technical theater ii - neptune.k12.nj.us · 19/05/2020 · neptune township school district...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Technical Theater II Curriculum

Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

October 30, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Stacie Ferrara, Ed.D.

Interim STEM Supervisor

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

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

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


TECHNICAL THEATER II

CURRICULUM

Table of Contents

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

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

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

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

Curriculum

Unit Title Page

Pacing Guide………………………………………………………………………….…1

Unit 1: Intermediate Design .............................................................................................. 2

Unit 2: Intermediate Scenery Construction ..................................................................... 14

Unit 3: Intermediate Finishing Techniques..................................................................... 26

Unit 4: Basic Hand Props, Costumes & Makeup ............................................................ 38

Unit 5: Intermediate Lighting Production ....................................................................... 50

Unit 6: Intermediate Sound Production .......................................................................... 63

Unit 7: Intermediate Design Project ............................................................................... 76


Technical Theater II

Acknowledgements

The Technical Theater II Curriculum guide was developed for Neptune High School through the

efforts of Robert J. Eirich, Neptune High School Theatre Teacher, in cooperation with Karen Watt,

Department Chairperson for the Visual and Performing Arts, and under the guidance of Sally A.

Millaway, Ed.D., Director of Curriculum, Instruction and Assessment.

Mr. Eirich is to be commended for his dedication in formatting this curriculum into UbD format

and his expertise in the area of Arts Education. 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 will support

and advance the Performing Arts in our school district.

The Technical Theater II Curriculum guide was written in alignment to the New Jersey Student

Learning Standards (NJSLS) for Visual and Performing Arts. This curriculum guide is also aligned

to the 2014 National Core Arts Standards.

i


DISTRICT MISSION STATEMENT

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

long learning process in a complex and diverse world. It is with high expectations that our

schools foster:

• A strong foundation in academic and modern technologies.

• 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 people.

• 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 and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities.

Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse 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.

Demonstrate proficiency and responsibility in utilizing and producing technology in an

ever-changing global society.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography.

Develop a respect for their own and 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, self-compassion, empathy, 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


CURRICULUM

COURSE DESCRIPTION

(5 credits)

The philosophy of the Technical Theater 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 Theater II curriculum offers opportunities that provide a variety of activities that

enable students to further understand and master the intricacies of theater systems and their related

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

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.

Prerequisite: Successful completion of Technical Theater 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


Pacing Guide

Suggested

Timeframe

Activity Notes

2-3 weeks Intermediate Design SW learn the fundamentals of design- shape,

size, texture, and color in relation to set

designs and scenery elements. Technical

Theater I elements will be reviewed.

3-4 weeks Intermediate Scenery

Construction

The student will gain further knowledge,

understanding, and practice of scenery

construction from a historical and

architectural perspective.

2-3 weeks Intermediate Finishing

Techniques

Students will learn the importance of how

many various details enhance the entire

production.

2 days Midterm Exam consists of Theater-creation project, as

well as critique of artistic work

1-2 weeks Basic Hand Props, Costumes &

Makeup

SW be introduced to the fabrication of hand

props, costumes, and make-up. SW also

learn the importance of how these supporting

detail elements enhance the entire

production.

1-2 weeks Intermediate Lighting

Production

SW use the controllable qualities of light and

lighting instruments to design more advanced

stage area modeling techniques and special

lighting effects.

1-2 weeks Intermediate Sound Production Students will learn a more advanced use of

audio in the theater for enhancement, music,

and sound effects (FX).

3-4 weeks Intermediate Design Project SW learn the seven Design Process Steps-

Commitment, Research, Analysis,

Questioning, Incubation, Implementation,

and Evaluation, and implement these steps

into their Final Project.

2 days Final Exam Exam consists of Theater-creation project, as

well as critique of artistic work

2

Unit Plan Title Unit 1: Intermediate Design

Suggested Time Frame 2-3 weeks (10-15 85 minute- Learning Sessions)

Overview / Rationale

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 of an established set design using all

design/style elements learned.

