GCSE Applied Performing Arts Toot Hill School Drama Department
Section B – Lighting Workshop
Page Number Page Page of Content Research & Planning Development Skills aspects related Work Evaluation Page 1 Front Cover Page 2 First Audit Sheet ü ü Page 3 Flood Lantern ü ü Page 3 Fresnel Lantern ü ü Page 3 Profile Lantern ü ü Page 4 Lantern Question and Answer Page ü ü Page 5 Gobos and Gels ü ü Page 6 Lighting System Diagram ü ü Page 7 Rig Plan ü ü ü Page 8 Performance Review ü Page 9 Final Evaluation ü ü Page 10 Witness Statement Sheet ü ü Page 11 Second Audit Sheet ü ü
Page 1: Front Cover
On this page you need to ensure that you have the following information:
The title: Lighting Workshop Your name: [Whatever it is]
Then leave a gap and write:
Course name: GCSE Performing Arts (Single Award) Your school: Toot Hill School Your centre number: 28308
Try to make your title page look professional in it’s layout and style.
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 2: Audit Sheet [Skills Development and Evaluation]
You need to complete an acting audit sheet which is available on this page of the booklet. It is designed to record what you know at the start of the course. Cut it out, mount it on a sheet of coloured paper or card and include it on page 2 of your portfolio.
Use the table below to record your experience and understanding of the following areas…
Knowledge/skill Used Evidence
Rig
Fresnel
Profile
Flood
Ladder
Gobo
Gel
Barndoors
Shutters
Wash
Spot (hard/soft)
Cue
Plot
Cue Sheet
Health and safety
Lighting board
Dimmer pack
DMX
Patch board
Rigging
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GCSE Applied Performing Arts Toot Hill School Drama Department
Types of Theatre Lanterns (info only)
The next two pages outline the 3 main types of lanterns you will be using in Toot Hill Theatre and in smaller venues on tour. This section is for information only. Use the advice on the next few pages to complete this coursework section.
Flood Lantern
Information
This is the simplest type of lantern, consisting of a halogen lamp and a reflector in a box, with no lens. The reflector concentrates the light towards the opening in the box. There is no control over the focussing of a flood, other than its general direction.
Bulb
Flood How it spreads light
Symbol for flood on a lighting plan
Fresnel Lantern
Information
The Fresnel (pronounced "Frennel") is a soft-edged spotlight with more control over beam angle than floods, but less control than profiles. The lens is a series of stepped concentric circles on the front and pebbled on the back and is named after its French Bulb and Lenses inventor, Augustin-Jean Fresnel (1788-1827). He developed the lens for French lighthouses so that they could be seen further out to sea and could achieve a longer focal length with a lot less glass than a standard plano-convex lens. It was first used in stage lighting in the late 1920s.
The size of the beam can be adjusted by moving the lamp and reflector closer to or farther from the lens, either by a screw mechanism or a simple slide. The beam can be shaped by the
Fresnel with barn doors four barn doors attached to the front of the lantern.
Symbol for a Fresnel on a lighting plan Fresnel "flooded" Fresnel "spotted down"
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GCSE Applied Performing Arts Toot Hill School Drama Department
Profile Lantern
Information
Profile lanterns produce clearly defined spots of light and are the most focussable and versatile of the lanterns. They have a lens (some have two lenses), a lamp and a reflector, and they also have shutters and a Bulb and Lenses gate.
Profiles get their name from their ability to project the shape of anything placed in the gate of the lantern between the lamp and the lens. These shapes may be formed by the shutters, or they may be cut out of thin metal (a "gobo" - see diagram right).
Profiles with two lenses (zoom profiles) are best for projecting gobos and other shapes, as the size and sharpness of the beam is fully adjustable throughout the beam angle range of the lantern.
Profile A followspot is a special type of profile lantern with additional controls, extra handles, sights, built-in colour changer and iris, and is usually of much higher power.
Symbol for a profile on a lighting plan
With the lenses far apart, the beam is narrow
With the lenses close together, the beam is wider.
