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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Technical Theater II Curriculum
Grades 9-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
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
NEPTUNE TOWNSHIP SCHOOL DISTRICT
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
NEPTUNE TOWNSHIP SCHOOL DISTRICT
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
NEPTUNE TOWNSHIP SCHOOL DISTRICT
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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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
Demonstrate command of the conventions
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
• Class discussion
• 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.
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.
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.
Effective scripted and improvisational
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.
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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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
13
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.
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.3
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
14
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.
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.6
Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
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
Demonstrate command of the conventions
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.
15
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?
16
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.
17
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 2: Types of Theatres/Systems Overview
ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT
• 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?
• Various questioning techniques
• Class discussion
• Quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Student self-critique
• Peer constructive technique
Enduring Understandings
• 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.
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
• 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
STAGE 2: Acceptable Evidence
Formative
• Teacher questioning
• Class discussion
• Written Assessments such as tests and quizzes
• Student exemplars
• Student demonstration
• Writing samples
• “Hardware” games
• Completed flat fabrication assignment
• Platform completion
Summative
• Writing samples
• Student self-critique
• Peer constructive technique
• Student task completion
STAGE 3: Learning Plan
Topics
• Historical Construction Techniques
• Modern Construction Techniques
• Specialized Flat Construction
• The Basic Stage Parallel
• Millwork 101
• Mitering Trim and Casing
• Hardware Types
• Pneumatic Tools
• Other topics as deemed appropriate by standards
Classroom Activities
• “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.
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.
21
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, 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.
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.
22
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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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.
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
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.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.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.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.
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.3
Evaluate a speaker's point of view,
reasoning, and use of evidence and
rhetoric.
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.
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 Demonstrate command of the conventions
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.
24
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.
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.
25
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?
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.
26
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.
STAGE 2: Acceptable Evidence
Formative
Unit 3: Basic Scenery Construction
ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT
• 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?
• Various questioning techniques
• Class discussion
• Quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Student self-critique
• Peer constructive technique
Enduring Understandings
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
• 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
• Teacher questioning
• Class discussion
• Written Assessments such as tests and quizzes
• Student exemplars
• Student demonstration
• Writing samples
Summative
• Writing samples
• Student self-critique
• Peer constructive technique
• Tests/quizzes
• Completed student work
STAGE 3: Learning Plan
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
• Other topics as deemed appropriate by standards
Classroom Activities
• 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.
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
1.3.12.C.1 Create plays that include well-
structured plots and subplots, clear
thematic intent, original characters,
29
actors, directors, 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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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.
30
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.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.
31
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.6
Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
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
Demonstrate command of the conventions
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.
32
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?
33
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.
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.
34
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 4: Basic Finish Work- Dressing the Set
ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT
• 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?
• Various questioning techniques
• Class discussion
• Quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Student self-critique
• Peer constructive technique
Enduring Understandings
• 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.
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
• 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
STAGE 2: Acceptable Evidence
Formative
• Teacher questioning
• Class discussion
• Written assessments such as tests and quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Hand Prop Project
• Makeup Project
• Costume Plot
Summative
• Writing samples
• Student self-critique
• Peer constructive technique
• Test/Quizzes
• Completed student work
STAGE 3: Learning Plan
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
• Other topics as deemed appropriate by standards
Classroom Activities
• 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.
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
1.2.12.A.2 Justify the impact of innovations in
the arts (e.g., the availability of music
37
expression, and contributions to
community and global citizenship.
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, 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.
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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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.
38
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.
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.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.
39
CCSS.ELA-
LITERACY.CCRA.W.6
Use technology, including the Internet, to
produce and publish writing and to
interact and collaborate with others.
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.6
Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
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
Demonstrate command of the conventions
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.
40
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?
41
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.
42
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 5:Intermediate Lighting Production
ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT
• 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?
• Various questioning techniques
• Class discussion
• Quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Student self-critique
• Peer constructive technique
Enduring Understandings
• 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.
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
• 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
STAGE 2: Acceptable Evidence
Formative
• Teacher questioning
• Class discussion
• Written Assessments such as tests and quizzes
• Student exemplars
• Student demonstration
• 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
• Student self-critique
• Peer constructive technique
• Completed light plans
• Completed gobo designs/lighting effects
• Individual or group presentations
• Procedural and safety checks
STAGE 3: Learning Plan
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.
Classroom Activities
• 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".
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.
46
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, 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.
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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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
9.1.12.C.1 Enlist input from experts in the field,
community members, and other
stakeholders to design a service-learning
47
common goals with greater
efficiency.
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.
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.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.
48
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.
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.6
Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
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
Demonstrate command of the conventions
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.
49
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?
50
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.
51
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 6: Intermediate Sound Production
ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT
• 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?
• Various questioning techniques
• Class discussion
• Quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Student self-critique
• Peer constructive technique
Enduring Understandings
• 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.
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
• 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
STAGE 2: Acceptable Evidence
Formative
• Teacher questioning
• Class discussion
• Written Assessments such as tests and quizzes
• Student exemplars
• Student demonstration
• 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
• Student self-critique
• Peer constructive technique
STAGE 3: Learning Plan
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
• Other topics as deemed appropriate by standards
Classroom Activities
• 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.
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.
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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, 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.
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.
Content Statement CPI# Cumulative Progress Indicator (CPI)
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
9.1.12.C.1 Enlist input from experts in the field,
community members, and other
stakeholders to design a service-learning
56
common goals with greater
efficiency.
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.
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.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.
57
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.
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.6
Adapt speech to a variety of contexts and
communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
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
Demonstrate command of the conventions
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.
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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?
59
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.
60
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 7: Intermediate Design Project
ESSENTIAL QUESTIONS SUMMATIVE ASSESSMENT
• 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?
• Various questioning techniques
• Class discussion
• Quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Student self-critique
• Peer constructive technique
• Final Presentation Rubric
Enduring Understandings
• 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
STAGE 2: Acceptable Evidence
Formative
• Teacher questioning
• Class discussion
• Written Assessments such as tests and quizzes
• Student exemplars
• Student demonstration
• Writing samples
• Task/time management
• Scene Design Proposal
• Thumbnail sketches
Summative
• Writing samples
• Student self-critique
• Peer constructive technique
• Formal Design Drawings
• Design Project Model
• Design Project Presentation
STAGE 3: Learning Plan
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
Learning Targets: Knowledge
Students will know… Learning Targets: Skills
Students will be able to…
• 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.
Classroom Activities
• 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
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753
An Affirmative Action Equal Opportunity Employer
2015
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