least one performance

Setdesignassessments,whichmayincludethefollowing: 20%

• Worksheets/Sketches

• CADDrawings

• Tests,Quizzes

• Written/oralreports

Thefinalexamination(12%offinalgrade)willinclude:

• Writtenexam(50%)

• Authenticassessment(50%)

Final Grade

Full Year Course • Each marking period shall count as 20% of the final grade

• The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

TEC640STAGECRAFT 7

PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES

COURSE NO.: TEC640 TITLE: STAGECRAFT I

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.

The student will be able to:

1. demonstrate an understanding of the need for “shop” safety along with the appropriate guidelines that must be followed. 2. demonstrate the ability to use power tools safely and properly. 3. identify the common tools used in a scene shop and the purpose of each. 4. identify basic theatrical construction units including soft flats, hard flats, and platforms. 5. identify the difference between solid stock lumber and sheet material. 6. determine which type of material should be used for each set design. 7. learn to safely and properly use a variety of fasteners in a stage setting. 8. demonstrate a proficiency in the usage of specific types of wood joints. 9. demonstrate their understanding of wood joinery and fastening technologies to construct stage flats and platforms. 10. identify the various types of hardware used in stage set construction. 11. identify the various types of curtains used in a stage area, and determine where and how each would be most effectively utilized. 12. identify the different acting areas on the stage and determine how each would be most effectively utilized. 13. demonstrate the ability to use the vocabulary that pertains to theatrical building materials, tools and procedures relevant to theatrical

production. 14. develop a set design for a one-act play. 15. construct a fully functional theatrical set for the fall drama and spring musical productions. 16. develop an understanding of the different types of lighting technology used in a theatrical production. 17. determine how specific electrical lighting features are used to enhance a theatrical production.

TEC640STAGECRAFT 8

PLANNING

PROFICIENCY / OBJECTIVE

Standards

SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1.demonstratean

understandingoftheneed

for“shop”safetyalongwith

theappropriateguidelines

thatmustbefollowed.

9.3.12.AC.3

9.3.12.AC-CST.5

CRP1,2,3

• completeshopsafetyworksheets.

• signashopsafetycontract.

• testtheirabilitytouseeachpower

tooleffectivelyandaboveallsafely.

• Studentnotes.

• Observationsbythe

instructor.

• Completionofshop

safetyworkshop.

2.demonstratetheabilitytouse

powertoolssafelyand

properly.

9.3.12.AC-CST.9

9.3.ST.6

CRP2,3

• observetheteacherdemonstrate

eachportableandstationary

machine.

• practiceusingtheprimaryfunctions

ofthetoolsby:

a.roughsandingtheface

grainofselectedpiecesof

wood.

b.drillholesinadoor.

c.cutirregularcurvedand

d.roundeddesignsonwood

e.usingajigsaw.

f.ripandcrosscutwoodonthe

tablesaw.

g.cutcurvesandrounded

designsusingabandsaw.

• Teacherobservation

andchecksheet.

• Observationsby

teacherinuseof

machinesand

accuracyontests.

• Completionofall

machineskillchecklists

3.identifythecommontools

usedinasceneshopandthe

purposeofeach.

9.3.12.AC.1

9.3.12.AC-CST.5,9

9.3.ST.1

• observeademonstrationofeach

handtoolandthenuseeachtoolina

particularconstructionsetselectedby

theteacher.

• makecross-grain,withgrainand

curvedcuts.

• practicethedifferentusesfora

varietyofscrewheadsandwood

clamps.

• studentnotes

• observeandevaluate

theproperusageof

handtoolsusinga

skillchecklist.

TEC640STAGECRAFT 9


Standards • SUGGESTED ACTIVITY EVALUATION/

ASSESSMENTTEACHER

NOTES The student will be able to: Students will:

3 (continued) • demonstratetheuseofvarious

wrenches(metric/standard).

• Assessstudentwork

duringevaluationof

setconstruction

whenateachermade

rubricwillbeutilized.

4 identifybasictheatricalconstructionunitsincluding

softflats,hardflats,and

platforms.

