Set Construction by Melani Boren

Objective: The students will demonstrate their understanding on how to build structurally sound set pieces by building a soft stock flat, a stock legged-up platform, and a stock step unit in groups.

Class Level: Advanced

Main Concepts: construction of set pieces

1994 National Standards: CONTENT STANDARD 3: Designing and producing by conceptualizing and realizing artistic interpretations for informal or formal productions.

Description: This unit can be used in any length of class - the lessons consist of instruction and practice with construction.

Lesson Plans Lesson 1: The Inner Workings of Stock Soft Flats The students will demonstrate their knowledge on the various pieces and parts of both hard and soft stock flats and the steps in building one by participating in a flat Olympics.

Lesson 2: Building Stock Flats The students will demonstrate their knowledge on how to build a flat by building a soft stock flat in a group.

Lesson 3: The Inner Workings of Stock Platforms The students will demonstrate their knowledge on the various pieces and parts of a stock platform and the steps in building one by taking a written quiz.

Lesson 4: Building Stock Platforms The students will demonstrate their knowledge on how to build a legged-up stock platform by building one in a group.

Lesson 5: The Inner Workings of Stock Step Units The students will demonstrate their knowledge on the various pieces and parts of a stock step unit and the steps in building one by creating a model of one.

Lesson 6: Building Stock Step Units The students will demonstrate their knowledge on how to build a stock step unit by building one in a group. 1. The Inner Workings of Stock Soft Flats

Objective The students will demonstrate their knowledge on the various pieces and parts of both hard and soft stock flats and the steps in building one by participating in a flat Olympics.

Materials Needed Model of a flat Four full sized flats Cards with flat parts labeled on them: 2 Stiles, 2 Rails, 2 Toggles, 2 Corner Braces, 4 Corner Blocks, 4 Straps, 4 Half-Straps, Various Nail Configuration Choices (need 4 sets; one for each group) Four rolls of tape

Related Documents  Lesson One Document

Lesson Directions Anticipatory Set/Hook Write the words: rail, toggle, stile, strap, corner block, and corner brace on the black board. Have the students write the definitions of the words on a piece of paper. (definitions can be anything such as: strap-object, such as a tree branch or piece of leather, used to punish children; binding on a snowboard; bracing piece on a scenic flat)

Instruction Step 1: Ask for volunteers to give their definitions to the words. After all the words have been given a verbal definition by the students tell them that these are actually all pieces of a scenic flat (definition in flat terms will be given throughout lesson).

Step 2: Rails and Stiles -Draw two rails on the board and two stiles. -Describe to the students that the rail always overlaps the ends of the stile to prevent the wood from snagging on the floor when the flat is dragged. -Tell the students that 1x3’ and 1x4’ are the standard sizes of lumber used -Show the students the rails and stiles on the model.

Step 3: Toggles -Add two toggles to the drawing. -Ask the students why they think toggles are necessary (they add support and strength to the flat and maintain the distance between the stiles). -Teach the students that toggles should be every 3-6 feet. -Tell the students that 1x3 and 1x4 are the standard sizes of lumber used -Show the students the rails and stiles on the model.

Step 4: Corner Braces -Draw in the corner braces. -Corner braces can be placed in a variety of distances from the corner. Typically a 3 foot board with 45 degree angles at each end will force the corner brace into an adequate position. -Each flat needs two corner braces. They should be against the same stile. -Before putting in corner braces make sure the flat is square (measure from diagonal corners and they should be the same length.) -The standard size of lumber used for corner braces is 1x3’ -Show the students the corner braces on the model.

Step 5: Corner Blocks -Draw in the corner blocks. -They should be inset by 3/4” so that other flats can easily be butted into them. -The grain of corner blocks should run against the 90 degree angle of the block. -1/4” ply-wood is the standard for corner blocks -Show the students the corner blocks on the model.

Step 6: Straps and Half-Straps -Draw in the straps and half straps. -Straps should be as wide as the toggle minus 1/4” -Straps are 8” long -Straps should be placed ¾” in from the edge of the stile -Half-straps are as wide as the corner brace minus 1/4” -Half-straps are 8” on the long side with a 45 degree angle on each end -Half-straps should be placed ¾” in from the edge of the stile and rail -The grain for both Straps and Half-straps should run parallel to the long side of the strap -1/4” ply-wood is the standard for Straps and Half-straps -Show the students the straps and half-straps on the model

Step 7: Securing the Parts: Tell the students that all pieces should be glued and nailed (stiles only glued to rails, no nails) -Add to the drawing the placement of nails for the corner Block, Straps, and Half-Straps

Step 8: Putting on the Muslin -Tell the students that they will need a piece of muslin the size of the flat with an additional inch around each side. -Place regular Elmer’s glue along the front side of the rails and stiles (not the toggles). -Put the muslin across the frame stretching it tight. -Either let the glue dry or place in small staple before proceeding to the next step -Make a mixture of ½ Elmer’s glue and ½ water. With a paintbrush, cover the muslin with the glue/water mixture. Let dry (this stretches the muslin tight and makes it more durable and workable). -With a utility knife trim off any extra muslin sticking over the edge of the stiles and rails.

