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 / theatre production. ACCOMPLISHED TH.Pr.5.1.II b. Apply technical elements and research to create a design that communicates the concept of a drama / theatre production. ADVANCED TH.Pr.5.1.III b. Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama / theatre production.
RESPONDING 8: Interpret Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Theatre artists' interpretations of drama / theatre work are influenced by personal experiences and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people?
PROFICIENT TH.Re.8.1.I a. Analyze and compare artistic choices developed from personal experiences in multiple drama / theatre works. ACCOMPLISHED TH.Re.8.1.II a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama / theatre work. ADVANCED TH.Re.8.1.III a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama / theatre work.
CONNECTING 11: Research Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Enduring Understanding: Theatre artists critically inquire into the ways others have though about and created drama processes and productions to inform their own work. Essential Question(s): In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
PROFICIENT TH.Cn.11.2.I a. Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama / theatre work, using theatre research methods. ACCOMPLISHED TH.Cn.11.2.II a. Formulate creative choices for a devised or scripted drama / theatre work based on theatre research about the selected topic. ADVANCED TH.Cn.11.2.III a. Justify the creative choices made in a devised or scripted drama / theatre work, based on a critical interpretation of specific data from theatre research.
SAFETY and Rigging Unit STANDARD 6.0—Employ safe rigging Long term targets: Formative 2-3 weeks practices • I can demonstrate three different knots: 1. Teacher questions students • Demonstrate proficiency in clove-hitch, bowline, clove hitch, and half hitch. about prior knowledge 2 ~ Build trust and acceptance of bowline, half-hitch, and snub (Sunday) • I can take risks and support others in taking identifying tools and safety. others within a group knots risks. 2. Teacher observes student ~ Use basic theater rigging • Understand and operate single and notes about theatre design. techniques and rigging theory, double purchase theatrical rigging Short term targets: 3. Student takes notes on hand including knot tying systems • I can demonstrate three different knots: and power tools. • Understand and operate an automated bowline, clove hitch, and half hitch. rigging hardware • I can use deck safety procedures. Summative • Identify, select, and employ appropriate 1. Students demonstrate deck hanging hardware Unit Self-Test Questions: safety. • Implement the hang • What is the number one rule in stagecraft? 2. Students demonstrate knot tying. • What are the basic types of theatrical knots?
STANDARD 10.0—Stagehands: Perform tasks • What is the purpose and use of theatrical necessary to support the production knots? SPIRALED ASSESSMENTS • Practice stage safety protocols, • Essential questions including ergonomics • Focus questions • Question of the day • Operate stage mechanics (rigging, • Word wall (type of knots) turntables, hydraulics, etc.) • Demonstration (knot tying) • Understand proper manual stage shifting techniques • Establish and practice proper backstage decorum
PERFORMING 5: Prepare TH.Pr.5.1.I-III.b
Stagecraft Unit STANDARD 3.0—Practice theatrical Long term targets: Formative (Scenic and Props Construction) construction techniques that realize the set • I can identify and demonstrate the safe use 1. Teacher questions students 4-6 weeks design of hand and power tools. about prior knowledge • Employ shop safety protocols • I can design and build a mini-model of a identifying tools and safety. 