9.3.12.AC-DES.8 • observeateacherdemonstrationto

identifysheetmaterialanditsuses.

• practicedemonstratingtheprimary

functionsofusingsolidstock

materials.

• Completionof

log/journalentries

andassessment

sheet.

• Teacherobservation.

5 identifythedifferencebetweensolidstocklumber

andsheetmaterial.

9.3.12.AC-DES.8

8.2.12.A.2• viewavideoonhowsolidstock

lumberisharvestedandmilledto

modernindustrystandards.

• observeateacher-leddemonstration

onhowplywoodandothercomposite

sheetmaterialsaremanufactured,

thendemonstrateabilitytocarryout

task.

• Weeklyskillsjournal

willbecheckedfor

accuracyand

completeness.

• Completionofa

materialassessment

sheet.

Textusedforthis

lesson:ModernWood-working,pp.38-41

6 determinewhichtypeof

materialshouldbeusedfor

eachsetdesign.

9.3.12.AC-DES.8

CRP4,8• applytheknowledgegainedfromthe

videoanddemonstrationtobuilda

stagepropthatutilizesbothsolidstock

lumberandsheetmaterial.

Example:Asimplebookshelfof

plywoodand¾”stockpine.

• Observeandevaluate

thepropermaterial

selectionforthe

students’stageprop.

• Studentself-

assessment

TEC640STAGECRAFT 10

PLANNING


Standards


TEACHER NOTES


7.learntosafelyandproperly

useavarietyoffastenersin

astagesetting.

9.3.12.AC-MO.3

9.8.12.AC-CST.5,7,8

• observeateacher-led

demonstrationonthesafeand

properwaytousethefollowing

designatedfasteners:

a.drywallscrews

b.woodscrews

c.commonnails

d.finishnails

e.masonrynails

f.glue

• useeachofthefastenersforits

intendedpurposebyfastening

togetheravarietyofinstructor-

chosenmaterials.

• listonefactabouteachofthe

fasteners.

• Weeklyskillsjournal

willbecheckedfor

accuracyand

completeness

• Completionofa

teacher-created

checklist


toassuretheproper

fastenerisbeing

usedoneachofthe

givenmaterials,e.g.,

masonrynailsused

forcinderblocks,

finishnailsusedfor

joiningtrim,drywall

screwstoattach

sheetrocktoa2’x4’,

etc.

Teacherdemon-

stration

TEC640STAGECRAFT 11

PLANNING


Standards


TEACHER NOTES


8.demonstrateaproficiency

intheusageofspecific

typesofwoodjoints.

9.3.12.AC-CST.5,7,8,9

CRP2,3

• viewateacher-leddemonstration

onthecreationandstrength

capabilitiesofthefollowing

woodjoints:

a.butt

b.miter

c.lap

d.scab

e.tongueandgroove

• describewhichjointwillworkbestinagivenstageset

application.

• listonefactabouteachofthe

fasteners.

• Studentnotes.

• Completionofawood

jointassessmentsheet

• Student

participationin

discussion

Teacherdemon-

stration

TEC640STAGECRAFT 12

PLANNING


Standards


TEACHER NOTES


9. demonstratetheir

understandingofwoodjoinery

andfasteningtechnologiesto

constructstageflatsand

platforms.

9.3.12.AC-CST.5,7,8,9 • constructaflatand/orplatform

thatwillbeusedintheproduction

oftheschoolplayusing

previously-learnedwoodjoinery

techniques.


andevaluationof

properwoodjoinery

procedures.

• Completionofa

stageflat/-platform

self-assessment

sheet

Teacherguidance

whileoperating

machinery

Class-notes

10. identifythevarioustypesof

hardwareusedinstageset

construction.

9.3.12.AC.1

9.3.12.AC-CST.7


onhowthevarioustypesof

hardwareareusedinstage

setconstruction.Theseinclude:

a.varioushinges

b.stagescrews

c.tieoffcleats

d.stagebraces

e.variousdoorhandles

• assemblestageflats according

toagivensetofplans.