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 3: Flood Lantern [Skills development & Work Related Aspects]
Now you need to complete the following sections which then need to be redone in neat in your portfolios.
Use this sheet to record information that you will need to include in your coursework. Remember to include the heading as well.
Draw a Flood Lantern and label the diagram:
Describe what effects a Flood Lantern Describe your experience using a Flood might create on stage: Lantern and explain why you chose it.
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 3: Fresnel Lantern [Skills development & Work Related Aspects]
Use this sheet to record information that you will need to include in your coursework. Remember to include the heading as well.
Draw a Fresnel Lantern and label the diagram:
What effects can you create with a Describe your experience of using a Fresnel lantern? Explain and draw Fresnel Lantern and explain why you them: chose it:
Soft edged spot
Spot size
Round or square spot
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 3: Profile Lantern (Skills development & Work Related Aspects)
Use this sheet to record information that you will need to include in your coursework. Remember to include the heading as well.
Draw and label a Profile Lantern:
Explain what effects can be created by Describe an occasion where you have using a Profile Lantern. List and draw used a Profile Lantern and explain why them: you chose it:
Soft edged spot
Hard edged spot
Projected image or pattern
Round or square spot
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 4: Lantern Q & A Page (Skills development & Work Related Aspects)
Using the information you have been given during the workshop answer the questions below in your portfolio using the heading above.
Questions
What is a 1K Fresnel and why would you use one?
Draw a set of Barn Doors, explain what lantern they are used with and what effect they create.
Draw a Shutter, explain what lantern they are used with and what effect they create.
Draw and label the symbols used for three main lanterns on a rig plan
Describe how lights might be rigged and focused in a theatre
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GCSE Applied Performing Arts Toot Hill School Drama Department
Gobos and Gels (info only)
This section covers Gobos and Gels and provides you with the information you need to complete pages 24 and 25. This section is for information only.
Gobos
Gobos are small metallic sheets that have a picture, image of pattern cut into them.
They are placed in a Gobo Holder and inserted into the middle section of a PROFILE lantern (see diagram) and once the lantern is focused it will project the image of the Gobo
Profile Lantern Profiles get their name because they create the ‘profile’ of the image on the Gobo.
It is possible to make your own Gobo if a commercial one is not available by using the metal from a drink can and cutting an image into it (really, it does work!)
Below is a selection of Gobos commercially Gobo inserted in front of bulb available
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GCSE Applied Performing Arts Toot Hill School Drama Department
Gels
Gels are coloured sheets of transparent plastic that ate placed in Gel Holders and poisoned at the front of a lantern.
Profile, Fresnel and Flood lanterns all accept Gels. Profile and Fresnel lanterns use the same type of holder. Floods require a larger Gel area and therefore require a different holder. Gels and Gobos can be used together to enhance the effect of the Gobo
Fresnel Gels are used to create atmosphere on stage through the use of colour and tone. It is essential that you use a colour suitable for the events or emotions being conveyed on the stage
Colour communicates meaning. Complete the following chart relating colours to emotions
Profile
Emotion Colour Situation Colour
Envy Green Summer Yellow Flood Love Winter Peace Spring Hate Autumn War Birth Lust Death Greed Storm Passion Morning Pain Dusk Energy Town Infinity Country Jealousy Desert Death Joy
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Page 5: Gobos [Skills development & Work Related Aspects]
Use this sheet to record information that you will need to include in your coursework. Remember to include the heading as well.
Draw an example of commercial Gobo: Gobos
What is a Gobo?
What is a Gobo Holder and what does it look like?
Where do you place it in a Profile lantern?
What effect does it create?
Design your own Gobo and explain what you would use it for:
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 5: Gels [Skills development & Work Related Aspects]
Use this sheet to record information that you will need to include in your coursework. Remember to include the heading as well.
Examples of Gels: Using Gels:
• Describe your experience of using gels. • What colours did you use? • What effects and atmosphere did this create? • Was this successful?
