Working as a Team ~ Theatre Production Team by Content Maxwell

Objective: Students will demonstrate understanding of the members of a theatre production team and their roles and responsibilities by participating in class activities, discussions, and hands-on creative projects for specific positions on a production team. They will also demonstrate their understanding by taking a test and submitting a portfolio at the end of the unit.

Class Level: Advanced

Main Concepts: Production team roles and how they work together, overview of each production team member's job

1994 National Standards:CONTENT STANDARD 3: Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions.CONTENT STANDARD 5: Researching by evaluating and synthesizing cultural and historical information to support artistic choices.

Unit Description: Students learn about each production team member's job and practice that particular job using a scene chosen from A Midsummer Night's Dream.

Author's Notes: This is a broad, overarching unit. It could be adapted to be used as a beginning overview to production team roles or used as a large capstone type project for a more advanced class.

Lesson PlansLesson 1: Production Team OverviewStudents will demonstrate understanding of the members of a theatre production team and their responsibilities by participating in class activities, discussions, and by taking a quiz.

Lesson 2: Reading the ScriptStudents will demonstrate understanding of the importance of reading the script in developing a production concept by reading a summary of a play, participating in activities and discussions and by selecting a particular scene on which they will base their director’s concepts and design elements for their production book.

Lesson 3: The Director and Production ConceptStudents will understand the position of a director on a production team, and his/her responsibilities, a director’s concept and how to develop a concept. They will demonstrate their understanding through participation in activities and discussions and by creating a director’s concept for their chosen scene from Midsummer Night’s Dream.

Lesson 4: Developing a Director’s ConceptStudents will demonstrate understanding of a director’s concept and how to develop a concept by participating in activities and discussions and by creating a director’s concept for their chosen scene from Midsummer Night’s Dream.

Lesson 5: What is a Dramaturg?Students will demonstrate understanding of the role and importance of a dramaturg to the production team by researching various topics for the play and creating a play bill for Midsummer Night’s Dream.

Lesson 6: Being a Dramaturg for a Day (Dramaturg Work Day)Students will demonstrate their understanding of the role and importance of a dramaturg to the production team by researching various topics for the play and creating a play bill (program) for Midsummer Night’s Dream.

Lesson 7: Designing a SetStudents will demonstrate understanding of the role of the set designer, his/her responsibilities, and the importance of the set designer to the production team by creating a set design for their chosen scene from A Midsummer Night’s Dream.

Lesson 8: Working to Create a Set Design (Work Day)Students will demonstrate understanding of the role of the set designer, his/her responsibilities, and the importance of the set designer to the production team by creating a set design for their chosen scene from Midsummer Night’s Dream.

Lesson 9: Prop ManagerStudents will demonstrate understanding of the roles and responsibilities of a prop manager on a theatrical production team by participating in learning activities, asking and answering questions, and completing a Props List Worksheet.

Lesson 10: Let There Be Light ~ created by the Lighting DesignerStudents will demonstrate understanding of the role of the lighting designer, his/her responsibilities, and the importance of light to the production by creating a lighting design for their chosen scene from A Midsummer Night’s Dream.

Lesson 11: The Designer of CostumesStudents will demonstrate understanding of the role of a costume designer and the importance of costumes and costume design to theatre by researching and creating a costume design for a character in their chosen scene from A Midsummer Night’s Dream.

Lesson 12: Creating Costume Designs (Work Day)Students will demonstrate understanding of the role of a costume designer and the importance of costumes and costume design to theatre by researching and creating a costume design for a character in their chosen scene from A Midsummer Night’s Dream.

Lesson 13: Other Members of the Team ~ the Managers of the Production, the House, and the StageStudents will demonstrate understanding of a theatrical production manager, house manager, and stage manager as well as their responsibilities and will demonstrate their knowledge by answering questions and participating in learning activities.

Lesson 14: Portfolio Work Day (Final Work Day)Students will demonstrate their understanding of the role of a theatre production team, the definition of each member, and his/her responsibilities, talents/skills by taking a test and working on their Production Book (portfolio) which is based on a chosen scene from Midsummer Night’s Dream and includes hands-on, creative projects for specific positions on a production team and similar to what they would do if working an actual production.

1: Production Team Overview

ObjectiveStudents will demonstrate understanding of the members of a theatre production team and their responsibilities by participating in class activities, discussions, and by taking a quiz.

Materials Needed Professional Theatre Company Production Team Chart Transparency – p.6 (figure 1.6) from Theatrical Design and Production, 5th Edition by J. Michael Gillette1-Man Production Team Chart Transparency2-Man Production Team Chart Transparency            Standard Production Team Chart Transparency and  a Xerox copy for each student            Blank Standard Production Team Chart Transparency and a Xerox copy for each student            Overhead projector/screen            Transparency markers            Sample directors book Related Documents

Professional Theatre Company Production Team Chart 2 man production team chart 1 man production team chart Blank Standard Production Team Chart Production Book Criteria

Lesson DirectionsAnticipatory Set/HookHave desks/chairs set up in semi-circle around the board.  Have students sit in an open area.  Call for volunteers to build a pyramid with their bodies. (This can also be done with blocks on a table.) InstructionStep 1—Transition:  Ask the students:   What do we have to do to create a pyramid?  (work as a team)Ask:     Who would they take out of the pyramid?  (Take that person off)             Why did you make that choice?            Why don’t we take __(name someone on the bottom level)__ out of the pyramid?            Are you telling me that some people are indispensable?  Why?            Shall we try to take ____________ out of the pyramid?            What happens? Step 2—Carefully break down the pyramid, starting with the top person, then the side person on the next level.  Continue down one side to the first base person.  A pyramid needs to remain until you are down to a 3-person pyramid.            How does this exercise relate to theatre? Step 3—Transition:  Have the students sit in their desks.  Who can tell me what a team sport is?(Write down the students answers on the board.)Select a sport you know and understand.  Talk about the members of the team and what they do.Ask:    Is theatre a team sport?  How?  (Different people do different parts of the needed technical theatre for a play.