• properlyuseeachofthe

listedhardwareinthe

assemblyprocess.

• Studentnoteson

hardware;teacher

observationof

studentuseof

hardware.

• Completionofa

stagescenery

projectself-

assessment.

• Successful

completionoftask

toattachsceneryas

perinstructorplans.

Hardwarehandout

work-sheet

StagecraftI,,pp.36-37

TEC640STAGECRAFT 13

PLANNING


Standards


TEACHER NOTES


11. identifythevarioustypesof

curtainsusedinastagearea,

anddeterminewhereandhow

eachwouldbemost

effectivelyutilized.

9.3.12.AC.1,6

CRP4,8


onthevarioustypesofcurtainsused

inastagesetting.Theseinclude:

a.main

b.teasers

c.tormentorsmid-state

d.traveler

e.valance

f.reartravelervalance

• identifyeachofthedifferent

curtainsonthe“StageCurtain

Worksheet”andlistwhateach

curtainisbestusedfor.

• Q&Aduring

demonstration.

• StageCurtain

Worksheetwillbe

checkedfor

accuracyand

completeness.

Pointoutvarious

curtainsinour

auditorium

12. identifythedifferentacting

areasonthestageand

determinehoweachwouldbe

mosteffectivelyutilized.

9.3.12.AC.3

9.3.12.AC-DES.1,4


onthedifferentactingareasof

thestage.Theseinclude:

a.upstage

b.downstage

c.stageleft

d.stageright

e.wingleft

f.wingright


andevaluationto

assurethe

understandingof

stagedirection

• Mapofstage

areas

Stagecraft I

TEC640STAGECRAFT 14

PLANNING


Standards


TEACHER NOTES


12. (continued)

• applythispreviously-learned

informationbyplacingastagepropin

aspecificareaofthestageaccording

totheteacher-preparedstage

directionworksheet.

Examples: telephone, table placed, upstage right, chair placed downstage left

• Completion of a teacher- prepared stage direction worksheet.

13. Demonstratetheabilitytouse

thevocabularythatpertainsto

theatricalbuildingmaterials,

tools,andproceduresrelevant

totheatricalproduction.

9.3.12.AC.1

CRP2

8.2.12.C.3,5

• usethetextbooktoresearchand

definestage-relatedvocabularyin

preparationofabi-weekly

vocabularyquiz.

• viewateacher-ledexplanationof

eachofthegivenvocabularywords.

• demonstrateanunderstandingof

the vocabulary by following a teacher-

createdtasksheetwhichinstructs

themtoperformaspecifictaskusing

onlystage-relatedvocabulary.

Example: Insert GOBA into LEKO spotlight.

• Bi-weekly vocabulary quizzes checked for accuracy

• Teacher observation and evaluation of student participation in class vocabulary discussion/demos

• Successful completion of teacher-assigned tasks

Text used for this lesson: Scene Design and Stage Lighting pp. 578-580

TEC640STAGECRAFT 15

PLANNING


Standards


TEACHER NOTES


14. developasetdesignforaone-actplay.

9.3.12.AC.2,6

9.3.12.AC-CST.4,5,6,8,9

9.3.12.AC-DES.1,2,4,6,8

9.3.ST.1

CRP5,6,8,11,12

8.2.12.C.5

HS-ETS1-3,4

• worktogetherinsmallgroups

todevelopasetdesignand

scriptfortheirone-actplay.

• demonstratetheirknowledgeof

thedesignprocessbycreatinga

scaledplanviewand

elevationviewofthesetdesign.

• applytheinformationintheir

drawingtocreateanaccurate

1”=1”scalemodelofthescene

fortheironeactplay.

• usetheinformationfrom

theirmodelstobuildafull-size

setfortheirone-actplay.

• performintheirown one-act.

• Sketchesand

notes

• Drawings


andevaluationof

studentsdeveloping

theirdesignandscript

fortheirplay

• Completionofa

teacher-prepared

stagedesignrubric

• Performance

15. Constructafullyfunctionaltheatricalsetforthefalldrama

andspringmusical

productions.