3 ~ Learn safety in theatre • Identify construction materials, tools, theatre scene or platform, flat, bracing, and 2. Teacher observes student ~ Learn hand and power tools and and hardware rails. notes about theatre design. their use • Develop material costs and time • I can paint using three different paint 3. Student takes notes on hand ~ Apply use of hand/power tools estimates for the set design techniques: brush, roller, spatter, sponge, and power tools. while building a designed set • Select construction materials rag roll, and/or stencil. ~ Identify the common components appropriate to the set design Summative of scenery construction • Explore automation techniques for Short term targets: 1. Students create original ~ Build standard scenery including scenery in theatre (hydraulics, • I can draft scenery to scale theatre design and build mini- platform, bracing, flat, and rails or a pneumatics, mechanical theatre, show • I can use basic shop math to measure and model applying design. mini-model control) mark accurately. 2. Students use hand and power ~ Measure and work in scale from a tools with safety. • Apply appropriate construction • I can identify and demonstrate the use of ground plan or working drawing techniques based on material choices basic hand and power tools. 3. Students complete ~ Read construction plans e.g., assignments related to all • Determine and apply appropriate scenic • I can spike scenic units on stage according elevations and ground plans painting techniques to a ground plan. scenic pieces, props, ~ Create technical drawings costumes, lighting, and sound • Assemble/strike scenic elements on • I can create and follow a budget. ~ Create a cut list for scenic for spring production. stage I can paint using three different paint construction • techniques: brush, roller, spatter, sponge, ~ Lay out the set placement on SPIRALED ASSESSMENTS CREATING 2: Develop TH.Cr.2.1.I-III.b rag roll, and/or stencil. stage according to a ground plan Essential questions CREATING 3: Rehearse TH.Cr.3.1.I-III.c • ~ Spike scenic units in the PERFORMING 5: Prepare TH.Pr.5.1.I-III.b Unit Self-Test Questions: • Focus questions performance space • Question of the day ~ Use bearing loads in platform • What tools can you identify and use in stagecraft? • Word wall (stagecraft construction terminology) • Why do we measure twice and cut once? ~ Scenic painting materials, Demonstration (stagecraft • In what ways do the painting techniques • methods and processes skills) ~ Use basic shop math for reflect the type of production? • Rubrics (model making and measuring design) ~ Follow and enforce all safety procedures required in carpentry work ~ Create and use scenic budgets
Properties Unit STANDARD 5.0—Collaborate with director and Long term targets: Formative 2-4 weeks design team on property list and set dressings • I can layout and label a prop table. 1. Students take notes on • Employ shop safety protocols • I can construct one basic prop. content presented or take a ~ Create properties paperwork and • Plan for rehearsal properties pre-test. 4 running sheets from an existing • Determine whether to build or procure Short term targets: 2. Teacher conducts check of script properties and set dressings • I can create properties run cue sheets. student’s prior knowledge. ~ Lay-out and label a prop table • Identify construction materials, tools, • I can identify techniques for constructing ~ Construct and repair basic props and hardware as needed props. Summative using a variety of materials and • Select construction materials • I can demonstrate props construction safety. 1. Students demonstrate ability to skills appropriate to the properties and/or set layout a props table according ~ Identify techniques for dressings as needed Unit Self-Test Questions: to a props cue sheet. constructing props including paper • Develop material costs and time 1. What types of techniques can be used to 2. Students construct one basic maché, foam, and other materials estimates for the properties and set build props? prop. ~ Demonstrate knowledge of prop dressings 2. How do you layout a prop table for SPIRALED ASSESSMENTS safety construction and use • Apply appropriate construction production? ~ Create and use properties budget techniques based on material choices 3. What goes onto a props cue sheet? • Essential questions as appropriate • Focus questions • Determine and apply appropriate finish • Question of the day techniques, including dyeing and • Word wall (property painting terminology) • Install set dressings • Demonstration (property skills) • Organize properties table for run of • Rubrics (cue sheets) show • Maintain properties through run of show