Step 9: Hard Flats Tell the students that hard flats are essentially the same. They do not need any of the bracing pieces (corner blocks and braces) however, because the ¼” ply-wood acts as a bracing piece. The ¼” ply-wood should be screwed in on the rails, stiles, and toggles

Step 10: Cut List: Explain to the students how to make a cut list for a flat. -Most common wood used is 1x3’ and 1x4’. Both of these are in actuality ¾”x 2 ½” and ¾” x 3 ½” -When making a cut list these differences have to be taken into account Example Cut Lists 4x8’ Flat using 1x4’2 Rails @ 4’-0”2 Stiles @ 7’-5”1 Toggles @ 3’-5”2 Corner Braces 4 Corner Blocks4 Straps4 Half-Straps 3x9 Flat using 1x3’2 Rails @ 3’-0”2 Stiles @ 8’-7”1 Toggles @ 2’-7”2 Corner Braces 4 Corner Blocks4 Straps4 Half-Straps

Step 11: Take the students to the theater where 4 soft wood flats will be set up with the back side showing. Divide them into 4 groups and have them stand in a straight line in front of one flat. Hand the group pieces of paper with the name of each part of the flat written on it and a roll of tape. On the signal the first person in each group has to run to their flat and put their label in the correct spot. They then run back and hit the next person’s hand. The group who labels the entire flat correctly first wins. (while checking each group’s flat make sure to correct all mistakes so the students know what the correct pieces are.)

Assessment Participation

Author's Notes The nail points could not be marked electronically, so be sure to mark them for your students. 2. Building Stock Flats

Objective The students will demonstrate their knowledge on how to build a flat by building a soft stock flat in a group.

Materials Needed 1x3’ plywood (Rails, Stiles, Toggles, and Corner Braces) Pre-cut Corner Blocks, Straps, and Half-Straps Miter saw Muslin Paintbrush Bucket Glue Staple Gun with Staples Scissors

Lesson Directions Anticipatory Set/Hook Previous Lesson

Instruction Step 1: Divide the students into four groups -Tell the students they will be making a 3x8’ Flat using 1x3’ plywood -Have them create a cut list 2 Rails @ 3’-0” 2 Stiles @ 7’-7” 1 Toggles @ 2’-7” 2 Corner Braces 4 Corner Blocks 4 Straps 4 Half-Straps

Step 2: Have them cut out the Rails, Stiles, and Toggles

Step 3: Have the students glue the Stiles, Rails, and Toggles together

Step 4: Next have them cut out 2 Corner Braces -glue them into place

Step 5: Glue and Nail on the Corner Blocks, Straps, and Half-Straps

Step 6: Ask the students what size of muslin they’ll need if they need 1” extra on all sides (3’-1” x 8’-1”) -have them cut out a piece of muslin this size -have them put glue on the Stiles and Rails -place the muslin on top stretching tight -put in staples Step 7: have the students make a ½ and ½ glue/water mix -paint the mix onto the muslin and let dry -tells the kids they can trim the flats when they come into the show for the platform day

Assessment soft flat 3. The Inner Workings of Stock Platforms

Objective The students will demonstrate their knowledge on the various pieces and parts of a stock platform and the steps in building one by taking a written quiz.

Materials Needed Copies of Platform Quiz Powerpoint of overheads of 6 photographs and drawing of step legs Model of Platform

Lesson Directions Anticipatory Set/Hook Prior to class take six pictures of groups of people. They will be paired for a total of three positions. One picture in each set will be taken with the subjects all on one level. The other picture will be the same setup but with different levels. (ex. 7 people all on one level verses 7 people on various levels). Put them on a power point so they can be shown to the class. (actual pictures used will be photographs, not drawings)

Hook: Project the six different pictures on a screen.

Instruction Step 1: Ask the students which out of each set they find more pleasing to the eye. Why? (A-can’t see everyone B-can see everyone A-flat B-dimensional, etc.) -Explain to the students that platforms can be used in a set to help form the more pleasing “B” picture.

Step 2: Have a student come to the board and draw the frame of a flat. Tell the students that the frames of platforms are built much the same as the frames of flats.

Step 3: Frame -Erase the Corner Braces, Corner Blocks, Straps, and Half-Straps from the flat drawing. -Have another student come to the board and label the remaining parts (Rail, Stile, Toggles). -Tell the students these are the basic parts to a platform frame.