9.3.12.AC.2,6

9.3.12.AC-CST.4,5,6,8,9

9.3.12.AC-DES.1,2,4,6,8

9.3.ST.1

9.3.12.AC.2,6

CRP5,6,8,11,12

8.2.12.C.5

HS-ETS1-3,4

• viewamovieoftheselected

playandchoosefivescenesto

bedevelopedintosetdesigns.

• demonstratetheirknowledgeof

thedesignprocessbycreatinga

scaledplanviewand

elevationviewofthesetdesign.

• Listofscenes

• Drawings

TEC640STAGECRAFT 16

PLANNING


Standards


TEACHER NOTES


15. (continued)

• create an accurate 1”=1” scale model of the selected scenes.

• present the models to the director for scene selections.

• use teacher-prepared plans to construct a fully functional theatrical set based upon students’ models. .

• engage in a variety of stage-related activities to demonstrate previously learned skills. make flats/platforms assemble sets as per plans paint sets hang door/windows install hardware

• Completion of a scale model assessed according to teacher-prepared rubric.

• Teacher observation and evaluation of students, providing feedback during set construction

• Completion of weekly skills journal

TEC640STAGECRAFT 17



ASSESSMENTTEACHER


16. develop an understanding of the different types of lighting technology used in a theatrical production

9.3.12.AC.1

CRP11

• observe a teacher-led demonstration explaining how various types of lights are used in the modern theatre.

• view the video, Shedding Some Light,” and discuss how lighting is used to create the mood of the play.

• apply this knowledge by using the

lighting control board and various auditorium lights to create a desired effect (as chosen by the instructor).

• Completion of a teacher- created stage lighting worksheet.

• Teacher observation and evaluation during class discussion

• Successful completion of assigned task

17.identifybasictheatrical

constructionunitsincluding

softflats,hardflats,and

platforms.

9.3.12.AC.1

• examine how electricity flows through

a filament in a bulb creating visible light. Students will use a dimmer switch to regulate the wattage.

• conduct research on the web by using the order codes printed on each of the different lamps to purchase replacement bulbs.

• view a teacher-lead demonstration comparing and contrastingincandescent and fluorescent light bulbs.

• Completion of assigned task

• Completion of a teacher- created Order Code Worksheet

• Teacher observation and evaluation by fielding questions and class discussion

Text used for this lesson: Scene Design and Stage Light- ing

Media center

TEC640STAGECRAFT 18



ASSESSMENTTEACHER


17. (continued) • dismantle and re-assemble various lighting equipment examining how both convex and concave lenses affect the light’s intensity and focusing ability.

• direct light beams at various parts of the stage set to deter mine how the beam is being either reflected (bounced), refracted (bent), or absorbed, by, the different materials within the set.

• Completion of assigned task.

• Completion of a teacher- prepared Properties of Light Worksheet.

TEC640STAGECRAFT 19

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: Merriweather Publishing, 1991.

Parker, Smith and Wolf. Scene Design and Stage Lighting. Belmont: Thomson Publishing, 2003.

Rossol, Mononia. Stage Fright: Health and Safety in the Theatre. New York: Allworth Press, 1991.

Sonnenchein, David. Sound Design: The Expressive Power of Music, Voice and Sound Effects in Cinema. New York: Wiese Productions, 2001.

Wagner, W. H. and Clois Kicklighter. Modern Woodworking. Tinley Park: Goodheart-Willcox Company, Inc., 1996.

VIDEOS

Lamirand, Michael. Shedding Some Light. Indiana: DVC, Inc., 1988.

Technology in Action. Swan Lake: Catskill Mountain Lumber, 1986. WEBSITES

http://inside.ridgewater.edu/theatre/ (Stagecraft 2000) http://www.people.bath.ac.uk (Backstage Technical Services) www.etcconnect.com

(Lighting Solutions)

www.hstech.org (Stage Design and Technology) www.internetapollo.com (Design Technology)

TEC640STAGECRAFT 20

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

TEC640STAGECRAFT 21 SAMPLE AUTHENTIC ASSESSMENT

TASK: A professional theatre troupe is presenting their performance of a major movie production on our high school stage. They have asked the students in the Stagecraft classes to submit a model design proposal depicting various scenes from the chosen movie. In addition to the set design model, students will be required to orally explain their design to the theatre troupe.