CREATING 2: Develop TH.Cr.2.1.I-III.b CREATING 3: Rehearse TH.Cr.3.1.I-III.c PERFORMING 5: Prepare TH.Pr.5.1.I-III.b
Costuming Unit STANDARD 4.0—Practical theatrical Long term targets: Formative 4-6 weeks techniques that realize costume design • I can use two different stitches to sew one 1. Students complete sewing • Employ shop safety protocols item. packet sampler of various ~ Perform basic hand and machine • Create costume patterns based on the stitches. 5 stitching designs Short term targets: 2. Teacher conducts check of ~ Take measurements and perform • Identify costume construction materials, • I can demonstrate an understanding of the student’s prior knowledge. fittings tools, and hardware design process. ~ Label costumes, accessories and • Develop material costs and time • I can demonstrate fabric knowledge. Summative shoes estimates for the costume design • I can thread a needle. 1. Students demonstrate ability to ~ Organize accessory bags and • Select construction materials • I can demonstrate hand stitching. use at least two different hand wardrobe racks appropriate to the costume design • I can mark and cut a piece of fabric. stitches. ~ Set-up and organize a quick • Apply appropriate construction • I can research and analyze an assigned 2. Students sew a pillowcase, change booth techniques based on material choices script through the design process. purse, or wallet. ~ Identify and use costume • Conduct fittings with actors resources including shops and • Determine and apply appropriate finish Unit Self-Test Questions: SPIRALED ASSESSMENTS suppliers techniques, including dyeing and 1. What is the different between hand and • Essential questions ~ Create a list of the range of fabric painting machine sewing? • Focus questions and appropriate applications or use • Organize quick changes, costume 2. In what ways do a costume designer and • Question of the day for costume construction repairs, and general maintenance costume construction work together to • Create questions ~ Perform basic costume through the run of a show realize a design? • Word wall (stitches; costuming maintenance including laundry and terminology) repairs CREATING 1: Envision/Conceptualize • Demonstration (costuming ~ Prepare a wardrobe plot for each Anchor Standard 1: Generate and skills) character in a script conceptualize artistic ideas and work. • Rubrics (design and ~ Create and use budgets for Enduring Understanding: Theatre artists rely on application) costume expenditures intuition, curiosity, and critical inquiry. Essential Question(s): What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?
PROFICIENT TH.Cr.1.1.I b. Explore the impact of a technology on design choices in a drama / theatre work. ACCOMPLISHED TH.Cr.1.1.II b. Understand and apply technology to design solutions for a drama / theatre work. ADVANCED TH.Cr.1.1.III b. Create a complete design for a drama / theatre work that incorporates all elements of technology.
CREATING 2: Develop TH.Cr.2.1.I-III.b CREATING 3: Rehearse TH.Cr.3.1.I-III.c PERFORMING 5: Prepare TH.Pr.5.1.I-III.b
PERFORMING 6: Share/Present Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Essential Question(s): What happens when theatre artists and audiences share a creative experience?
PROFICIENT TH.Pr.6.1.I a. Perform a scripted drama / theatre work for an audience. ACCOMPLISHED TH.Pr.6.1.II a. Present a drama / theatre work using creative processes that shape the production for a specific audience. ADVANCED TH.Pr.6.1.III a. Present a drama / theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.