            Who are those people on the theatre team?  (director, producer, actor, set designer, costume designer, lighting designer/crew, stage manager, stage crew, prop master, etc.)  Write the students answers on the board. Step 4— Instruction:  Using the overhead projector and screen, show complex Production Team transparency.  Explain that most professional theatre production companies are organized like this chart. Explain that we are going to be working on a simpler organizational chart.  Put up the blank Production Team Chart transparency and hand out copies of the blank Production Team Chart for students to notate information as it is written on the transparency with transparency markers.  Introduce the hierarchy of the production team.  If possible, get the students to volunteer as much information as possible—positions and responsibilities. Explain:  Information on the chart and the Responsibilities handout will be on the unit test. Step 5—Explain:  Different programs have some differences in their production team. Ask:    What kind of theatre programs can you think of?  (Professional/Broadway; community; college; high school)            Why do you think they are different?  How? Step 6—Transition:  Let’s experiment a little. Directions:  Have the students get out of their chairs and stand in a circle.  Ask for a volunteer to go into the center of the circle. Volunteer needs to cross his/her arms across the chest, close eyes.  The people in the circle close in ranks so they are shoulder to shoulder with hands  up near chest ready to catch the center person who keeps his/her body stiff and falls back.  The others push the center person back and forth and around in circles. Step 7—Stop the action.Ask:    How does this game relate to what we have been talking about?            Do you think it can be done with fewer people?Have several people step outside the circle.  Step 8—Repeat the action in step 6 several times until the circle only contains 3 people. Step 9—Not all programs have a full production team.  Discuss the process of production at your school. Step 10—Tell the students that we will be learning about Theatrical production teams.  Explain expectations:  Learning about several members of the team and what they do.  We will actually do some of the things that some of the team members have to do.  Explain:  We will be creating a Production Book (portfolio) similar to this.  Show Director’s Book.  Show and explain the different parts of the book, letting students see specific things that will be included in their Production Book. *Hand out and discuss the criteria of the Production Book.  Answer all questions. (not included) Step 11—Hand out the Unit Schedule and explain.  Answer all questions. 

Step 12—Explain homework.  Checking for Understanding. HOMEWORK:  Portfolio Binder, Cover, Title page, Daily Learning Log CLOSURE:  Remind students that they need to do their homework in a timely fashion and be sure to write in your Learning Log Assessment Participation in learning activities, discussions, students' questions, etc.

2: Reading the Script

ObjectiveStudents will demonstrate understanding of the importance of reading the script in developing a production concept by reading a summary of a play, participating in activities and discussions and by selecting a particular scene on which they will base their director’s concepts and design elements for their production book.

Materials NeededCopies of the play script (Midsummer Night’s Dream) – one for each studentCopies of a summary of the play of Midsummer Night’s Dream – one for each studentScript/Summary Check-out Card (3x5 card)Paper/pencil to notate answers in group discussionsTags for Group Discussion Leader, Scribe, SpokespersonScene sign-up sheet.

Related Documents A Midsummer Night's Dream summary Midsummers scene sign-up sheet

Lesson DirectionsAnticipatory Set/HookBefore the students arrive, arrange the chairs/desks in a circle.  Place a play summary, the script (for Midsummer Night’s Dream), and a check-out card on each desk/chair.  As the students come into class, have them sit in small groups somewhere near the chalkboard—not in the circle of chairs. It doesn’t matter if the students are sitting on the floor, blocks, etc.

InstructionTEACHING PRESENTATION:Step 1—Review the previous lesson. Step 2—Instruct the students to select a Discussion Leader, a Scribe, and a Spokesperson for their group.  (Hand out the tags so everyone knows who has what assignment)  Give each group a piece of paper; make sure every student in each group writes their name on the paper to get credit for participating in the learning activity. Step 3—Write the following questions on the board and ask the students to discuss:             Why is the script important to the production team?            How can the script be a tool? Step 4—Instruct the Discussion Leader to conduct the group discussion and make sure each student in the group participates in the discussion.  Give the students a few minutes to discuss the questions and come to their own conclusions.  Have the scribes notate the group discussion on their papers. Then have the Spokesperson of each group present the group’s conclusions to the class while their scribe writes the different points on the board. Collect the groups’ notes. Step 5—Invite the students to sit in the circle of chairs.  Ask each student to neatly print his/her name on the top of the card.  Write the script/summary number and the title of the play (Midsummer Night’s Dream) on the third (3rd) line and hand the cards to the right until you get all the check-out cards.

 Step 6—Taking turns reading aloud, have the students read the first few pages of the play (Midsummer Night’s Dream). Ask:    What is happening in this play?  (Students may not understand anything or very little)            Why is this play so hard to understand?  (Written by Shakespeare, Old English, etc.)            How could we understand the storyline (basic plot) more quickly?  (Read a summary)                   Step 7—Read the summary of Midsummer Night’s Dream. Checking for Understanding:  After each scene/act, stop and discuss what was read to make certain the students are understanding the storyline, who the characters are, etc.Ask:    How does reading the summary help us as a production team? (understand the basic plot)            Is reading the summary sufficient?  (no)  Why not?  (it doesn’t give the details needed for props and/or to develop the set/costuming, etc.) Every member of the production needs to read the script. Ask:    As a member of the production team, how many times do you think you should you read the play?  (minimum of three – five times) Although I think it is very important to read the play multiple times, you only have to read the entire play once BUT you have to read your scene three (3) times and notate information that will help you develop a production concept for design, etc. Step 8—Now it is time to select the scene you will base your concept and designs on throughout this unit.  Take a few minutes to review the summary, select 2-3 scenes you are interested in, then come and sign up for a scene.  Because all the scenes in the play must be assigned before duplicate assignments will be made, sign-ups are on a “first come, first serve basis.” Give the students a few minutes to peruse the summary and come to you to sign up for a specific scene on the sign-up sheet. Step 9—Have students work individually, in pairs, or small groups to read the script and discuss meaning of lines, etc.  Students should notate information needed for design, props, etc.  Remind students that their participation points are dependent upon how wisely they utilize the class allotted time. HOMEWORK:  Read the entire play.                              Read your assigned scene three (3) more times.                              Notate information gleaned from reading. CLOSURE:  Stress the importance of completing the reading assignment before the next class period.  Don’t forget to write in your Learning Log

AssessmentParticipation in discussions, learning activities, and group discussion notes. Author's NotesPOSSIBLE ADAPTATIONS:  Work in pairs to discuss play/scenes, and develop concepts for production book (Every student would still be required to submit own portfolio).

3: The Director and Production Concept

ObjectiveStudents will understand the position of a director on a production team, and his/her responsibilities, a director’s concept and how to develop a concept. They will demonstrate their understanding through participation in activities and discussions and by creating a director’s concept for their chosen scene from Midsummer Night’s Dream.

Materials Needed            Paper/pencil to notate answers in group discussions            Tags for Group Discussion Leader, Scribe, Spokesperson            Director/Concept Handout            Projector/computer             Internet website: http://shakespeare.emory.edu/playdisplay.cfm?playid=20             Overhead Projector            Transparencies:  (NOTE:  The teacher may want to cut some of  these so only one question/picture/concept is displayed at a time--optional.)

  Director/Director Concept Questions Director/Director Concept Answers Pictures of different concepts/past productions Director/Director's Concept Handout

            Responsibility labels and tape.  Related Documents

Director/Director Concept questions and answers Director/Director Concept handout Midsummers director concepts and pictures Responsibility labels

Lesson DirectionsAnticipatory Set/Hook Have students find their own space on the stage and sit on the floor.  Ask:  What are some of the character’s in Midsummer Night’s Dream?  (the king, the fairy queen, lovers, puck, other people, other fairies) Instruct students to close their eyes and staying in their own space, improvise their idea of a fairy.  Afterwards, have all the students sit down again and open their eyes. 