Stage 1 – Desired Results

Established Goals:

New Jersey Student Learning Standards for Visual and Performing Arts

1.1.12.C.1 Analyze examples of theatre’s influence on history and history’s influence.

1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as

stimulus/inspiration for corresponding visual artworks.

1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures

throughout history.

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.

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.

1.3.12.C.2 Create and evaluate performances by citing evidence of specific physical choices,

sustained vocal technique, and clearly motivated actions.

1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional,

intellectual, and kinesthetic responses to artwork.

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.

3

National Core Art Standards for Theatre

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

Artistic Strand: Creating

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

Envision/Conceptualize

TH:Cr1.1.I

a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.

b. Explore the impact of technology on design choices in a drama/theatre work.

c. Use script analysis to generate ideas about a character that is believable and authentic in a

drama/theatre work.

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

Develop

TH:Cr2.1.I

a. Explore the function of history and culture in the development of a dramatic concept through a

critical analysis of original ideas in a drama/theatre work.

b. Investigate the collaborative nature of the actor, director, playwright, and designers and

explore their interdependent roles in a drama/theatre work.

Anchor Standard 3: Refine and complete artistic work.

Rehearse

TH:Cr3.1.I

a. Practice and revise a devised or scripted drama/theatre work using theatrical staging

conventions.

b. Explore physical, vocal and physiological choices to develop a performance that is believable,

authentic, and relevant to a drama/theatre work.

c. Refine technical design choices to support 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.

Select

4

TH:Pr4.1.I

a. Examine how character relationships assist in telling the story of a drama/theatre work.

b. Shape character choices using given circumstances in a drama/theatre work.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Prepare

TH:Pr5.1.I

a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre

performance.

b. Use researched technical elements to increase the impact of design for a drama/theatre

production.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Share, Present

TH:Pr6.1.I

a. Perform a scripted drama/theatre work for a specific audience.

Artistic Strand: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Reflect

TH:Re7.1.I

a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic

choices.

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

Interpret

TH:Re8.1.I

a. Analyze and compare artistic choices developed from personal experiences in multiple

drama/theatre works.

b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a

drama/theatre work.

c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of

a drama/theatre work.

5

Anchor Standard 9: Apply criteria to evaluate artistic work.

Evaluate

TH:Re9.1.I

a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art

forms, history, culture, and other disciplines.

b. Consider the aesthetics of the production elements in a drama/theatre work.

c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its

specific purpose or intended audience.

Artistic Strand: Connecting

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

Empathize

TH:Cn10.1.I

a. Investigate how cultural perspectives, community ideas and personal beliefs impact a

drama/theatre work.

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

context to deepen understanding.

Interrelate

TH:Cn11.1.I

a. Explore how cultural, global, and historic belief systems affect creative choices in a

drama/theatre work.

Essential Questions:

• What elements encompass design?

• What creates style?

• What makes style 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?

• Why is safety so paramount?

Enduring Understandings:

Students will be able understand that…

• 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.

6

Knowledge:

Students will know…

• 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.

• The difference between additive and

subtractive properties of colors in light and

pigment.

• Emotional meanings of color.

Skills:

Students will be able to…

• 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.

• Stylize elements of a particular style or

period.

• Apply specific and appropriate colors

for required designs and settings.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy E CRP1. Act as a responsible and

contributing citizen and employee.

Income and Careers E/T/A CRP2. Apply appropriate academic

and technical skills.

Money Management CRP3. Attend to personal health and

financial well-being.

Credit and Debt Management E/T/A CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing E CRP5. Consider the environmental,

social and economic impacts of

decisions.

Becoming a Critical Consumer E/T/A CRP6. Demonstrate creativity and

innovation.

7

Civic Financial Responsibility E CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting E/T/A CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration,

and Preparation

E/T/A CRP9. Model integrity, ethical

leadership and effective

management.

X Career Awareness E/T CRP10. Plan education and career

paths aligned to personal goals.