Make-up and Hair Unit STANDARD 4.0 (adapted)—Practice theatrical Long term targets: Formative 1-2 weeks techniques that realize make up/hair design • I can design and apply make-up and hair for 1. Teacher assesses student • Employ shop safety protocols period styling. prior knowledge about make • Create make-up plots based on the • I can practice applying stage make up to my up and its application. 6 ~ Introduce make up design designs own face. 2. Teacher has students ~ Explain various make up products • Identify make-up and hair materials, • I can clean up and store make up properly. demonstrate make up available tools, and hardware application on another person. ~ Explain different types of stage • Develop material costs and time Short term targets: 3. Students reflect daily about make up estimates for the make-up and hair • I can identify the features of a face. make up application and ~ Focus on straight make up design • I can design straight make-up for my techniques. application • Select construction materials character. ~ Introduction to a make up morgue appropriate to the design • I can determine the colors to use for creating Summative ~ Label make-up and hair supplies • Apply appropriate construction my design. 1. Student correctly applies a ~ Organize make-up bags and wig straight make up design to techniques based on material choices • I can prepare a face plot in preparation for stations his/her own face using the • Conduct applications with actors make-up and hair design. ~ Apply/create a character makeup proper make up shades and • Determine and apply appropriate finish • I can identify and use various types of design for three to five actors for a applicators. techniques theatrical make-up. performance 2. Student portfolio of make up • Organize make-up, hair, and general • I can style hair for a particular time period. ~ Use basic make up techniques in work, as known as a make up - supplies through the run of a show • I can clean up and store make up. morgue. performance
~ Identify and use make-up CREATING 1: Envision/Conceptualize Unit Self-Test Questions: SPIRALED ASSESSMENTS resources including shops and TH.Cr.1.1.I-III.b 1. How do we determine what color is needed • Essential questions suppliers CREATING 2: Develop TH.Cr.2.1.I-III.b for foundation? Focus questions ~ Prepare a face plot for each CREATING 3: Rehearse TH.Cr.3.1.I-III.c 2. Where is the rouge placed on the face? • character in a script PERFORMING 5: Prepare TH.Pr.5.1.I-III.b 3. How and where do we apply highlight and • Question of the day • Create questions ~ List the basic hair and wig PERFORMING 6: Share/Present shadow? • Word wall (make up and hair requirements for a show from an TH.Pr.6.1.III.a 4. What order do you apply each type of make styling terminology) examination of the script up? • Demonstration (make up and ~ Create and use budgets for 5. In what ways can the same make up look hair styling skills) make-up and hair expenditures different on other skin types or character • Rubrics (design and types? application)
Electrics (Lighting) Unit STANDARD 7.0—Lighting: Practice theatrical Long term targets: Formative 2-3 weeks lighting that realizes the lighting design • I can hang, cable, circuit, and focus a three 1. Students take notes on • Employ appropriate safety protocols, unit lighting plot. content presented or take a ~ Identify the basic types and including electrical, rigging, etc. pre-test. 7 components of lighting instruments • Understand basic electrical formulas Short term targets: 2. Teacher conducts check of ~ Hang and focus lighting • Maintain lighting equipment • I can identify the basic types of lighting student’s prior knowledge. equipment • Discriminate between lamps instruments and plugs. ~ Change lamps and gels in • Understand lighting board operation • I can use a basic lighting console. Summative standard lighting equipment and patching • I can identify and use gel, gobos, and other 1. Students demonstrate a typical ~ Circuit and patch lighting • Interpret the lighting plot and associated lighting equipment, such as top hat, shutters, hang and focus, including equipment paperwork and barn doors. using gel, gobo, and shutters. ~ Read lighting plots and lighting 2. Students present a lighting • Identify different types of instruments • I can create a basic lighting plot and cue paperwork and their uses sheet. demonstration according to ~ Use lighting equipment templates their own plot. • Demonstrate ability to hang and focus to draw lighting symbols on a hang lighting instruments, including cabling Unit Self-Test Questions: plot SPIRALED ASSESSMENTS • Understand basic color media and 1. How do you hang, cable, circuit, and focus a ~ Demonstrate knowledge of basic Essential questions lighting accessories lighting instrument? • color temperature and color theory 2. What