InstructionStep 1—Review the previous lesson.

Step 2—Transition: Call for several volunteers to perform their improvisations OR specifically ask certain students to share their interpretations.  After all the performances,Ask:  Why were each of these renditions of fairies different from the others?  (everyone is different, each person had a different idea—concept, etc.)Explain:  Today, we are going to answer two questions.

 Step 3- Transition:  Before answering those questions, count off the students into groups so each group has three people in it.  Have students group their desks so that they can see the projection screen but isolate their team from other teams. Step 4—Directions: 1)      Hand each group some paper to notate their group discussion. 2)      Have each person in the group take a different responsibility:  the Discussion Leader; the Scribe; and the Spokesperson. 3)      Have each person tape their responsibility label to their shirt. Step 5--Place the Question transparency (What is a director?) on the overhead. 

Have each group discuss the question (which is led by the discussion leader) Notate their ideas and conclusions (written by the scribe).  Give the students 3-5 minutes to come up with their answers. Have each Spokesperson stand and present his/her group’s ideas and answers to the rest of the

class. Write the different ideas on the board, placing a check next to repeated ideas. Discuss each idea as a class Guide the class to a consensus that correlates with the handout’s definition.  Bring out the impact

of a director’s concept, including the following ideas : o   It defines how to stage the play.o   It is a framework around which the production can be structured so that it says somethingo   It determines setting, lighting, costumes, characterization, moves - everything.o   It helps actors develop a movement vocabulary which expresses this and it will permeate every aspect of the production.o   The production concept informs every aspect of the production: Without it, the actors are just going through the motions – signifying nothing!o   Without it, the designers do not have a united purpose. Check for understanding. Step 6—Repeat Step 4 for the question: What is the Director’s Concept? Step 7—Discussion:  Remind students that each of them will be the director of their chosen scene from Midsummer Night’s Dream. Ask:    Do each of you have to have the same concept for your production book?             Why?  Why not?            So what?            If that's how you see the play, what difference does it make? The   words are still the same; you can't change them; so what's the point?

Explain:  There must be almost as many different ways to approach directing a show as there are directors! Everything depends upon the personality and - to an extent - the experience of the director concerned. Some have everything worked out in detail before they get to the first reading, others work totally off the tops of their heads, and there are all stages in-between.

Step 8--Show the different director’s concepts of Midsummer Night’s Dream.  Teacher may determine whether to show the all or some of the Power Point, transparencies, and website concepts, just a few from each, or only use one resource for the discussion.Ask:  How are the director’s concepts different for these productions different?  Step 9—Instruction:  Plan the concept of the production very carefully.  Show the Process of Creating a Director’s Concept transparencyConsider the following:            What is the theme?            What is the message you want to the audience to leave the performance with?            How will the production be played?  Why?            What is the tone of the play?             What is the mood?  How will that be conveyed?                  How will it affect the lighting?  The set design?  The costumes?            What kind of pictures do you want for key moments in the play?            The pattern of the play – its major elements -- structure.            How do the characters function in the play?             What are the demands on the actor?             What are the technical demands / requirements? -- sound, lights, costume, sets?             The context of the play (often this is a factor)             Biography of the playwright’s life             Playwright’s canon of work (other stuff)             Period play written             Period play takes place             Critical response to play and earlier productions             Old plays are often updated, new plays often need a different combination of techniques.            Tone and impact of the play             The play’s intended effects – director’s ideas can be placed on them.             Relative importance of elements             Which elements are the most important?             Pick elements that the script gives theatrical life to.             Spectacle and sound can be most clearly manipulated – can add to play.             Character, idea, story usually integral to the play itself. Analysis and interpretation of the scriptWrite down a variety of ideas.Be creative.Notate the reasons for your choices?Be sure to work out details. Check for understanding. Step 10—Individual Practice:  Have students work on individual Director’s Concepts for the scene they have chosen.  Have them follow the above method to help them.  Check with each individual as they work to help them flesh out their ideas and develop a concept and put it into a sentence.Check for understanding. 

Step 11—If there is time, show the video of a production meeting so students will understand that the Director is responsible for the team understanding the concept.  If there is not enough time, explain that to the students before the class is over. HOMEWORK:  Students will complete their Director’s Concept statement and type it so it can be put into their Production Book.  They will also find music and an image that represents the theme/concept they want to convey to the audience and write an explanation of their choices. CLOSURE:  Check for understanding, disperse handouts, and explain homework.  REMIND students to write in their Learning Log AssessmentParticipation in discussions and activities, and students’ own Director’s Concept.

4: Developing a Director’s Concept

ObjectiveStudents will demonstrate understanding of a director’s concept and how to develop a concept by participating in activities and discussions and by creating a director’s concept for their chosen scene from Midsummer Night’s Dream.

Materials NeededPictures of a variety of productions of Midsummer Night’s Dream.  (Make sure the pictures are in plastic sheaths to protect them from fingerprints, stickers, etc.)Pencil/pen and paper for each student—students can/should provide their own.Strips of colored circle stickers.Examples and Analyses  of  Directors’ Concept Related Documents

Examples and Analyses of Directors’ Concept Midsummer example pics 1 Midsummer example pics 2

Lesson DirectionsAnticipatory Set/HookTape a large number of pictures from a variety of productions of Midsummer Night’s Dream on the walls around the classroom.  Have the students sit down immediately.  Do not let them look closely at the pictures and/or answer any questions about them. InstructionStep 1—Check to see if students have completed their homework.  Then, review the previous lesson. Ask:    What is a director?          What are a director's responsibilities?          What traits, talents, and/or skills does a director need?           What is a director's concept? Step 2—Explain that today we are going to learn more about a director's concept.  Look around the room.  All the pictures you see are from different productions of Midsummer Night’s Dream.  Go around and look at each of the pictures. Give students several minutes to meander around the room and look at the different pictures. Step 3—Have the students come back to their chairs and express their thoughts about the pictures. Step 4—Tell students that they need to get a paper and pencil/pen.  Hand out the strips of colored circle stickers.  Have students write their names on each sticker. Explain the activity.   Students are going to look at the pictures again.  They must follow protocol. Write the process of the assignment on the board. PROTOCOL:          1)  Do not consult with anyone else.                           2)  Make your own decisions.                           3)  There is no wrong answer. 

                          4)  Pretend that you are a judge and select three (3) pictures that you like the best (can select up to five if the class is small).                           5)  Place the corresponding colored stickers in the margin of the picture selected.                          6)  Write down

   

the number of each picture, a brief description of the picture the reasons they like the picture.