A few basic materials will be provided such as: Styrofoam, acrylic paint and a base on which the model will be constructed.

CRITERIA:

The group’s model must be built to scale and contain at least five elements of design.

Each individual must prepare a plan view which will be handed in with the project. It must correlate with the placement of the set pieces and the overall layout of the scene.

Each individual must prepare a note card indicating the scene the group chose, why it was chosen, and the elements of design that are represented in the project.

Each group must present the model, plan view, note card, and explain its design choices.

Each individual must be able to explain why his/her group chose to use specific materials to achieve different effects.

The group’s model must be neatly displayed and presented to the class.

TEC640STAGECRAFT 22 SAMPLE AUTHENTIC ASSESSMENT RUBRIC

EXEMPLARY ACCEPTABLE UNSATISFACTORY

MODEL

Project is built to scale and extra attention to fine detail is present.

Contains more than five elements of design. Correlates explicitly to the design. Use of color is evident and paint is clean and neat.

Could be build for the stage while remaining substantially within budget constraints.

Project is built to scale and completed neatly. Has at least five elements of design. Plan View is up to date and generally correlates to the set design. Is painted and generally looks clean. Can be built for the stage while remaining within budget constraints.

Model is not to scale and sloppily constructed.

Does not contain at least five elements of design.

Plan View is not up to date and does not correlate with the set. Model is not painted. Not designed for a stage production

PRESENTATION

Student speaks clearly and presents information professionally.

Student is able to explain why design choices were made and why certain elements were used.

Student is able to explain the materials used and how desired effect was achieved.

Student answers questions from the class and the instructor.

Student speaks clearly and presents information.

Student is able to explain design elements used with little difficulty.

Student is able to explain the choice of materials.

Student answers questions from the class and the instructor.

Student speaks poorly and incoher- ently and presentation appears sloppy and/or unfinished.

Student is able to explain scene chosen, but unable to explain why.

Student is unable to explain the choice of materials and elements of the design used.

Student is unable to answer questions from the class or instructor.

NOTE CARD (Plan View Drawing Specs)

No spelling, grammatical or punctuation errors Indicates scene chosen and why Lists all the elements of design used. Lists the materials used and why they were chosen.

Note card is completed with full detail.

No spelling, grammatical or punctuation errors Indicates scenes chosen Lists several of the elements of design used. Lists the materials used. Note card is completed neatly.

Several spelling, grammatical or punctuation errors Can only indicate scene chosen. Absent or incomplete list of elements of design

Absent or incomplete list of materials used with no explanation why they were

Note card is sloppy.

TEC640STAGECRAFT 23

APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS

3-EnglishLanguageArts4-Mathematics5-Science8-Technology9-21stCenturyLifeandCareers

TEC640STAGECRAFT 24

APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS

TEC640STAGECRAFT 25

TEC640STAGECRAFT 26

TEC640STAGECRAFT 27

TEC640STAGECRAFT 28

TEC640STAGECRAFT 29

TEC640STAGECRAFT 30

TEC640STAGECRAFT 31

TEC640STAGECRAFT 32

TEC640STAGECRAFT 33

TEC640STAGECRAFT 34

TEC640STAGECRAFT 35

TEC640STAGECRAFT 36

TEC640STAGECRAFT 37

TEC640STAGECRAFT 38

TEC640STAGECRAFT 39

TEC640STAGECRAFT 40

TEC640STAGECRAFT 41

TEC640STAGECRAFT 42

TEC640STAGECRAFT 43

tec640 stagecraft i (1)sharepoint.pthsd.k12.nj.us/ci/approved curriculum/tec640 stagecraft i.pdf ·...

Documents