X Career Exploration E CRP11. Use technology to enhance

productivity.

X Career Preparation E/T/A CRP12. Work productively in teams

while using cultural global

competence.

Making Connections to Careers

Carpentry, Electrical/electronics, Sound Technician, Mechanical Engineer, Manufacturing

Interdisciplinary Connections

New Jersey Student Learning Standards for English Language Arts

Anchor Standard -R1. Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support

analysis of what the text says explicitly as well as inferentially, including determining where the

text leaves matters uncertain.

New Jersey Student Learning Standards for History

6.2.12.D.2.a Determine the factors that led to the Renaissance, the significance of the location of

the Italian city-states as the center of the Renaissance, and the impact on the arts.

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge.

8.1.12.D.3- Compare and contrast policies on filtering and censorship both locally and

globally.

8

8.1.12.D.5- Analyze the capabilities and limitations of current and emerging technology

resources and assess their potential to address personal, social, lifelong learning, and

career needs.

Student Resources

Primary Source Readings Excerpts from “Theatrical Design and Production”, “Scene

Design and Stage Lighting”

Secondary Source

Readings

“Designer’s Detailed Drawings” by Daniel A. Ionazzi, “The Stage

Craft Handbook”- Better Way Books

Style Study- How Styles Change/Evolve

• How Nostalgia Influences Design

Supporting Text pages Shop Tips, The Design Process

Teacher Resources

Texts:

“Theatrical Design and Production” by J. Michael Gillette, Mayfield Publishing Co.- 4th Edition

“Scene Design and Stage Lighting” by W. Oren Parker/Harvey K. Smith, Holt, Reinhart, and

Winston- 3rd Edition

Worksheets: Department Generated Safety Study Guide

Design Starter Template

Style Elements Template

Additional Teacher Resources: Pictorial Exemplars of style/color periods

Pictorial Exemplars of design techniques

Internet/Media Resource Center research

Color drawing materials

Measuring templates/materials

Hand tools: Screwdriver, chisel, hammer, tape measure, combination square, bar clamp,

C clamp, framing square, nail set, hack saw, crosscut saw

Power tools: drill, jigsaw, circular saw, miter saw

Materials; 2’’ x 4’’, 1’’ x 3’’, plywood

Videos: YouTube: “3 ways to create a space that moves you, from a Broadway set designer

David Korins”

“Behind the Scenes of Wicked: Creativity in Set Design”

“Minimalist Magic -- The Work of Set Designer Katrin Brack | Arts.21”

Stage 2 – Assessment Evidence

Formative Assessments:

Teacher questioning

Class discussion

Written Assessments such as tests and quizzes

9

Examples of student work demonstrating (trends toward) mastery

Student demonstration

Reflective Writing samples

Summative Assessments:


Student self-critique

Peer constructive technique

Student Presentation assessed with a performance rubric

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

1- TW review/discuss shop safety.

2- TW review/discuss measuring.

3- T/LW discuss the concept of safety and connect via lecture, Q & A,

demonstration, & practice. (D)

4- LW practice various measuring techniques up to 1/16’’ of an inch.

(D)

5- LW practice measuring techniques. (D)

6- TW review shop work processes- locations of tools/ materials,

clean up.

7- TW re-introduce The Design Process

8- LW develop an understanding of style via exemplar research. (D)

9- LW successfully pass Safety Exam.

10- LW review/practice safe shop procedures.

11- LW apply cooperative work techniques. (D)

12- T/LW discuss the responsibility, necessity, and value of cooperative

work practices.

(D) denotes ‘differentiation’

Suggested

Learning

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.

10

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the diverse

needs of our students. Teachers should consider this a resource and understand that they are not

limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the grade-

level standard. A modification changes WHAT a student learns; the change alters the grade-

level expectation.

Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - e.g. less distraction)

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they receive

for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers

11

Allow for retakes

Provide study guides

Use of reference aids such as glossary, multiplication tables, calculator

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as

determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.




Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation



Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)



Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure: Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

12

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving: Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that

most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of

others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

13

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to the

other members of the team: http://www.adlit.org/strategies/22371/.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

X Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

X Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

X Identify and apply ways to persevere or overcome barriers through alternative methods

to achieve one’s goals

Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others

X Demonstrate an awareness of the differences among individuals, groups, and others’

cultural backgrounds

X Demonstrate an understanding of the need for mutual respect when viewpoints differ

X Demonstrate an awareness of the expectations for social interactions in a variety of

settings

Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

X Identify the consequences associated with one’s action in order to make constructive

choices

X Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

X Demonstrate the ability to present and resolve interpersonal conflicts in constructive

ways

X Identify who, when, where, or how to seek help for oneself or others when needed

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy


http://www.adlit.org/strategies/22371/

14

Unit Plan Title Unit 2: Intermediate Scenery Construction



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 assisting with set construction needs for the Spring Musical. They may construct,

as needed, a door or window flat (with trim), a basic parallel, and/or other specialized units of

scenery.


Established Goals:






throughout history.





genres.











15



TH:Cr1.1.I




drama/theatre work.


Develop

TH:Cr2.1.I






Rehearse

TH:Cr3.1.I


conventions.







Select

TH:Pr4.1.I



16


Prepare

TH:Pr5.1.I


performance.


production.


Share, Present

TH:Pr6.1.I




Reflect

TH:Re7.1.I


choices.


Interpret

TH:Re8.1.I




drama/theatre work.




Evaluate

TH:Re9.1.I

17








Empathize

TH:Cn10.1.I


drama/theatre work.



Interrelate

TH:Cn11.1.I


drama/theatre work.


• 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?


Students will be able to understand that…

• Cooperation and teamwork 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.

18

Knowledge:


• 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.

Skills:


• 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.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.



19





and Preparation



management.



X Career Exploration CRP11. Use technology to enhance

productivity.



competence.


















globally.



career needs.

20

Student Resources



Secondary Source

Readings

“Taking Your Production to the Next Level” by Jacob Coakley-

Stage Directions Magazine, September 2016

“Best Stage Set Construction Techniques”, Various- Pinterest

Supporting Text pages Tools and Materials, Types of Joinery, Drafting the Design

Teacher Resources

Texts:




Worksheets: Miter saw angles

Drawing Set Pieces

Additional Teacher Resources: Pictorial/actual examples of joinery techniques

Pictorial/actual examples of hardware

Pictorial/ actual examples of millwork/ trim

Pneumatic tools/fasteners

Power tool use video clips

Hand/power tools

Set construction materials

Videos: YouTube:

“Constructing Massive Stage Sets”

“Millwork and Commercial Interiors”

“Design Secrets from the Hit Broadway Show She Loves Me”

“Architectural Millwork”

“Theatrical Carpentry”



Teacher questioning

Class discussion









21



Instructional

Strategies

Descriptions

TW review/discuss shop safety.

TW demonstrate power/hand tool use.

T/LW discuss the concept of safety and connect via lecture, Q & A,


LW cont. practice, towards mastery, various hand/power tool use.

(D)

TW continue accurate measuring techniques/practice same. (D)

TW introduce millwork components. (D)

LW create millwork component drawings. (D)

LW cont. shop work processes- locations of tools/ materials, clean

up.

TW introduce various wood species/specific uses.

LW practice cooperative work techniques. (D)

T/LW review PAC systems. (D)

T/LW discuss the responsibility, necessity, and value of cooperative

work practices.

D denotes differentiation in instruction.

Suggested

Learning

Activities

Intro to hardware.

Intro to wood species.

Intro to millwork.

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.







level expectation.

Special Education and 504 Plans

22

All modifications and accommodations must be specific to each individual child’s IEP













Flexible seating




Assign a peer buddy









Teacher checks student planner


(rubrics)



for State testing.




short answers

Allow for retakes









23




















Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time












Extended time





Check daily planner


Assign a peer buddy






24






most interests them





Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used in

discussion


Strategies to Differentiate to Meet the Needs of a Diverse Learning Population Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of


Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new


Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.



Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I



Corners Cooperative Learning Strategy:




brainstorm.


25



strategy.






Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways





26

Unit Plan Title Unit 3: Intermediate Finishing Techniques



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 learn that diligent practice will lead to a repeatable technique

in creating the required look of scenery types. Students will learn the importance of how

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


Established Goals:






throughout history.





genres.











27



TH:Cr1.1.I




drama/theatre work.


Develop

TH:Cr2.1.I






Rehearse

TH:Cr3.1.I


conventions.







Select

TH:Pr4.1.I



28


Prepare

TH:Pr5.1.I


performance.


production.


Share, Present

TH:Pr6.1.I




Reflect

TH:Re7.1.I


choices.


Interpret

TH:Re8.1.I




drama/theatre work.




Evaluate

TH:Re9.1.I

29








Empathize

TH:Cn10.1.I


drama/theatre work.



Interrelate

TH:Cn11.1.I


drama/theatre work.


• 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?



• Cooperation and teamwork 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.

30

Knowledge:


• 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.

Skills:


• 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.

In this unit plan, the following 21st Century Life and Career skills are addressed:


21st Century Themes



● T – taught

● A – assessed






Money Management E CRP3. Attend to personal health and






decisions.


innovation.






31


and Preparation



management.




productivity.



competence.


















globally.



career needs.

32

Student Resources



Secondary Source

Readings

“Painting the Scene” by Sean O’Skea, Dramatics Magazine-

Educational Theatre Association, November 2017

Supporting Text pages Painting Techniques, Texturing, Faux Marble Techniques

Teacher Resources

Texts:




Worksheets: Faux Painting Practices

Creating Perspectives

Supporting Teacher Resources:

Sample color wheel

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

Videos: YouTube: “Painting Faux Wood for Theater - Scenic Art”

“Scenic Painting Techniques”

“Faux Marble Creative Painting Techniques”

“THE JOY OF SETS: Theatrical Scenic Painting Unleashed”

“Scenic painting in theatre”

“Theatrical Painting Techniques”



Teacher questioning

Class discussion




Writing samples


Writing samples


https://www.youtube.com/watch?v=2v_QTfd8ZIk&list=PL-GrO80QNf2c-Bzv5z6Y_xE9vs2nALXVM

https://www.youtube.com/watch?v=2v_QTfd8ZIk&list=PL-GrO80QNf2c-Bzv5z6Y_xE9vs2nALXVM

33




Instructional

Strategies

Descriptions

TW review/discus materials safety.

LW acquire painting skills via lecture, Q & A, demonstration, &

practice. (D)

LW cont. practice, towards mastery, with painting/finishing

techniques. (D)

LW create various sample set painting depictions.


up.

LW cont. to practice safe shop procedures.


T/LW review/implement materials handling clean up. (D)

LW demonstrate proficiency with paint application tools. (D)


work practices.


Suggested

Learning

Activities

Select a setting from a play from which to create a painter’s

elevation.

Practice faux painting techniques- texture, shading, marbling,

stippling/spattering.

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.







level expectation.







34








Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes












35



















Extended time












Extended time





Check daily planner


Assign a peer buddy








36




most interests them







discussion


Strategies to Differentiate to Meet the Needs of a Diverse Learning Population 8- Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of


9- Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

10- Role Play-students create or participate in role playing situations or Reader’s Theater

11- Moving Circle-an inside and outside circle partner and discuss, circles moves to new


12- Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.



13- Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

14- Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

15- Think Pair Share Write

16- Think Talk Write

17- Think Pair Share

18- Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

19- KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I



20- Corners Cooperative Learning Strategy:




brainstorm.



strategy.




37






Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways



38

Unit Plan Title Unit 4: Basic Hand Props, Costumes, and Make Up



The learner will begin to develop the skills needed to complete various supporting elements for

performance. They will be introduced to the design, style, and fabrication of hand props,

costumes, and make-up. Most important, students will learn the importance of how these

supporting detail elements enhance the entire production and performance.