 Explain  meaning of colored stickers: BLUE =  1st Place    RED =  2nd Place    YELLOW = 3rd Place    WHITE = 4th Place      GREEN = 5th Place Step 5—Give the students several minutes to make their decisions and write their notes.  Call out how much time they have left to finish the exercise until everyone has completed their selections and notated them on their paper. Step 6—Have everyone stand by their 3rd Place (yellow sticker) picture.  (If the class is small, this exercise can start with the  4th or 5thPlace picture and work up to the 1st Place picture.  It is important to be constantly aware of the time left in this class period.) Ask each and every student to respond to the following questions:             What picture did you select?            Why did you make this choice?            What is it about the picture that you like?  Why?            Give me an adjective that describes this picture?  (traditional, romantic, modern, bold, soft, etc.) Continue to ask questions to help the students develop specifics about their choices—such as:            What mood does the picture emit?             Is that the kind of feeling you want your production to have?            What period of time does it represent? (Remember that no answer is wrong.  This is an opportunity for the students to express what they like and why.  Do not allow anyone in the class to negate any of the choices the students make.) Step 7—Repeat step 6 until the every student has expressed their ideas about each of his/her decisions.  Step 8—Bring the class together to discuss how this exercise can help them develop their own production concept.  (Gives the students different ideas; helps the students visualize their own concepts, etc.) Step 9—Have students take out their director’s concept worksheets from the previous lesson.  If they have not completed it, have them fill it out to help formulate their concepts. Step 10—Show the students some sample concepts (handout).  Read them aloud so students can analyze and discuss them to enable the students to better understand how to write their own concepts.  Have the students develop their concept statements by following:

Write the three or four most evocative words or phrases you can think of to describe the feel of how you want the play tolook.

Begin your descriptions. You can approach each of the seven elements in this way, finally linking them together in a nice

paragraph. (1) themes of the play (2) mood/atmosphere (that will best communicate the themes of the play) (3) overall look or feel (that will best communicate the themes of the play) (4) general observations about character (that best communicate the themes of the play) (5) general observations about the virtual space (the setting) of the play (6) general observations about the language and symbols found in the play (7) practical thoughts on the time period of the play

Pay attention to grammar and punctuation! Step 11—Have students write their concept for their theme.  Provide help and advice as students need it. HOMEWORK:  Students must type their concept and put it in their portfolio binder.                         Find and bring an image that represents the concept, and file it in their portfolio binder. AssessmentParticipation and written concept

Author's NotesPOSSIBLE ADAPTATIONS:  Have students select one of the pictures on the wall to represent their production concept and write/type the concept on the basis of this picture.

5: What is a Dramaturg?

ObjectiveStudents will demonstrate understanding of the role and importance of a dramaturg to the production team by researching various topics for the play and creating a play bill for Midsummer Night’s Dream.

Materials NeededComputers for each student (arrange to use a computer lab for this lesson)Copies of Dramaturg WorksheetResearch Topic Sign-Up SheetSample Play Bill for Once Upon a MattressOther Play Bills for students perusal.

Related Documents Dramaturg Worksheet Dramaturgy Research Sign-up Once Upon a Mattress playbill

Lesson DirectionsAnticipatory Set/HookAfter taking roll, inform the students to gather their books, backpacks, etc. because class will not be held in the regular classroom.  Have the students follow your to the computer but let them wonder where they are going and why.

InstructionStep 1— Directions:  Upon arriving at the computer lab, select a specific area of computers to have students sit.  Then, have them choose a computer so the students are not spread throughout the lab.  (This will enable you to conduct discussions and interact with students easily.)  Have students log on to the computer with their own school usernames and passwords. Step 2—Transition:  When every student is logged on, instruct the students to go to google.com.  Then, tell them that they must take a spelling test.  They will automatically know if they have spelled it correctly if google brings up any information.  The word they must type into the search box is “dramaturg.” Ask:    How did you spell the word?          Did you spell it correctly?NOTE:  Dramaturg can be spelled d-r-a-m-a-t-u-r-g OR  d-r-a-m-a-t-u-r-g-e (pronounced dramatrguh). Ask:    Why do you think there are two different spellings for this word?  (dramaturge is the British spelling)            Why do you think that is important?Explain:  The British definitions and responsibilities differ from the American definitions and responsibilities. Step 3—Distribute the dramaturg handouts.  Inform the students that they must research at least three (3) sites and notate what they learn about American dramaturgs on their worksheet.  Have them answer the first question only:            What is a dramaturg?Give them approximately five (5) minutes to complete this exercise.

 Step 4—Discussion:  Have the students each share at least one (1) thing they learned about dramaturgs.  Then, Ask:  Is there anything else that you discovered about dramaturgs (responsibilities/traits, abilities)?  (let             students share whatever they learned)            Where did you go to find the information? Step 5—Repeat steps 3 and 4 (research, notate, and discuss) for the other two questions on the worksheet:            What are a dramaturg's responsibilities?            What traits, talents, and/or skills does a dramaturg need?Have them answer one question at a time, then discuss as a class before going on to the next question. Step 6—Explain to the students that they must research at least two (2) different topics that relate to Midsummer Night’s Dream and their director’s concept.  For instance:  Architectural Styles of  the mid-1500’s to the mid-1600’s if a student has chosen to set his scene during the Elizabethan Era and/or he is focusing on the set design. Ask:  What are some topics you might be interested in researching? Write all topics suggested on the chalkboard.  Make certain the topics are valid.  (Refer to the list below for some ideas.)Shakespearean Theater                                           Biography of William Shakespeare                        History of the play: Midsummer Night's Dream                           Fashion Styles of  the mid-1500’s to the mid-1600’s                    Architectural Styles of  the mid-1500’s to the mid-1600’sFurniture Styles of the mid-1500’s to the mid-1600’s       English History during Shakespeare’s Lifetime                             Shakespeare’s contemporaries                                The history of theatre during the Elizabethan Era                          European History during this time                          Old English      Step 7—Have students sign up for specific research topics that relate to Midsummer Night’s Dream and their director’s concept by using enclosed form. Step 8—Explain what is required for the Dramaturg section of the Production Book Portfolio.                                                                       Definition                                5ptsResponsibilities                        5ptsCorrelating Handouts/Research  5ptsNotes                                      5 ptsProgram                                  30pts   (Title page with playwright/director/etc, cast list, two (2) different researched write-ups, pictures, bibliography)Research                                  5ptsExplanation of choices                5pts Grading Criteria:  Neatness; Creativity; Organization; Completeness; Effort.

 Step 9—Discuss formatting the play bill.  Show the sample play bill for Once Upon a Mattress.  Also show a variety of other play bills for students’ perusal.  This will help them understand how to create a program and what it entails.            Have students jot down ideas they get from the samples.Checking for Understanding:  Answer any and all of the students’ questions.  Step 10—Let the students use the remainder of time to start their research and notate information.  CLOSURE:  Remind them that they need to put copies of all research in their portfolios.  They will need to work on the play bill outside of class.  Don’t forget to write in your Learning Log. AssessmentResearch and Playbill

6: Being a Dramaturg for a Day (Dramaturg Work Day)

ObjectiveStudents will demonstrate their understanding of the role and importance of a dramaturg to the production team by researching various topics for the play and creating a play bill (program) for Midsummer Night’s Dream.

