Theatre Design and Technology Curriculum Map Name: Jo Strom Lane Grade/Course: Theatre Design and Technology Map Updated: 2014-2015 Unit Unit of Study Priority Standards—CRLEs Learning Targets Projects and Products/ (Formative Big ideas/Context/Time Frame Unit Self-Test Questions and Summative Assessments) ALL UNITS* can be taught in any CRLEs are taken from the ODE website. Long term targets: Formative sequence needed in alignment Source: http://www.ode.state.or.us/apps/oss/ • “I can” statements reflect the major project to Teacher conducts check of student’s with the production calendar. default.aspx?cla=290&c=3111&fa=981#FA be demonstrated after learning content. prior knowledge with each unit of Units are listed in suggested study. 1-12 order. Bullet point standards taken from AZ CTE. Short term targets: Source: http://www.azed.gov/career-technical- • I can statement are the components of the Summative *Please note: Theatre Production education/files/2011/11/technical-standards- learning unit. Students demonstrate each set of Labs Units are ongoing and technical-theatre-50050020.pdf skills as they complete each unit of sometimes interrupt the regularly Unit Self-Test Questions: study. scheduled units as needed. 1. How do my skills learned in technical theatre translate to a career? SPIRALED ASSESSMENTS Standard for this Unit of Study: 2. What is IATSE? Students have multiple opportunities STANDARD 11.0—Practice 3. How can I become a member of IATSE? to demonstrate their skill and marketable workplace skills 4. In what ways do I need to prove my knowledge, including both written and • Exhibit computer literacy as technical theatre skills? practical examinations. Assessment related to technical theatre Technical Theater Sample Assessment 5. When do I test to maintain proof of my include, but are not limited to: • Develop a technical theatre Multiple-Choice Test Code: skills? • Essential questions portfolio and resume • 7700 (Multiple-Choice) 6. Where can I sign up for over hire work once • Exit passes • Develop strong interpersonal Performance Test Codes: I am certified? • Focus questions communication skills • 7707 (Costume) • Question of the day • Use social networks • 7708 (Make-Up and Hair) • Create questions appropriately to further • 7709 (Construction) • Word wall career • 7728 (Electrics) • Demonstration • Understand the role of • 7729 (Sound) • Rubrics unions and professional • 7730 (Stage Management) affiliations as they relate to Version: 01 theatre and related industries All theatre education standards noted in • Research job, internship, bold with “TH” are from the 2014 National and higher/continuing Core Arts Standards for Theatre Education education opportunities, (Creating “Cr”, Performing “Pr”, including scholarships in Responding “Re”, and Connecting “Cn”). technical theatre Please note: Although applicable in this course, English/Language Arts standards are not noted due to the lengthy amount of content-specific standards already being addressed. Understanding Technical Theatre CREATING 3: Rehearse Long term targets: Formative Unit Anchor Standard 3: Refine and complete • I can perform duties associated with 1. Students take notes on 1 week artistic work. technical theatre. content presented or take a Enduring Understanding: Theatre artists refine • I can observe all safety procedures. pre-test. 1-12 ~ Perform the duties associated with their work and practice their craft through 2. Teacher conducts check of broad content areas in technical rehearsal. Short term targets: student’s prior knowledge. theatre Essential Question(s): How do theatre artists • I can attend class daily. ~ Demonstrate knowledge of the transform and edit their initial ideas? • I can participate in all class assignments. Summative sequence of stage production 1. Students attend daily. ~ Understand and apply the basic PROFICIENT TH.Cr.3.1.I Unit Self-Test Questions: 2. Students participate daily. mathematical concepts that apply to c. Refine technical design choices to support 1. How can you be successful in class? technical theatre duties the story and emotional impact of a devised or 2. What duties are required in technical SPIRALED ASSESSMENTS ~ Understand and observe all safety scripted drama / theatre work. theatre? • Essential questions procedures required in technical ACCOMPLISHED TH.Cr.3.1.II 3. What math skills are needed? • Focus questions theatre c. Re-imagine and revise technical design • Demonstration (safety) ~ Applying skills ongoing with each choices during the course of a rehearsal unit throughout the year process to enhance the story and emotional impact of a devised or scripted drama / theatre work. ADVANCED TH Cr.3.1.III c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama / theatre work. Theatre Design Unit STANDARD 1.0—Investigate how theatrical Long term targets: Formative 2-4 weeks design components contribute to theatrical • I can create at least one technical theatre 1. Teacher questions students production design for a production based on my design about prior knowledge about ~ Learn basics of theatre design • Demonstrate the elements of design as concept. history of design and “isms”. 