is the difference among the lighting • Focus questions ~ Identify electrics rigging and • Integrate use and programming of intelligent lighting (optional) instruments? • Question of the day lighting positions in the theater 3. How do you complete a lighting plot? Create questions • Utilize lighting design software • ~ Operate/program/maintain lighting 4. How do you write a lighting cue sheet? • Word wall (lighting equipment including spotlights, light • Recognize DMX and other protocols terminology) boards, etc. • Demonstration (lighting skills) ~ Use math and basic electrical CREATING 1: Envision/Conceptualize TH.Cr.1.1.I-III.b • Rubrics (design and formulas for stage electricians application) ~ Follow and enforce all safety CREATING 2: Develop TH.Cr.2.1.I-III.b procedures required in electrics CREATING 3: Rehearse TH.Cr.3.1.I-III.c work PERFORMING 5: Prepare TH.Pr.5.1.I-III.b ~ Create and use electrics budgets PERFORMING 6: Share/Present TH.Pr.6.1.III.a
Sound Unit STANDARD 8.0—Sound: Practice audio Long term targets: Formative 2-3 weeks techniques that realize the sound design • I can set up a basic sound system, including 1. Students take notes on • Employ appropriate safety protocols, one microphone. content presented or take a ~ Analyze script to create a cue list including electrical, rigging, etc. • I can demonstrate a sound design with pre-test. 8 for sound • Understand basic electrical formulas appropriate sound mix. 2. Teacher conducts check of ~ Identify common sound equipment • Maintain audio equipment student’s prior knowledge. and components • Discriminate among microphones, Short term targets: ~ Microphone technique and speakers, amplifiers, and peripherals • I can identify the basic parts of a sound Summative positioning • Understand sound board operation and system. 1. Students demonstrate setting ~ Assemble sound system to patching • I can assemble a sound system including a up a sound system. enhance appropriate sound mix and • Interpret the sound plot and associated microphone. 2. Students present a sound balance paperwork • I can create a sound design using sound demonstration using their ~ Use and edit sound software • Demonstrate ability to install and EQ software. sound design. ~ Comply with sound safety issues audio equipment, including cabling ~ Calculate sound budget SPIRALED ASSESSMENTS • Understand basic acoustic theory Unit Self-Test Questions: ~ Perform signal math using sound Essential questions • Integrate use and programming of 1. What are the basic components of a sound • theory automated mixing console system? • Focus questions • Utilize sound design/playback software 2. How do you enhance an appropriate sound • Question of the day mix? • Understand live sound reinforcement • Create questions techniques 3. How do you complete a sound plot? • Word wall (sound terminology) 4. How do you write a sound cue sheet? • Understand studio recording techniques • Demonstration (sound skills) • Rubrics (design and CREATING 1: Envision/Conceptualize application) TH.Cr.1.1.I-III.b CREATING 2: Develop TH.Cr.2.1.I-III.b CREATING 3: Rehearse TH.Cr.3.1.I-III.c PERFORMING 5: Prepare TH.Pr.5.1.I-III.b PERFORMING 6: Share/Present TH.Pr.6.1.III.a
Stage Management Unit STANDARD 9.0—Stage Management: Apply Long term targets: Formative 2 weeks organizational and communication skills to • I can tape out a ground plan. 1. Students take notes on managing a theatrical production • I can create a prompt book with blocking and content presented or take a ~ Create a timeline and flow chart to • Understand and enforce safety cue notation. pre-test. 9 demonstrate the rehearsal and procedures and protocols 2. Teacher conducts check of production processes • Manage rehearsal process (schedule, Short term targets: student’s prior knowledge. ~ Create a prompt book to be used actors, technicians, director) • I can create a rehearsal and production in the production of a theater event • Call the show, including lighting, sound, schedule. Summative ~ Create call sheets and scene props, scene changes, actors, • I can create call sheets. 1. Students demonstrate taping breakdown paperwork to be used in costuming, etc. • I can organize and run an audition. out a ground plan. the production of a theater event • Develop prompt book and show related • I can assist the director with technical needs. 