Materials NeededComputers for each student (arrange to use a computer lab for this lesson)Manilla folders or envelopes (one per student)Portfolio Requirement List for Dramaturg

Related Documents Dramaturg Portfolio Assignments

Lesson DirectionsAnticipatory Set/HookDo not let the students sit down.  Have them stand in an open area with their books, backpacks, etc. in hand while taking the roll.  Then, walk down to the computer lab.

InstructionStep 1— Directions:  Upon arriving at the computer lab, select a specific area of computers or to have students sit.  Then, have them choose a computer so the students are not spread throughout the lab.  (This will enable you to conduct discussions and interact with students easily.)  Have students log on to the computer with their own school usernames and passwords. Step 2—When every student is logged on, instruct the students that they have the entire period to work on the dramaturg section of their Production Book.  Explain the Expectations and Consequences of this work day:Expectations:             Students are expected to use the time wisely.                                    Students will do their own work.                                    Participation points will be determined by how much is accomplish during the

period.                                      Students will be required to submit all work at the end of the period.                                             Teacher will be available to help, clarify, and answer questions.Consequences:           Today’s work day will end immediately, and                                    Students will not be given work time in the future. Step 3—Continually monitor the students throughout the class period.  Maintain close proximity with students by walking around the room, checking students’ work which includes creating their play bill. Step 4—Keep the students apprised of the time. Step 5— Ask students if they need any help.  Step 6— Make certain students notate their research.            If students need to print, advise them to combine and edit so printing is at a minimum. 

Step 7—Have students wind up their research and close down their computers a few minutes before the bell rings.Ask:    Was this time helpful?  How?   Why?           CLOSURE:  Remind students that they must finish the remainder of this work outside of class.  Don’t forget to write in your learning log.

AssessmentResearch and Playbill

7: Designing a Set

ObjectiveStudents will demonstrate understanding of the role of the set designer, his/her responsibilities, and the importance of the set designer to the production team by creating a set design for their chosen scene from A Midsummer Night’s Dream.

Materials NeededSet Designer WorksheetTransparencies of floor plans, audience view sketchOverhead projectorResponsibility labelsOnce Upon a Mattress designsSample of 3-d model Related Documents

Responsibility labels Set Designer worksheet Set Design transparencies

Lesson DirectionsAnticipatory Set/HookBefore students come into class, arrange the desk/chairs into groups of three (3) around the room.  As students enter the room, hand them a piece of paper that says:  Discussion Leader OR Scribe OR Spokesperson.

InstructionStep 1—Have the students find people who have been assigned a different responsibility.  Each group must have a Discussion Leader, Scribe, and Spokesperson.  Then, have the groups sit in chairs in the pre-arranged areas. Step 2—Distribute the Set Designer Worksheet.  Have each group discuss the first question (What is a set designer?), with each member of the group fulfilling his/her responsibility.             The Discussion Leader conducts the discussion            The Scribe notates the discussion            The Spokesperson will present the group’s conclusions Give the students 3-5 minutes to discuss the question and come to a consensus. Step 3—Ask for a volunteer scribe to write the points on the board while each group presents their conclusions to the class.  Step 4—Repeat steps 3 and 4 for each of the following questions:            What are a set designer's responsibilities?            What traits, talents, and/or skills does a set designer need?Have a new scribe write on the board for each question. Step 5—Project the transparencies  

  a floor plan

set design sketches audience view sketches

Discuss how each is created. Step 6—Explain that these same things are required for the Set Designer Section of the Production Book.  Post the Portfolio Requirements List for Set Designer.  Discuss each of them in detail so the students know what they are supposed to do.                        Set Designer:                                      100pts            Definition                                5pts            Responsibilities                       5pts            Correlating Handouts/Research 5pts            Preliminary Design Sketches  10pts            Floor Plan                              15pts            Final Design Sketches             15pts            Model                                     25pts            Explanation of choices            5pts                        Construction Crew  (self-initiated research for answers)            Definition                                5pts            Responsibilities                       5pts            Correlating Handouts/Research 5pts Step 7—Discuss Show the Once Upon a Mattress (or other design sketch) designs so students will understand that they do NOT have to create a complicated design.  Emphasize that they are to create a set design that corresponds with their production concept. Step 8—Discuss how the set design must coordinate with the type of stage.  Distribute the handout about stage types and review the different types of stages and how the audience is arranged:

Proscenium Thrust Arena/Theatre in the Round Black Box Created and found spaces

 Step 9—Distribute the set design handouts.  Discuss each one to make certain the students understand the Set Design Checklist as well as the SetDesigner's Tools so students understand the process of designing a set.Check for Understanding. Step 10—If there is any class time remaining, let the students use that time to work on the Set Designer Section of the Production Book. CLOSURE:  Remind the students that they must complete all the Production Book assignments.  Don’t forget to write in your learning log. Assessment 

Teacher observation, participation, homework assignments

8: Working to Create a Set Design (Work Day)

ObjectiveStudents will demonstrate understanding of the role of the set designer, his/her responsibilities, and the importance of the set designer to the production team by creating a set design for their chosen scene from Midsummer Night’s Dream.

Materials NeededCopies of unit testCopies of Production Book grading sheetExtra handouts from unit lessonsSupplies that may help the students be more creative in completing their portfolios: card board, regular paper, colored pencils, scissors, glue, colored paper, etc

Lesson DirectionsAnticipatory Set/HookHave a supply table set up at the front of the classroom. InstructionThe students will utilize today’s class period to complete the portfolio section about the Set DesignerStep 1—Explain to the students that they have the entire period to work on their Set Design section of their Production Book. 

Explain the Expectations and Consequences of this work day:Expectations: Students are expected to use the time wisely.                        Students will do their own work.                        Participation points determined by how much is accomplish during the period.                          Students will be required to submit all work at the end of the period.                                  I will be available to help, clarify, and answer questions.Consequences: Today’s work day will end immediately, and                        Students will not be given work time in the future. Step 2—Have the students bring out their Portfolio Requirements List for Set Designer so students know what they need to work on. Step 3—Continually monitor the students throughout the class period.  Maintain close proximity with students by walking around the room, checking students’ work which includes creating their play bill. Step 4—Keep the students apprised of the time. Step 5— Ask students if they need any help.  Step 6—Have students wind up their projects and clean up a few minutes before the bell rings.Ask:    Was this time helpful?  How?   Why?                      CLOSURE:  Remind students that they must finish the remainder of this work outside of class.  Don’t forget to write in your learning log. Assessment

Set Design

9: Prop Manager

ObjectiveStudents will demonstrate understanding of the roles and responsibilities of a prop manager on a theatrical production team by participating in learning activities, asking and answering questions, and completing a Props List Worksheet.