Step 4: Frame Lumber Take out a short piece of 2x4” lumber and a piece of cardboard (represents cover of platform). -Show the students that on a flat the 2x4” is placed with the 4” side against the cardboard. -Flip the lumber so that the 2” side is now against the cardboard. -Explain to the students that this is one of the major differences between the frame of a flat and that of a platform. -Show the students the stiles and rails on the model. Point out placement of 2x4”

Step 5: Toggles -Ask the students how far apart toggles are supposed to be on flats (every 3-6’). -Tell them that for platforms the toggles need to be ever 2’. -Ask the students if they have an 8x4’ platform how many toggles will they need? (3) What about a 14x5’? (6) -Tell the students that toggles are placed into the frame after the stiles and rails are screwed together. Step 6: Lid -Tell the students that a typical wood used for the lid is ¾” plywood. This is a strong wood that will hold a lot of weight. -To connect the lid to the frame lay it on top of the frame. Connect one of the short sides with screws (screws should be about every one foot). Proceed clockwise and do one side at a time continually forcing the frame to fit the 3/4” ply. This will ensure that the platform is square. -When the perimeter of the lid is screwed to the frame insert screws on the toggles. -Glue is not needed

Step 7: Legging-Up Platforms -Explain to the students that stock platforms usually don’t have legs because this would make storage difficult. It is easy to add legs of varying heights, however. -Step legs are the most common method of legging up. -Show students drawing of step leg (on power point or overhead). -Point out on the picture that the step leg is bolted twice into the frame. -Explain to the students that the piece that extends past the bottom of the frame up to the cover does not actually touch the lid. -A ¼” gap is left. Ask them why they think it is done this way (prevents pressure on the lid that could disconnect it from the frame; the shorter piece of the step leg that rest against the bottom of the frame takes all the weight).

Step 8: Bracing Platforms -If a platform is higher than 12” is needs bracing. - Draw a front view of a platform on the board. -Add in two braces. -Explain to the students that these are connected on the legs and not the frame of the platform. -Show the students the step legs and bracing on the model platform

Step 9: Cut List -Have two students come up to the board and race creating a cut list for the stiles, rails, and toggles of a 4x8’ flat. (2 Rails @ 4’-0”, 2 Stiles @ 7’-5”, 1 Toggle @ 3’-5”). -Draw a platform on the board and label it as 4x10’. -Ask the students how many toggles it needs (4)? Draw those in. -Now ask the students to make a cut list for the platform (remind them that the 2x4” is placed with the 2” side against the lid and that the dimensions for 2x4” are really 1 ½ x 3 ½”).

Cut List 4x10’ Platform 2-Rails @ 4’-0” 2-Stiles @ 9’x9” 4-Toggles @ 3’x9” 1- ¾” plywood lid @ 4x10’

Step 10: Hand the quiz to the students and give them a few mins to take it. Correct together as a class and have them turn them in.

Assessment quiz 4. Building Stock Platforms

Objective The students will demonstrate their knowledge on how to build a legged-up stock platform by building one in a group.

Materials Needed 6 pieces of ¾” plywood @ 4x8’ Pieces of 2x4’ Miter Saw Nail Gun with Nails Screw Guns Screws Drill Bolts

Lesson Directions Anticipatory Set/Hook Previous Lesson

Instruction Step 1: Divide the students into four groups -Have the students create a cut list for a 4x8’ platform 4x8’ Platform 2-Rails @ 4’-0” 2-Stiles @ 8’x9” 3-Toggles @ 3’x9” 1- ¾” plywood lid @ 4x8’

Step 2: Have the students cut the rails and stiles -lay them on the floor of the shop and nail them together

Step 3: Have the students cut out the toggles -place them in the frame and nail them in

Step 4: Lay the lid on top of the frame -starting with a short side (rail) screw in the lid every one foot -continue working around the frame -screw in the lid to the toggles

Step 5: Ask the students if they want to leg up the platform 12” how long should the long piece of the step leg be? (11”-take away ¾” for the lid thickness and ¼” for the gap between the lid and the step leg) -have them cut out 6 pieces of 2x4” at 11” (one step leg in each corner and one in the middle of each long side)

Step 6: Ask the students how long the shorter piece of the step leg should be? (7 ¼” why? 12” [height from ground to top of platform] minus 4 ¾” [thickness of lid plus frame] =7 ¼”) -have them cut out 6 pieces of 2x4” at 7 ¼” Step 7:glue these two pieces together -put step legs one each corner of platform and middle of long sides -drill holes in frame of platform and step legs -bolt into place

Assessment construction of platform 5. The Inner Workings of Stock Step Units

Objective The students will demonstrate their knowledge on the various pieces and parts of a stock step unit and the steps in building one by creating a model of one.