2. Students create a prompt book ~ Direct the various crews in with blocking and cue notation. paperwork • I can run a dry tech. running rehearsals and • Conduct the technical/pick-up performances rehearsals Unit Self-Test Questions: SPIRALED ASSESSMENTS ~ Create prop running paperwork in • Read scalded drawings and arrange 1. What are the components of a prompt book? • Essential questions conjunction with the prop crew rehearsal hall appropriately 2. What is the purpose of call sheets for an • Focus questions ~ Generate rehearsal and show • Create blocking notes during rehearsal SM? • Question of the day reports • Perform the role of liaison among all 3. What are the main duties of an SM? • Create questions ~ Demonstrate knowledge of artistic and technical entities 4. How do an SM and ASM differ? • Word wall (promptbook communication methods for serving • Create master calendar for the terminology) as the liaison production from first concept meeting to • Demonstration (stage ~ Generate rehearsal schedules in strike management skills) conjunction with the director • Coordinate the running crew • Rubrics (SM skills application) ~ Create and stock a basic stage management kit CREATING 2: Develop TH.Cr.2.1.I-III.b ~ Tape out a rehearsal room by CREATING 3: Rehearse TH.Cr.3.1.I-III.c reading drawings and ground plans PERFORMING 5: Prepare TH.Pr.5.1.I-III.b ~ Supervise the deck crew in glow PERFORMING 6: Share/Present taping stage set and set-up of safety TH.Pr.6.1.III.a lights ~ Organize and run an audition ~ Run a dry technical rehearsal ~ Create and use production budgets
Theatre Marketing Unit CREATING 1: Envision/Conceptualize Long term targets: Formative 2 weeks TH.Cr.1.1.I-III.b • I can develop a clear marketing plan for a 1. Students take notes on CREATING 2: Develop TH.Cr.2.1.I-III.b theatre production. content presented or take a ~ Develop theatre marketing plan CREATING 3: Rehearse TH.Cr.3.1.I-III.c pre-test. 10 PERFORMING 5: Prepare TH.Pr.5.1.I-III.b Short term targets: 2. Teacher conducts check of INTERPRETATION PERFORMING 6: Share/Present • I can create two (2) press releases student’s prior knowledge. ~ Campaign matches the concept of TH.Pr.6.1.III.a consisting of an information article and the production feature article. Summative • I can create one (1) promotional project idea 1. Students demonstrate ability to EXECUTION or documentation of a completed create a clear marketing plan. ~ All pieces identifiable as coming promotional project 2. Students include all major from the same campaign • I can write a budget for a theatre production components of a theatre ~ Precision and clarity of designs to include information about the budget for marketing campaign. ~ Artistic quality of designs publicity, justification of expenses, seating ~ Accuracy of details capacity, seats sold per performance, and SPIRALED ASSESSMENTS Technology used in the building of comparison to similar past shows. • Essential questions the elements • I can develop a design statement where I • Focus questions discuss the director’s concept, discuss your • Question of the day PUBLIC RELATIONS vision for design choices inspired by the • Create questions ~ Target audience identified script, target audience, discuss any major • Word wall (marketing ~ Effective press release issues with public relations, and discuss how terminology) information the problems were solved. • Demonstration (marketing ~ Publicity package effective in • I can complete a self-evaluation of the skills) generating an audience effectiveness of the campaign addressing • Rubrics (design and ~ Overall marketing plan effectiveness what you learned and what you would do application) differently next time. PRESENTATION • I can include other sources of inspiration, if ~ Knowledge of the play any were used. ~ Understanding of whole production concept Unit Self-Test Questions: ~ Justification of design elements 1. What are the major components of theatre ~ Effective communication of ideas marketing? 2. What is the importance of staying on budget? 3. What did you learn? 4. What would you do differently next time?