Materials NeededProp Manager HandoutColored pencils or highlighters for each studentProps List Worksheet (2 copies per student)Props Manager WorksheetBag of small, individually wrapped candy/treatsCopies of a scene that contains several hand and stage props.Box of various props (include the props needed for the above scene) Related Documents

Prop Manager handout Props manager portfolio requirements

Lesson DirectionsAnticipatory Set/HookSet the podium in front of chairs that are arranged in a single line facing the chalkboard.  (Be certain there is a chair for each person in the class.)  Place the Prop Manager Handout and a colored pencil on each chair.  Tell the students to write their names on the handout. Then, instruct them to read the handout and learn as much as possible because they will be taking a quiz in 15 minutes.  Instruct the students to highlight important information.  Students must be absolutely quiet until everyone is finished reading.  Take the roll while students are reading. InstructionStep 1—When all students have completed their reading of the handout, instruct the students to put the handout behind them (between the chair and the student’s back).Tell the students that the quiz will be an oral quiz.  Step 2—Explain the Rules of the Quiz – write the rules on the board. 

Students must be quiet and respectful during the quiz. Students will take turns answering questions. No cheating.  You cannot look at the handout when it is your turn. No one can call out the answers unless it is his/her turn. If a student answers a question correctly,

ü  He brings his handout to the podium ,ü  Shows the teacher where to find the answer on the handout,ü  Gets a treat,ü  Asks the next question.  (After asking the question, they sit at the other end of the line of chairs.)

If a student answers a question incorrectly, he walks to the end of the line and sits in the last chair—everyone moves up one chair.

When a question is answered incorrectly, the person who raises his/her hand and answers the question correctly, goes to the podium.

Students who yell out answers without the teacher calling them, go to the end of the line.

Check for Understanding.             Step 3—Conduct the Quiz.  Share additional information that is related to the questions asked.  If no one has the correct answer, have a race to see who can find the answer first. Step 4—Transition:  After the quiz,Ask:     What is prop?            What is the difference between a hand prop and a stage prop? Step 5—Modeling: a.       Distribute the scene script and Props List Worksheet. b.      Divide the class into 4 small groups and have each group sit in a small circle (separate from other groups).c.       Have the groups quietly read the script together, looking for hand props used by the characters and stage props that are on the stage. d.      Within the groups, students may collaborate to decide if the discovered prop is a hand prop or a stage prop.e.       Each student needs to write down the props that are found in the script. Step 6—Transition:  After completion of the prop worksheet, explain that each of them will have to complete a Props List for their chosen scene from Midsummer Night’s Dream for their portfolio/production book. Then, have them place their chairs in the standard (audience/classroom) area. Step 7—Guided Practice: Ask which of the groups will volunteer to be:·         A prop crew·         The set designers·         Actors·         The AudienceDirect:  The prop crew to select props and set up a hand prop table and place stage props where the props need to be on stage.              The set designers to set the stage.              The actors to decide who performs which role and run through the scene.              The audience to straighten the chairs in the audience area.  Step 8—Performance:  The actor group performs the scene while the prop crew makes sure the actors get their hand props.  Set designers sit with the audience group. NOTE:  If there is time, perform the scene without the props (actors using mime actions to portray props) as well as perform with the actual props. Step 9—Discussion:  Are props important to a performance?             Why do you think props are important?            How would the performance be if there were no props?           Step 10— Have the students submit their group worksheets, and take their handouts and put them in their theatre folders. 

Remind the students that they must create a props list for their scenes. Distribute the props worksheet. Point out that they must decide whether the prop will be rented, purchased, or made AND that they have to explain their choices. Ask:    What do you think determines your choice?  (budget, whether or not it is available, etc.) Step 11—If there is time remaining, have students start analyzing their Midsummer Night’s Dream scene scripts for hand/stage props and fill out their Props List for their scenes. CLOSURE:  Remind students to write in your learning log.  Make sure every student gets a piece of candy at the end of class  AssessmentWorksheets, teacher observation, participation in learning activities, answers to quiz, etc.

10: Let There Be Light ~ created by the Lighting Designer

ObjectiveStudents will demonstrate understanding of the role of the lighting designer, his/her responsibilities, and the importance of light to the production by creating a lighting design for their chosen scene from A Midsummer Night’s Dream.

Materials NeededNote for Door:  “Please wait.  Mrs. M. will open the door in just a moment.”Light BoardStage Lighting set for demonstrationsLighting GelsActual lighting apparatus or transparencies of pictures/drawings of different types of theatre lightsAnne Frank sceneLighting Handout.Lighting Designer WorksheetList of Lighting Designer assignments Related Documents

Stage Lighting handout Lighting Design worksheet Lighting Designer Portfolio Requirements

Lesson DirectionsAnticipatory Set/Hook Turn out all the lights BEFORE students start arriving for class.  Open the classroom door.  Prop the door open to let a little light in.  As students enter, caution them to carefully find their seats and sit down.  Start making announcements and/or talking about the homework and the previous lesson in the dark.  Ignore questions/comments about the lights being off.

InstructionStep 1—Transistion:  Set up basic rules for conducting class in the dark.  Have students make suggestions.  The stream of light from the doorway should give you enough light to distinguish who is speaking.Discussion:  Talk about the fact that we're in the dark.Ask:    Why do you do you think we’re in the dark?            Why do you want to turn the lights on?            What is so important about light?            How does that relate to Theatre. Step 2—Discussion:  Essential elements for (most) theatre:  actor, audience, and LIGHT.Ask:    Is light an essential element for theatre?  Why?  How?            What does light create for a theatre production?  (mood, differentiation, etc.)            How does this enhance theatre? Step 3—Ask for volunteers to demonstrate flourescent lighting and stage lighting.  Turn on the classroom lights, then turn on the stage lights.  Show them separately and at the same time. Discussion:  The difference between flourescent lighting and stage lighting

Ask:    What is the difference between flourescent lighting and stage lighting?                      (color, control of area, mood, etc.)            Why would we go to the trouble to use stage lighting? Step 4—Explain and demonstrate how the lighting system is set up. Discuss the effects after each of the following demonstrations:

  Use the lighting board to show how different areas can be lit. Demonstrate dimming, combination lighting, etc. Show the students some gels.  Use gelled lights to show the difference in colors on stage.  Select students to stand in the different gelled lights. Combine gels to create a different look.

Checking for Understanding throughout the demonstration/discussion process. Ask:    How important is lighting to theatre?  Why?             What other things can lighting do?  (create different acting areas)            What are some different sources of light?  (lamp, candle, etc.)            How can they be suggested by stage lighting?           Step 5— Guided Practice:  Applying what the students have learned.

Ask for three volunteers (one female actor/one male and a stage directions reader).  Divide the other students into two groups:  set designers and lighting designers.  Have the first two students read the Anne Frank scene (Anne, Peter) out loud.  As they read the scene (script in hand), the rest of the students listen and jot down details and

ideas needed to fulfill their designs (either as a set designer or a lighting designer). NOTE:  The "Secret Annex" is described as well as the set requirements (upstairs area, two bedrooms separate, common space with table, etc.  Also discuss the fact that the rest of the annex needs to be dimly lit so the audience can see Mr. & Mrs. Frank on stage.) 