Materials Needed 12 pieces of 1/8” plywood cut at 16”x10” (carriage) 6 pieces of 1/8” plywood cut at 14” x 9” (Tread) 6 pieces of 1/8” plywood cut at 10” x 9” (Risers) Carpenter’s Squares 4 Stair Gauges Pencils Glue Staple Gun with Staples Table Saw Miter Saw Band Saw Model of Step Unit

Related Documents  Lesson Five Document

Lesson Directions Anticipatory Set/Hook Show the students the ending clip from Labyrinth where Sarah, the baby, and the Goblin King are climbing over, around, and across various sets of stairs or the clip from Harry Potter: The Sorcerer’s Stone where Ron, Harry, and Hermione are climbing up a set of stair, it starts moving, and the lines are said, “What’s happening?” “Don’t you remember, the staircases move.”

Instruction Step 1: Ask the students why they think step units in theater are important (if you use platforms you need steps to allow the actors to get to those platforms).

Step 2: Take the students to the shop and have them separate into groups of 4.

Step 3: Ask the students what ¼” scale means (1” = 4’). -tell them that they will be making a step unit at ¼” scale. -ask them if we want a tread of 12” and a rise of 8” how big are the tread and rise going to be on the model (divide the real measurements by 4 to get scale measurements-tread 3” and rise of 2”)

Step 4: Show the students the carriages on the step unit model. -Have each pair of students get two pieces of 1/8” plywood to make a carriage. -Draw on the board a picture of a step unit Carriage

Step 5: Have a student label the scale dimensions on the rise and tread of the carriage. -get out the carpenter’s squares and have the students place a stair gauge on the 2” and 3” marks -now have them but the paperclips against their piece of 1/8” plywood. Do this 5 times to make the rise and tread of the carriage. Step 6: For the bottom rise have the students deduct the width of a tread (for model 1/8” plywood) -for the top tread have them deduct the thickness of a rise (for model 1/8” plywood).

Step 7: Now have the students extent the line from the second to last rise on the bottom and the second to last tread on the top. -connect a line where these lines cross the bottom and back of the step unit

Step 8: Now have the students place their two pieces of 1/8” plywood together and staple twice in the middle of the carriage. -using the band saw have the students cut out the carriage.

Step 9: Next ask the students if they want steps 3’ wide in ¼” scale how wide should they Be? (3x12=36” so 36” wide steps ……..36” divided by 4” is 9” wide so scale steps are 9” wide)

Step 10: Create a cut list on the board Using 1/8” plywood -3 Treads @ 3”x 9” -1 Tread @ 2 7/8” x 9” -3 Risers @ 2” x 9” -1 Riser @ 1 7/8” x 9”

Step 11: Using the table saw (if available) and the miter saw have the students cut out the Treads and Risers

Step 12: Starting with the bottom riser and moving to the top glue and staple 4 riser Pieces -explain that when building a real step unit screws will be used instead of staples

Step 13: Starting with the bottom tread piece and moving up glue and staple the 4 tread Pieces -explain that when building a real step unit screws will be used instead of staples

Step 14:Show the students the back of the model step unit Ask the students to measure the gap at the top of the step unit between the two pieces of carriage and the top step (8 6/8” x 2”) -have them cut out a piece of 1/8” plywood according to these dimensions -glue and staple in this piece

Step 16: Point out the legs on the model of the step unit. Explain to the students that they will not put these on their models but will on the full scale step units.

Assessment participation

Author's Notes See the attached document for the drawings. 6. Building Stock Step Units

Objective The students will demonstrate their knowledge on how to build a stock step unit by building one in a group.

Materials Needed Pieces of ¾” plywood 2x4’s Carpenter’s Squares Stair Gauge Staple gun with Staples Glue Screw guns with screws Table Saw Band Saw

Lesson Directions Anticipatory Set/Hook Previous lesson

Instruction Step 1: Divide the students into four groups -have the students create a cut list for a step unit with a 12” tread and 8” rise that is 2’ tall and 4’ wide. -remind them that ¾” plywood is being used for the tread, risers, and carriage

Cut List -2 Treads @ 12”x 4’ -1 Tread (top one) @ 11 1/4” x 4’ -2 Risers @ 8” x 4’ -1 Riser @ 7 1/4” x 4’ -2 carriage pieces -1 backing piece @ 7 ¼” x 3’-10 ½” -2 2x4” horizontal legs @ 1’ 11 ¼” -2 2x4” vertical legs @ 2’-6”

Step 2: Using a carpenter’s square and stair gauge have the students draw a carriage on a piece of ¾” plywood -put a second piece of plywood underneath, staple the two together, and cut with a band saw

Step 3: Have the students cut out the riser and tread pieces -have them glue and screw them onto the carriage

Step 4: Have the students cut out the backing piece -glue and screw this piece to the carriage and top tread

Step 5: have the students cut out the 4 legs -glue and screw these in Assessment construction