Dramaturgy Unit CREATING 2: Develop TH.Cr.2.1.I-III.b Long term targets: Formative 1 week PERFORMING 5: Prepare TH.Pr.5.1.I-III.b • I can identify the key plot elements, 1. Teacher questions students PERFORMING 6: Share/Present character development, and themes in the about their prior knowledge of ~ Brief review of theatre history TH.Pr.6.1.III.a play for a theatrical performance. key theatre eras. 11 ~ Watch theatre history video • I can create a lobby display for audience 2. Students research and take ~ Take Cornell notes CONNECTING 11: Interrelate education around the play in performance. notes about theatre history. ~ Take quiz over content Anchor Standard 11: Relate artistic ideas and ~ Introduce play for production works with societal, cultural, and historical Summative ~ Find common themes in play context to deepen understanding. Short term targets: 1. Students create a public ~ Define and discuss the role of a Enduring Understanding: Theatre artists • I can identify the significance of the theatre display. dramaturg in development of a understand and can communicate their creative historical period of the play. 2. Students share relevant production process as they analyze the way the world may • I can give one example how history historical information found. ~ Small group projects on different be understood. influences theatre and theatre influences theatre history movements Essential Question(s): What happens when history for the play. SPIRALED ASSESSMENTS theatre artists allow an understanding of • I can research historical references in the • Essential questions themselves and the world to inform perceptions play, about the play, and playwright. • Focus questions about theatre and the purpose of their work? • Question of the day Unit Self-Test Questions: • Create questions PROFICIENT TH.Cn.11.1.I • What is a dramaturg? • Word wall (dramaturgy a. Explore how cultural, global, and historic • What role does a dramaturg play in terminology) belief systems affect creative choices in a production? • Demonstration (dramaturgy drama / theatre work. • What are the significant moments in history skills) ACCOMPLISHED TH.Cn.11.1.II related to the play in research? • Rubrics (dramaturgy skill a. Integrate conventions and knowledge from How does theatre influence life and life application) different art forms and other disciplines to • influence theatre over time? develop a cross-cultural drama/theatre work. ADVANCED TH.Cn.11.1.III • How does analyzing a script give the actor a. Develop a drama / theatre work that and director clues about the play and its identifies and questions cultural, global, and characters? historic belief systems. • How do the story’s theme and style of the play effect the actor and storytelling? CONNECTING 11: Research TH.Cn.11.2.I- III.b
Theatre Production Lab Unit/ STANDARD 2.0—Explore how technical Long term targets: Formative Run Crews Unit theatre realizes the design process • I can follow cue sheets. 1. Students define “concept” as it Up to 4 weeks per production • Recognize the roles and responsibilities • I can be a trained crewmember for a play for relates to theatre design and of technical theatre positions and their a public audience. production. 1-12 ~ Follow cues from headset and cue positions within a production hierarchy • I can work on a run crew. 2. Students discuss job lights • Interpret design drawings, including descriptions of various crew ~ Read cue sheets and run show renderings, drafting, and models Short term targets: positions. accordingly • Collaborate with designers to realize the • I can read a cue sheet. 3. Students participate in process ~ Understand and use rigging design • I can use rigging safely, when required. of audition to rehearsal. systems and operations 4. Students reflect daily about • Employ interpretations in constructing • I can identify and explain the roles of various ~ Discuss and outline the roles of sets, costumes, and installing lighting crew positions. rehearsal and production various crew positions process. and sound plots • I can demonstrate deck safety. ~ Strike organization and recycling • I can be a qualified crewmember for a wide ~ Outline in discussion or writing the Summative RESPONDING 9: Evaluate (Units 1-12) range of positions. procedures for deck safety 1. Students demonstrate ability to Anchor Standard 9: Apply criteria to evaluate I can participate in exercises to develop my ~ Walk the stage area to trouble • follow a cue sheet. artistic work. technical skills sets. shoot for safety issues Enduring Understanding: Theatre artists apply 2. Students work a run crew. • I can attend rehearsals and performances. ~ Discuss the role technical crews criteria to investigate, explore, and assess • I can work with a team of my peers. play in development of a production drama and theatre work. SPIRALED ASSESSMENTS • I can perform my position with the show. ~ Explain crew selection process Essential Question(s): How are the theatre • Essential questions
artist's processes and the audience's • Focus questions Unit Self-Test Questions: ~ Production application (Fall, perspectives impacted by analysis and • Question of the day 1. What OSHA rules apply to the stage area? Winter, and Spring productions) synthesis? Create questions 2. What are the various run crews for a •
production? • Demonstration (all skills) PROFICIENT TH.Re.9.1.I 3. What does it mean to have deck safety? b. Consider the aesthetics of the production 4. How do you read a cue sheet? elements in a drama / theatre work.