Give both groups time to collaborate and come to a consensus about their designs. Teams may need time to collaborate with each other as designers on a production team would

collaborate so the different areas of the set can be lit. Have the set design team create the needed spaces (upstairs area, two bedrooms seperate,

common space with table, etc.) by using desks, tables, panels, etc. in the room or on stage. The other team collaborates on a lighting design, using the stage lighting already set.

Make sure this team covers the parts of the script that includes: Anne leaving the common space and entering Peter's bedroom. If needed, suggest dimming one area and bringing up the lights in another space. Step 9—Modeling:  Have the two actors play the scene again--on the set designed by the set designer students while using the lighting the other students designed.  (When students with disabilities are in class, have them play Mr. & Mrs. Frank in the background), as we discussed the fact that we still needed to see the rest of the annex though more dimly. Step 10—Instruction:  Follow this same pattern in creating your own designs for set/scenery and lighting.  Tell me the steps we followed.  (review the process)

Read the script Notate details from the script (areas, mood, movement, etc.)

Jot down creative ideas. Think about different sources of light. Consider what gels you would like to use.  Notate the color of gels you want to use. Sketch out a floorplan, using circles to show where the light falls. Determine the overlap. Determine the focus.  (hard or soft)

 Step 11—If possible, let the students use the remaining time to work on the assignments for this part of their Production portfolio:                                Lighting Designer:                                          75pts            Definition                                  5pts            Responsibilities                          5pts            Correlating Handouts/Research    5pts            Lighting Layout Floor Plan         15pts            Write-up @ design/gel/etc.          15pts            Color samples                            5pts            Explanation of choices                5pts            Lighting Construction Crew            Definition                                  5pts            Responsibilities                          5pts            Correlating Handouts/Research    5ptsChecking for Understanding Step 12—Distribute handouts:  Lighting Handout, Lighting Designer Worksheet, List of Lighting Designer assignments Advise Students that:                 Students are expected to use the time wisely.                 Participation points will be determined by how much is accomplish during the period.                   Students will be required to submit all work at the end of the period.                     I will be available to help, clarify, and answer questions. Step 13—Continually monitor the students throughout the class period.  Maintain close proximity with students by walking around the room, checking students’ work. Step 14—Keep the students apprised of the time. Step 15— Ask students if they need any help.  Step 16—Have students wind up their projects and clean up a few minutes before the bell rings.Ask:    Was this time helpful?  How?   Why?                      CLOSURE:  Remind students that they must finish the remainder of this work outside of class and to write in your learning log.  AssessmentThe products for this lesson will include a preliminary sketch, floor plan showing color and location of light, a final detailed sketch (colored),, and an explanation of choices.

 Author's NotesDepending on time, this is most likely a two-day lesson.The handout may be used as an overhead projector presentation if a second day of detailed instruction is desired.

11: The Designer of Costumes

ObjectiveStudents will demonstrate understanding of the role of a costume designer and the importance of costumes and costume design to theatre by researching and creating a costume design for a character in their chosen scene from A Midsummer Night’s Dream.

Materials NeededCostumes on displayComputer Costume PresentationProjector with computer connected to itDistribute the Costume Designer WorksheetCostume Designer Packet

Related Documents Costume Design Worksheet Costume Design Portfolio Requirements Costume Design Packet Computer Costume Presentation

Lesson DirectionsAnticipatory Set/HookIf possible, have a variety of costumes displayed on forms and/or hanging around the room.  If that is not possible, have pictures or posters of costumes posted around the room.

InstructionStep 1—Ask students what they think the topic of discussion will be in today’s class.  (costume)Ask:    Why do you think we’re going to talk about costumes?  (costumes and/or pictures or posters of costumes displayed on forms and/or hanging around the room)            How are costumes related to theatre?            How do costumes influence a production?            How important are costumes?            How do costumes come about? Step 2—Tell the students that they are going to take a quiz to find out what they already know.  Distribute the Costume Designer Worksheet.  Ask the students to write the answers to the questions about costume designers. Step 3—Discuss the students’ answers to the first question:  What is a costume designer?            Write the high points of the discussion on the board.             Have students note the information that is not in their quiz answers so they can refer to it later.           Step 4—Repeat Step 3 for each of the following questions:                         What are a costume designer's responsibilities?                        What traits, talents, and/or skills does a costume designer need? Step 5—Ask a few students the following question:  What kind of costumes would you design for your scene?            What are the reasons behind your choices?

            What kind of things does a costumer needs to keep in mind when designing a show? Step 6—Show the Costume Designer Presentation.             Discuss different aspects of costume design throughout the presentation.  (collaborating with director and set/lighting designers, review the production concept, doodling, jotting down ideas, development of design sketches,  colors, fabrics, etc.) Step 7— Distribute the Set Designer packet of handouts with templates, samples, and requirements for the Costume section of the Production book. Explain the requirements and expectations:             Costume Designer:                                          100pts            Definition                                5pts            Responsibilities                       5pts            Correlating Handouts/Research 5pts            Preliminary Design Sketches  10pts                        and Notations             5pts            Final Design Sketches/Pix      20pts                        and Notations             5pts            Description                              5pts            Fabric Swatches/colors           10pts            Explanation of choices            5pts            Costume Construction Crew  (own research)            Definition                                5pts            Responsibilities                       5pts            Correlating Handouts/Research 5pts           Step 8—Remember when I told you that you are not students today—You are costume designers.  You are to use the remaining time of the class period to start creating your own design for your scene from Midsummer Night’s Dream. Step 9—Explain the Expectations and Consequences of this work day:Expectations:  Students are expected to use the time wisely.                        Students will do their own work.                        Participation points are determined by how much is accomplish during the period.                          Students will be required to submit all work at the end of the period.                                  I will be available to help, clarify, and answer questions. Consequences:  Today’s work day will end immediately, and                        Students will not be given work time in the future.Check for Understanding. Step 10—(As each student turns in his/her test) Hand out the Portfolio Grading Sheet and instruct the student(s) that they have the rest of the period to complete work on their Production Book.  Step 11—Continually monitor the students throughout the class period.  Maintain close proximity with students by walking around the room, checking students’ work. Step 12—Keep the students apprised of the time.

 Step 13— Ask students if they need any help. Step 14—Have students wind up their projects and clean up a few minutes before the bell rings.Ask:    Was this time helpful?  How?   Why? CLOSURE:  Remind students that they must finish the project outside of class.  Also, remind students to write in their learning log.

AssessmentParticipation in discussions and learning activities, teacher observation, creation of costume design.

12: Creating Costume Designs (Work Day)

ObjectiveStudents will demonstrate understanding of the role of a costume designer and the importance of costumes and costume design to theatre by researching and creating a costume design for a character in their chosen scene from A Midsummer Night’s Dream.