Established Goals:






throughout history.





genres.












39


TH:Cr1.1.I




drama/theatre work.


Develop

TH:Cr2.1.I






Rehearse

TH:Cr3.1.I


conventions.







Select

TH:Pr4.1.I



40


Prepare

TH:Pr5.1.I


performance.


production.


Share, Present

TH:Pr6.1.I




Reflect

TH:Re7.1.I


choices.


Interpret

TH:Re8.1.I




drama/theatre work.




Evaluate

TH:Re9.1.I

41








Empathize

TH:Cn10.1.I


drama/theatre work.



Interrelate

TH:Cn11.1.I


drama/theatre work.


• 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?

• What are some factors that must be

addressed when designing/building a

prop?

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.

42

Knowledge:


• 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.

Skills:


• 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.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.



43





and Preparation



management.




productivity.



competence.


















globally.



career needs.

44

Student Resources



Secondary Source

Readings

“Construction Techniques” by Thurston James, “The Theater

Props Handbook” Better Way Books

“Costume Design” by Melanie Blood, SUNY London Theatre

Seminar (internet)

“Relating the Makeup to the Character” by Richard Corson,

“Stage Makeup”, 8th Edition, Prentice Hall

Supporting Text pages Properties, Construction Techniques

Teacher Resources

Texts:




Worksheets:

Hand Prop Design Template

Create a Costume

Additional Teacher Resources: 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

Videos: YouTube:

“Working in the Theatre: Prop Masters”

“How to Make Stage Props”

“How to Make TREES for Theater - Set Design”

“ Making Styrofoam look like brick/stone - Shrek theater build”

“Working In The Theatre: Costumes”

“How a Costume Designer Creates an Iconic Look”

“Stage Make Up 101”



Teacher questioning

45

Class discussion











Instructional

Strategies

Description

T/LW discuss the creation of props/costumes via lecture, Q & A,


LW create hand prop designs. (D)

TW introduce The Costume Plot. (D)

LW practice hand prop fabrication.

LW continue shop work processes- locations of tools/ materials,

clean up.

LW cont. to practice safe shop procedures.


T/LW review tool use/ clean up procedures. (D)

LW demonstrate proficiency with lighting, sound system. (D)


work practices.


Suggested

Learning

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.





46



level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes




47



























Extended time












Extended time







48

Check daily planner


Assign a peer buddy









most interests them







discussion





to the senses








and rotate.






level





49




brainstorm.



strategy.






Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways






50

Unit Plan Title Unit 5: Intermediate Lighting Production



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

production. Students will use the controllable qualities of light and lighting instruments to

design more advanced stage area modeling techniques and 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 hypothetical stage play. Students will learn that appropriately

designed lighting effects enhance the performance and support the production concept.


Established Goals:






throughout history.





genres.








51






TH:Cr1.1.I




drama/theatre work.


Develop

TH:Cr2.1.I






Rehearse

TH:Cr3.1.I


conventions.







Select

52

TH:Pr4.1.I




Prepare

TH:Pr5.1.I


performance.


production.


Share, Present

TH:Pr6.1.I




Reflect

TH:Re7.1.I


choices.


Interpret

TH:Re8.1.I




drama/theatre work.



53


Evaluate

TH:Re9.1.I








Empathize

TH:Cn10.1.I


drama/theatre work.



Interrelate

TH:Cn11.1.I


drama/theatre work.


• 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?



• 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.

54

Knowledge:


• 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.

Skills:


• 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’.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.



55





and Preparation



management.




productivity.



competence.

Connections to Careers

















globally.



career needs.