Emotion Colour Situation Colour
Envy Green Summer Yellow Love Winter Peace Spring Hate Autumn War Birth Lust Death Greed Storm Passion Morning Pain Dusk Energy Town Infinity Country Jealousy Desert Death Joy
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GCSE Applied Performing Arts Toot Hill School Drama Department
Lighting Rigs and Patch Boards (info only)
The main aim of a theatre lighting system is to provide a really flexible way of allowing the user to create the effects s/he wants.
The more versatile it is, the wider the range of effects that can be created.
At it’s simplest level a theatre lighting system should allow the user the push a slider on the lighting desk and the lantern connected to that channel will light up.
How it does that is more complicated than you might think. If you look at the diagram on the next page you will see a visual representation of a theatre lighting system
The Lighting Rig
Rigging is the process of hanging the lanterns on the lighting rig and plugging them into the plug sockets attached to the rig. Each of these sockets is numbered (in our theatre it is 1 to 68) and it is important to remember what socket number you have plugged a lantern into. Each socket on the lighting rig is connected via an electrical cable to a plug in the lighting box.
In our theatre lights can be rigged (attached) from horizontal bars in the roof, horizontal bars coming out of the wall or rigged (attached) to a range of floor stands.
The rig in the roof of our theatre looks like this. It is made up of lots of bars:
But there are other ways of rigging (attaching) lanterns. Below are pictures showing the different ways of rigging (attaching) a theatre lantern in preparation for patching and focusing it. You will have the opportunity to use ‘Boom Arms’ and ‘Floor Stands’ at a later date. During this workshop you will use the Lighting Bars in the theatre roof and ‘Floor Stands’ with ‘T bars’.
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GCSE Applied Performing Arts Toot Hill School Drama Department
Once you have rigged your lights they need to be patched in. This is explained below.
The Patch System
Once you have rigged a lantern you need to patch it in. Patching is the process of plugging the lighting board into the lighting rig. The patch board is made up of 24 plug sockets. Each of these sockets is linked directly to a fader on the lighting desk. Socket 1 is linked to fader 1 all the way up to socket 24.
To patch in a lantern you need to remember what socket on the rig you have plugged the lantern into. You then need to find the plug that is attached (via electrical cable) to the socket on the rig. That plug is situated next to the patch board and is numbered. That means socket 1 on the lighting rig would be connected to plug 1 next to the patch board.
Once you have decided which channel on the lighting board you want to light up your lantern you simply take the correctly numbered plug (which is attached to a socket on the lighting rig) and plug it into the socket on the patch board (which is connected to a slider on the lighting desk).
So if you follow the example on the following page you will see…
A profile lantern has been plugged into socket 21 on the lighting rig
The plug attached to socket 21 is connected to channel 17 on the patch board
This is directly linked to fader 17 on the lighting desk
This means that when you bring up slider 17 on the lighting desk the profile lantern plugged into socket 21 on the lighting rig will light up,
System Diagram
On the next page is a system diagram of a theatre lighting system. Use it to help you fully understand how the system works
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Lighting Desk
Sliders There are 24 A Master A channels on the Lighting Desk and each channel links to one of 24 B dimmers on the Dimmer Rack
1 to 24 Master B
Grand Master
Dimmers
Dimmer Rack The Dimmer Rack is what makes the lights fade up and down rather than simply switch 1 to 24 off or on. There are 24 dimmers, each connected to a channel on the Lighting Desk Dimmer Rack and Fuses
Patch Board Each of the plug sockets on the patch 14 board links directly, through the 1 2 3 4 5 6 7 8 9 10 11 12 dimmer rack, to the 21 6 numbered slider on the 13 14 15 16 17 18 19 20 21 22 23 24 lighting desk:
Patch socket 1 7 16 = 8 1 1 1 1 Slider 1 1 13 9 1 5 2 23 3 1
21 22 23 24
Each of the plugs that plug into the patch board link directly to a socket on the lighting rig. The plug and the socket have the same number but that number does not have to be the same as the channel on the lighting desk and dimmer pack. 15 | Page
GCSE Applied Performing Arts Toot Hill School Drama Department
Lighting Desk
This section explores how to set up lights on the lighting desk once you have rigged and patched them in.