Materials NeededCopies of Production Book Costuming RequirementsExtra handouts from unit lessonsMultiple fabric scraps for swatches.Supplies that may help the students be more creative in completing their portfolios: colored pencils, scissors, glue, regular paper, lined paper, colored paper, etc

Lesson DirectionsAnticipatory Set/HookHave a supply table in front of the desks/chairs laid out with all the above materials on it.

InstructionStep 1— Today, you are not a student. You are a costume designer.  You are going to work on the costume designs for your scene from Midsummer Night’s Dream.  Ask:    What do you need to keep in mind while you design the costume?  (concept, character, movement, personality, the other aspects of the production—set, lighting, etc.)           Step 2—Distribute the Portfolio Requirements for Costume Designer:             Costume Designer:                                        100pts            Definition                                5pts            Responsibilities                       5pts            Correlating Handouts/Research 5pts            Preliminary Design Sketches  10pts            and Notations                         5pts            Final Design Sketches/Pix      20pts            and Notations                         5pts            Description                              5pts            Fabric Swatches                      10pts            Explanation of choices            5pts            Costume Construction Crew            Definition                                5pts            Responsibilities                       5pts            Correlating Handouts/Research 5pts Step 3—Explain the Expectations and Consequences of this work day:Expectations:    Students are expected to use the time wisely.                        Students will do their own work.                        Participation points will be determined by how much is accomplish during the period.                          Students will be required to submit all work at the end of the period.                                  I will be available to help, clarify, and answer questions.

Consequences:   Today’s work day will end immediately, and                          Students will not be given work time in the future. Step 4—Continually monitor the students throughout the class period.  Maintain close proximity with students by walking around the room, checking students’ work.  Keep the students apprised of the time. Step 5— Ask students if they need any help.  Step 6—Have students clean up a few minutes before the bell rings.Ask:    Was this time helpful?  How?   Why?                      CLOSURE:  Remind students that they must finish the remainder of this portfolio section outside of class and don’t forget to write in your Learning Log.

AssessmentCostume Design

13: Other Members of the Team ~ the Managers of the Production, the House, and the Stage

ObjectiveStudents will demonstrate understanding of a theatrical production manager, house manager, and stage manager as well as their responsibilities and will demonstrate their knowledge by answering questions and participating in learning activities.

Materials NeededChalk or dry erase markerChalkboard or whiteboardHat—to hold numbersNumbers 1 and 2 written on strips of paperProduction Team Organization Chart.QuestionsWorksheets for the production manager, the house manager, and the stage managerReward for winning team and runner-ups  (candy bars, blue ribbons, certificates, etc.) Related Documents

Production Managers questions Production managers portfolio requirements Production Manager info and worksheets

Lesson DirectionsAnticipatory Set/HookArrange the chairs into two equal semi-circles in front of the board.  Label them “Group 1” and “Group 2.”  Create a score card on the board (similar to the chart below). Make sure the students sit on the floor at the beginning of class. TEAM A:        (name)                                                 TEAM A:        (name)            Points: Points:

TOTAL TOTAL Instruction  

Step 1—Ask the students:             Who thinks they are good at figuring things out?            Who is competitive?            Who likes to win?Explain:  Today we are going to play a game. Step 2—Have each student take a number out of the hat.  As students show you their numbers, have them sit in the chairs marked with their number. Step 3—Explain the Rules of the Game. ·         No one can speak out of turn.  If they do, their team loses a point.·         The members of the teams will take turns. ·         A question will be read to the first team. ·         The first person on that team will answer the questions (if answered correctly, 2 points). ·         If that person cannot answer correctly, the question goes to the first person on the other team (if answered correctly that team gets 1 point and still gets the next question for their official team).  Step 4—Show the Production Team Organization Chart.Ask:    Who remembers this chart?            What is it?           What did we talked about in class on the first day of this unit? (production team, different names of the production team, what the different members do, etc.)            What do your remember about producer or production manager?                                                              the house manager?                                                              the stage manager? Today’s game is going to include information that was presented that day as well as some things that we have learned since.  Put on your thinking caps. CLUE:  Use deductive reasoning. Step 5—Have fun playing the game. Step 6—Praise and encourage the students throughout the game. Step 7—A few minutes before the bell rings, declare the winning team.  Give out rewards for a job well done. Step 8—Distribute handouts (including a copy of the Quiz questions), homework and Portfolio Assignments.  Explain the homework. Emphasize that these assignments need to be completed at home and put in their portfolios.  Be sure to remind the students that they proved that they know the answers in the game today.  If they need some help, they can collaborate with another student and/or search google. CLOSURE:  Remind students to write in their learning logs, then, excuse the students when the bell rings AssessmentParticipation

14: Portfolio Work Day (Final Work Day)

ObjectiveStudents will demonstrate their understanding of the role of a theatre production team, the definition of each member, and his/her responsibilities, talents/skills by taking a test and working on their Production Book (portfolio) which is based on a chosen scene from Midsummer Night’s Dream and includes hands-on, creative projects for specific positions on a production team and similar to what they would do if working an actual production.

Materials NeededCopies of unit testCopies of Production Book grading sheetExtra handouts from unit lessonsSupplies that may help the students be more creative in completing their portfolios: colored pencils, scissors, glue, colored paper, etc.

Related Documents Production Team written test Production Book grading criteria

Lesson DirectionsAnticipatory Set/HookArrange the desks/chairs so they are scattered around the room (a few feet from other chairs/desks).  Tell the students to sit down and review for the Production Team Test

InstructionStep 1—Before administering the test, explain that students can work on their portfolios after they submit their tests.  Also explain the Expectations and Consequences of this work day:Expectations:             Students are expected to use the time wisely.                                    Students will do their own work.                                    Participation points determined by how much is accomplished.                                       I will be available to help, clarify, and answer questions.Consequences:           Today’s work day will end immediately, and                                    Students will not be given work time in the future.Read the instructions of the test aloud.  Check for Understanding.                                                                                                                                                        ADMINISTER THE TEST. Step 2—(As each student turns in his/her test) Hand out the Portfolio Grading Sheet and instruct the student(s) that they have the rest of the period to complete work on their Production Book.  Step 3—Continually monitor the students throughout the class period.  Maintain close proximity with students by walking around the room, checking students’ work. Step 4—Keep the students apprised of the time. Step 5— Ask students if they need any help.  Step 6—Have students wind up their projects and clean up a few minutes before the bell rings.

Ask:    Was this time helpful?  How?   Why? CLOSURE:  Remind students that they must finish the project outside of class.  “REMEMBER:  Student Production Books (Portfolios) are due at the beginning of the next class period.”  Also, remind students to write their final entry in their learning log because it is due the next period.  Tell them that you expect them to have at least one entry for each lesson  -- 14.

AssessmentWritten test and portfolio