56

Student Resources



Secondary Source

Readings

“How to Create Lighting Effects with Color” by David Henry-

LearnStageLighting.com

“Lighting Effects”, by Various- Theatrecrafts.com

Supporting Text pages The Light Plot, Electronic Cue Programming, Types of Lighting

Instruments

Teacher Resources

Text:




Worksheets: Light Plot Template

Designing a Circuit

Additional Teacher Resources:

• Video clip exemplars of lighting effects

• Light Plan Template

• Lighting Term list

• Gobo Pattern Exemplars

• Gobo fabrication materials

• Lighting instruments (Leko, Par, Strip Light)

• ETC lighting console

• PAC Instrument Schedule

• "How to Create a Light Plot"

• "The Science of Light"

Videos: YouTube:

“Working in the Theatre: Lighting Design”

“Stage Lighting Basics”

“The Role of Lighting in Theatre” | Donald Holder | TEDxBeaconStreet

Stage Lighting Basics “What do different lights do?” Tutorial



Teacher questioning

Class discussion




57








Instructional

Strategies

Descriptions

TW review/discuss safety with regard to lighting/electricity.

T/LW discuss the concept of lighting design and connect via

lecture, Q & A, demonstration, & practice. (D)

LW cont. practice installation and use, towards mastery, of various

lighting instruments. (D)

LW create lights plots for a multi-set production. (D)


up.

LW practice aiming/gelling Lekos. TW advise/guide as necessary.


LW hone ETC use skills via demonstrating submaster creation. (D)

T/LW review PAC systems. (D)

LW demonstrate proficiency with lighting various stage areas with

selected lighting instruments. (D)


Suggested

Learning

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.

58







level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.



59


short answers

Allow for retakes






























Extended time













60


Extended time





Check daily planner


Assign a peer buddy









most interests them







discussion





to the senses








and rotate.





61


level








brainstorm.



strategy.








62



Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways


63

Unit Plan Title Unit 6: Intermediate Sound Production



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

sound effects (F/X). 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 balance and

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

for a hypothetical predetermined "Concert Venue".


Established Goals:






throughout history.





genres.










64




TH:Cr1.1.I




drama/theatre work.


Develop

TH:Cr2.1.I






Rehearse

TH:Cr3.1.I


conventions.







Select

TH:Pr4.1.I


65



Prepare

TH:Pr5.1.I


performance.


production.


Share, Present

TH:Pr6.1.I




Reflect

TH:Re7.1.I


choices.


Interpret

TH:Re8.1.I




drama/theatre work.




Evaluate

66

TH:Re9.1.I








Empathize

TH:Cn10.1.I


drama/theatre work.



Interrelate

TH:Cn11.1.I


drama/theatre work.


• 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?



• 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.

67

Knowledge:


• 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.

Skills:


• 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.

• Record to a cassette/CD via the audio

system.

• Devise appropriate uses for music or

sound F/X.



21st Century Themes



● T – taught

● A – assessed












decisions.


innovation.

68







and Preparation



management.




productivity.



competence.


















globally.

69



career needs.

Student Resources



Secondary Source

Readings

“The 5 Most Common Wireless Mistakes” by Lisa Mulcahy-

Stage Directions Magazine, March 2017

“Amazing Sound F/X You Can Make” by Christian Cawley,

Stage Directions Magazine, October 2016

Supporting Text pages Equalizers, Mic Patterns, Acoustics, Controlling Feedback

Teacher Resources

Texts:




Worksheets: The Mic Schedule Template

Sound F/X internet search template

Audio Channel Patch Template

Additional Teachers Resources:

Music exemplars

Sound F/X CD's

PAC Sound System

Mics/ cables/stands

Behringer X32 Audio Console

Sound System Diagrams

Videos: YouTube:

“Live Sound 101: Introduction”

“Theater Sound System”

“Mixing musical theater- Sound design tips and techniques.”



Teacher questioning

Class discussion



70









Instructional

Strategies

Descriptions

TW review/discuss appropriate use of audio system.

T/LW discuss the concepts of audio production via lecture, Q & A,


LW continue to practice, towards mastery, use of the Behringer

audio console. (D)

LW apply mic schedules for hypothetical venues. (D)

LW acquire proficiency towards audio processes- locations of

inputs, appropriate mic types.