Setting The Desk
The lighting desk has 2 sets of 24 sliding controls; each slider controls a channel. This means that if you move slider 1 up and down this fades the lantern patched into channel 1 up and down.
For example Fader 1 on the diagram is set at 9 – level 4. This would mean that the lantern 8 – patched into channel 1 would be at about 7 – half its full brightness. 6 – 5 – Fader 2 is at level 8, this would mean that 4 – the lantern patched into channel 8 would be 3 – almost at its full brightness. 2 – 1 – Finally fader 3 is at level 1. The lantern 0 – patched into channel 1 would give out a very low level of light. 1 2 3
Once you have worked out how bright you want each of the lights for a certain scene you make a note of it on your lighting cue sheet. When the notes are complete you are ready to run through a performance using cross fading
Cross Fading
Lighting Desk
Master A A
B
1 to 24 Master B
Grand Master
The first step is to set up the initial lights you want on the first bank of sliders, which is called BANK A. You know what you want because you have it all written down on your lighting cue sheet.
You then prepare the next setting for the lights on BANK B. Again you use your notes on your lighting cue sheet to do this. When it is time to change from BANK A to BANK B you use the MASTER A and MASTER B controls and fade between them
You then use BANK A prepare the next settings for the lights.
You do this for the whole play. A complex play might have 30 or 40 changes in it. The Grand Master controls the whole desk and allows you BLACKOUT the stage.
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 6: Lighting System Diagram [Planning, Skills & Work Related Aspects]
Using the information on the last few pages draw a diagram that shows how the lighting system works, labelling the different parts. It must be drawn either on a computer or by hand and be clearly labelled.
Draw your lighting system diagram and label it. It should have four sections...
Lighting desk...
Dimmer Rack...
Patch Board...
Rig...
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 7: Rig Plan [Planning, Skills and Work Related Aspects]
On this page you should have a completed rig plan with each light marked on the sheet.
Page 8: Performance Review [Skills Development & Work Related Aspects]
Describe and review the performance you created and how you used the different lights to create different atmosphere and effects.
Performance Review
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 9: Final Evaluation of Lighting Workshop [Skills Development & Evaluation]
Use the heading and table below to record and evalaute your experiences during the lighting workshop.
Check List What have I learnt… How I used my knowledge… (Skills Development) (Evalaution) Theatre Lights I have learnt the difference During my performance I used all between three different types of three of the lights. theatre lights. I used the profile light to…. Fresnel lights are used when…
Profile lights are used….
Flood lights are…
Over all I have found knowing which theatre lights do what very useful.
Gobos and Gels
Rig plans
Patch board, rig and lighting desk
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 10: Witness Statement Sheet [Skills development & Work Related Aspects]
Use this sheet to record witness statements to confirm that you have completed the Lighting Workshop. One witness should be a member of staff; the other two should be fellow students you have worked with. Remember to include the heading as well as the witness statements in your portfolio
Witness Statement Sheet – Skills development and work related practice
Witness Statement One
Name:
Date:
Statement:
Witness Statement Two
Name;
Date:
Statement:
Witness Statement Three
Name:
Date:
Statement:
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GCSE Applied Performing Arts Toot Hill School Drama Department
Page 11: Second Audit Sheet [Skills Development and Evaluation]
You need to complete a second lighting audit sheet which is available on this page of the booklet. It is designed to record what you have learnt during the workshop. Include it in your coursework but…
DO NOT FILL THIS IN UNTIL THE VERY END OF THE GCSE COURSE
Knowledge/skill Used Evidence
Rig
Fresnel
Profile
Flood
Ladder
Gobo
Gel
Barndoors
Shutters
Wash
Spot (hard/soft)
Cue
Plot
Cue Sheet
Health and safety
Lighting board
Dimmer pack
DMX
Patch board
Rigging
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