ACCOMPLISHED TH.Re.9.1.II b. Construct meaning in a drama / theatre work, considering personal aesthetics and knowledge of production elements while respecting others' interpretations. ADVANCED TH.Re.9.1.III b. Analyze and evaluate varied aesthetic interpretations of production elements for the same drama / theatre work.
Vocabulary: ongoing RESPONDING 7: Reflect (see “Reflections” Long term targets: Formative below for standards) • I can write down and define key theatre 1. Students write a daily ~ Write a daily vocabulary word vocabulary terms. vocabulary word and defining 1-12 ~ Student’s own definition the term for themselves. ~ Variety of definitions possible, if 2. Teacher shares and/or more than one exists demonstrates the true ~ Define terms as they relate to definition of the word. theatre usage 3. Students write down correct definition and compare their guess with the answer.
Summative 1. Students take a vocabulary quiz/test each quarter over 20 theatre terms learned. 2. Teacher conducts a bi-weekly notebook check on content.
SPIRALED ASSESSMENTS • Word wall (unit specific terminology)
Reflections: ongoing RESPONDING 7: Reflect Long term targets: Formative Anchor Standard 7: Perceive and analyze • I can reflect on my daily learning, identifying 1. Students write a daily ~ What did I learn today? artistic work. how the activities relate to the learning reflection answering the ~ Connect the activities occurring in Enduring Understanding: Theatre artists reflect targets. questions “What did I learn 1-12 class to their relevance to the to understand the impact of drama processes today?” as it relates to that learning targets and theatre and theatre experiences. day’s lesson content. Essential Question(s): How do theatre artists 2. Teacher conducts a bi-weekly comprehend the essence of drama process notebook check on content. and theatre experiences? Summative PROFICIENT TH.Re.7.1.I 1. Students reflect on their own a. Respond to what is seen, felt, and heard in a performance in class. drama / theatre work to develop criteria for 2. Students keep a portfolio artistic choices. documenting their pre- ACCOMPLISHED TH.Re.7.1.II performance work and self- a. Demonstrate an understanding of multiple assessment. interpretations of artistic criteria and how each might be used to influence future artistic SPIRALED ASSESSMENTS choices of a drama/ theatre work • Essential questions ADVANCED TH.Re.7.1.III • Focus questions a. Use historical and cultural context to • Question of the day structure and justify personal responses to a drama/theatre work. • Create questions
CULTURALLY RESPONSIVE Characteristics of culturally responsive How it applies to the theatre classroom every day Formative TEACHING PRACTICES teaching: with every unit of study for every student: Anecdotal records • Socio-cultural consciousness (examine • On-going assessment of student Quizzes one’s own thinking and behavior) understanding Essays 1-12 • Affirming attitude (respect cultural • Adjust content based on student Diagnostic test differences of students from diverse understanding Lab reports backgrounds by adding related • Verbal, written, and demonstration as Reviews curriculum) instruction and performance of skills and Observations • Commitment and skills to act as an knowledge Goal setting agent of change (confront obstacles, • Multiple attempting of demonstrating Questioning develop skills, become equitable) understanding Self/peer reflections • Constructivist views of learners (all • Scaffolding assignments and projects Summative students can learn when given the • Flexible grouping, when applicable Final exams proper tools and instruction) • Vary products for student learning Mastery tests • Learning about students (past, present, • Use of Gardner’s Seven + One Intelligences Assessments future experiences and dreams) • Use of McLean’s brain theory applied • Culturally responsive teaching practices End of chapter test • Use of Bloom’s taxonomy to increase the Critique of final performance (create an inclusive classroom that levels of comprehension and application reflects the make up of the students) Multiple-choice test Performance self-assessment Portfolios