1 ~ Learn how to apply a practical applied to theatre • I can critique my own design and others for 2. Teacher observes student theatre design for a production • Distinguish among types of improvement in technique and application of notes about theatre design. ~ Create at least one design for one performance venues, traditional and design concept. 3. Student takes notes on design technical theatre area non-traditional principles. ~ Document design (for ex: photos, • Research historical and contemporary Short term targets: swatches, descriptions, etc.) production designs from a variety of • I can select one category of theatre design: Summative ~ Create a designer’s concept and perspectives to determine a production stage management, theatre marketing, 1. Students create original statement style costume design, make up design, lighting theatre design. ~ Present design to a production • Interpret cultural and historical eras in design, sound design, scenic design. 2. Students have supporting team theatre • I can participate in a “design storm” project documentation of their concept • Identify previous and contemporary to generate ideas for design. and process of design. Optional: production techniques • I can create a design concept for a play. 3. Students present their design ~ Explain State Technical Theatre • Demonstrate how design conveys the (concept: visual metaphor) and answer question about Competition categories: stage their design choices and management, theatre marketing, mood, places the action, and reveals • I can document my design concept. (for ex: implementation. costume design and construction, character and setting images, words, textures, lines, shapes, make up design, lighting design, • Describe the role of the designer in the swatches, descriptions, photos, etc.) SPIRALED ASSESSMENTS sound design, scenic design, etc. collaborative process of theatre • I can design a room around a theme and • Essential questions ~ Compete in State Technical • Demonstrate how a designer share my design. • Focus questions Theatre Competition communicates a production design, • I can read a play and design the scenery. • Question of the day including renderings, models, sketches, • I can apply my design to a mini-model. • Create questions drafting, computer graphics, etc. • I can share my design concept and model • Word wall (-isms) with the class. • Rubrics (design) CREATING 2: Develop • I can explain how a designer uses ideas and Anchor Standard 2: Organize and develop applies them to a production. artistic ideas and work. • I can explain the roles of other designers on Enduring Understanding: Theatre artists work a production team. to discover different ways of communicating • I can present my design to a production meaning. team. Essential Question(s): How, when, and why do • I can critique my own design and others for theatre artists' choices change? improvement in technique and application of design concept. PROFICIENT TH.Cr.2.1.I b. Investigate the collaborative nature of the Optional Short term target: actor, director, playwright, and designers and • I can compete in State Technical Theatre explore their interdependent roles in a drama / Competition. theatre work. ACCOMPLISHED TH.Cr.2.1.II Unit Self-Test Questions: b. Cooperate as a creative team to make How does a designer develop a concept for interpretive choices for a drama / theatre work. • a production? ADVANCED TH.Cr.2.1.III b. Collaborate as a creative team to discover • In what ways does a designer’s ideas apply artistic solutions and make interpretive choices to the practical production? in a devised or scripted drama / theatre work. • When completing a design where the next step is construction, what elements are CREATING 3: Rehearse TH.Cr.3.1.I-III.c required to implement a design to fit the vision? PERFORMING 5: Prepare • What other technical theatre roles help Anchor Standard 5: Develop and refine artistic shape a design? techniques and work for presentation. Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? PROFICIENT TH.Pr.5.1.I b. Use researched technical elements to increase the impact of design for a drama /