LW practice setting up/balancing mics. TW advise/guide as

necessary. (D)

LW continue to apply safe shop procedures.


LW hone presentational skills via demonstrating submaster

creation. (D)


work practices.


Suggested

Learning

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.

71







level expectation.














Flexible seating




Assign a peer buddy











(rubrics)



for State testing.



72


short answers

Allow for retakes






























Extended time












73



Extended time





Check daily planner


Assign a peer buddy









most interests them







discussion





to the senses








and rotate.




74



level








brainstorm.



strategy.








75



Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways


76

Unit Plan Title Unit 7: Intermediate Design Project



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 microphone 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.


Established Goals:






throughout history.





genres.








77






TH:Cr1.1.I




drama/theatre work.


Develop

TH:Cr2.1.I






Rehearse

TH:Cr3.1.I


conventions.







Select

78

TH:Pr4.1.I




Prepare

TH:Pr5.1.I


performance.


production.


Share, Present

TH:Pr6.1.I




Reflect

TH:Re7.1.I


choices.


Interpret

TH:Re8.1.I




drama/theatre work.

79




Evaluate

TH:Re9.1.I








Empathize

TH:Cn10.1.I


drama/theatre work.



Interrelate

TH:Cn11.1.I


drama/theatre work.


• 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?



• 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.

80

• 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?

• There is an on-going need to balance

the needs of the director and actors with

the limits of time, budget, and

construction techniques.

Knowledge:


• 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.

Skills:


• 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.



21st Century Themes



● T – taught

● A – assessed








81





decisions.


innovation.







and Preparation



management.




productivity.



competence.












82







globally.



career needs.

Student Resources



Secondary Source

Readings

“The Moulin Rouge Has Arrived in NYC” by Rachel Wallace-

Architectural Digest, July 2019

“Set Design FAQ” Various, Harvard EDU (internet)

Supporting Text pages The Design Process, Implementation of Design, Collaboration

Teacher Resources

Texts:




Worksheets: The Design Process Checklist Template

The Scene Design Proposal Template

Scale Drawing Template/ materials

Formal Drawing Template/materials

Light Plan Template

Microphone Schedule Template

Additional Teacher Resources: TED TALKS (video)- “How to TEDx: Design a Stage”

Prior student design exemplars

Thumbnails sketch exemplars

Detail\ drawing exemplars

Model fabrication tools & materials

Videos: YouTube:

“Best Theatre Set Design Images”

“Design Thinking Process”

83

“Working In The Theatre: Scenic Design”

“Designing Theatre: The Comedy of Errors”

“Design Challenge - designing and making a set”

“Simple Interior Set Design - Theatre I”

“Principles of set design lecture video”



Teacher questioning

Class discussion











Instructional

Strategies

Descriptions

TW introduce Design Process Techniques.

TW re-introduce drawing to scale. (D)

SW create plan view of room to scale. (D)

T/LW review/practice safe, proper use of materials. (D)

TW intro. 3 view drawing techniques- plan/2D/3D. (D)

LW practice formal drawing techniques.

TW review basic mic schedule. (D)

TW review light plot creation. (D)

TW review Modeling techniques. (D)

SW implement successful modeling techniques.

LW practice proper time management skills.

LW practice use of planning/execution of a defined procedure. (D)

LW cont. to practice appropriate safety procedures.



work practices.


84

Suggested

Learning

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.







level expectation.














Flexible seating




Assign a peer buddy










85


(rubrics)



for State testing.




short answers

Allow for retakes






























Extended time



86










Extended time





Check daily planner


Assign a peer buddy









most interests them







discussion





to the senses




87







and rotate.






level








brainstorm.



strategy.








88



Self-Awareness





Self-Management


behaviors




Social Awareness






settings




choices


Relationship Skills





ways



Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019

technical theater ii - neptune.k12.nj.us · 19/05/2020 · neptune township school district...

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