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Stagecraft COURSE NUMBER ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES COURSE TITLE: Stagecraft COURSE NUMBERS: 3084 / 3085 DEPARTMENT: Visual and Performing Arts PREREQUISITE: Required Teacher’s Approval LENGTH OF COURSE: One Year SEMESTER PERIOD OF CREDITS: 5 per semester (repeatable for credit) GRADE LEVEL(S): 9 - 12 DATE ADOPTED: March 12, 2002 Meets EUHSD Elective Credit or Fine Arts/CTE Requirement TEXTBOOK: None MEETS UC ‘f” ADMISSIONS REQUIREMENTS COURSE DESCRIPTION: This course is designed for students who desire to study “technical” theatre without participating in an on-stage part of the productions. The class will be primarily concerned with the design and construction of scenery and costumes for the main stage. The class also studies makeup and lighting design, properties construction, and sound effects engineering. Backstage “crewing” of one production is required for successful completion of the class. This course may be repeated for credit. COURSE UNITS/TOPICS AND STAGECRAFT Suggested Instructional Time I. Production Management 1 – 2 weeks A. Theatre Organization B. Production Staff 1. Director a. Assistant Director b. Dramaturge 2. Production Manager 3. Stage Management a. Stage Manager b. Assistant Stage Manager 4. Costumes a. Costumer b. Costume Shop Crew 5. Lighting Director 6. Sound Director 7. Props Master/Mistress 8. Scene Shop Staff II. The Theater Space 2 – 3 weeks A. The Proscenium Stage B. The Arena Stage C. The Thrust Stage D. Flexible Performance Spaces 1. Black Box 2. Environmental Spaces III. Contemporary Theatre Equipment Overview 2 – 3 weeks A. Stage Equipment 1. Draperies 2. Fly Systems 3. Lighting: Pipes / Raceways 4. Shift Systems B. Lighting Control Systems C. Sound / Special Effects Systems IV. Concepts and Design Process 2 – 3 weeks A. Script Analysis 1. Reading for Design B. Research and Consultation 1. Author of Play 2. Historical Period 3. Theatrical Period 4. Company Resources C. Designer Consultations 1. Scenic Design 2. Costume Design 3. Sound / Lighting Design D. Design to Construction 1. Working Drawings / Elevations 2. Renderings 3. Lighting / Sound Plots E. Evaluation V. Shop Tools and Materials 2 – 3 weeks A. Hand Tools B. Power Tools C. Typical Materials 1. Lumber 2. Plywood 3. Muslin D. Fasteners / Adhesives E. Hardware 1. Stage Hardware 2. Construction Hardware F. Safety Equipment VI. Basic Construction Techniques 3 – 4 weeks A. Flat Construction B. Platforms / Wagons C. Steps / Stairs D. Foliage / Natural Elements 1. Rocks VII. Scenic Painting 2 – 3 weeks A. Materials 1. Brushes 2. ‘Special’ Tools 3. Paint B. Basic Techniques 1. Base Coating 2. Textures 3. Special Finishes a. Wood Graining b. Brick / Stone c. Foliage d. Wallpaper VIII. Lighting Applications 2 –3 weeks A. Lighting Instruments 1. Ellipsoidals 2. Fresnels 3. Scoops 4. Striplights 5. Follow Spots B. Lens / Applications 1. Plano – Convex 2. Fresnel 3. Step C. Dimmer / Control Systems 1. S.C.R. Dimming Systems 2. Control Panels a. Pre-sets b. Computer Applications IX. Costume Construction 2 – 3 weeks A. Costume Shop Set-up B. Tools C. Patterns D. Fabric E. ‘Cutting’ X. Theatre Makeup 2 – 3 weeks A. Tools of the Trade 1. Types of Makeup B. Technique 1. Stage 2. Television / Film C. Makeup Design 1. ‘Character’ 2. Age 3. Period makeup XI. Production Lab 5 – 6 weeks A. Building Crew B. Running Crew C. Post-Production Analysis VISUAL AND PERFORMING ARTS COURSE OF STUDY STAGECRAFT SUGGESTED CORE SUGGESTED RESOURCES – STATE STANDARDS SUGGESTED ASSESSMENT CONNECTIONS TECHNOLOGY LINKS 1.0 Processing, Analyzing, and 1.1 Students will participate in a survey of “Theatre Crafts” magazine Class discussion responding to sensory contemporary scenic and costume design. information through the New York Times Arts film: Short essay language and skills unique to 1.2 Students will learn design concepts through the “Romeo and Juliet” by Zefferrelli theatre study of different design approaches to Lurman Design concept Shakespeare’s “Romeo and Juliet”. Students perceive and respond to the Presentation environment using theatrical techniques. They use the vocabulary of theatre in responding to creative dramatics, formal and informal theatrical productions, films/videos, and electronic media. “Star Wars” Episode #1 DVD Small group evaluation of design process Oral presentation on one aspect of design in film Teacher lead discussion 2.0 Creating, performing, and 2.1 Students will understand basic flat construction. Library reference book Peer assessment participating in theatre 2.2 Students will be able to safely employ the basic www.theatrehistory.com Working drawings and elevation of a simple Students demonstrate knowledge and tools found in a scene shop that include: set skills in acting, directing, design, Circular saw “Basic Drama Projects” by Tanner and and script writing. Using body, Saber saw Clark Publishing Teacher assessment voice, and imagination, students Panel saw create and perform in creative Drill driver dramatics, formal and informal Drill press theatrical productions, films/videos, and electronic 2.3 Students will create a working drawing and media, applying the elements and elevation for a simple box set. technology of theatre. 3.0 Understanding historical 3.1 Students will develop small group presentation www.theatrehistory.com Teacher assessment contributions and cultural of a specific period. 6 VISUAL AND PERFORMING ARTS COURSE OF STUDY STAGECRAFT SUGGESTED CORE SUGGESTED RESOURCES – STATE STANDARDS SUGGESTED ASSESSMENT CONNECTIONS TECHNOLOGY LINKS dimensions of theatre Self and group assessment 3.2 Students will develop small group/individual Students analyze the role and presentation on specific periods in the Peer assessment development of theatre, development of theatre design, lighting, and film/video, and electronic media shifting technology. Post-production reviews in past and present cultures throughout the world noting diversity as it relates to the theatrical experience. 4.0 Responding to, analyzing, and 4.1 Students will write self-reflective post- Classroom library and study guides. Group discussion making judgments about production and technical analysis of a theatrical experiences school play focusing on scene, costume, and Post-production critiques lighting design. Students analyze, critically assess, and Teacher assessment derive meaning from works of theatre and the performance of theatre based on aesthetic principles. 5.0 Connecting and applying what is 5.1 Students will contrast and compare technology Commercial Arts curriculum Self-assessment learned in theatre to learning in applications in art and graphic design to other arts forms, subject areas, theatre design. Faculty Group discussion and careers 5.2 Students will explore the use of computers in ROP Print Shop Students apply what they learn in business to theatre management applications theatre, film/video, and electronic (publicity, box office, audience assessment). Computer assisted design software media across disciplines. Through the collaborative processes of these media, they develop competencies in problem- solving, intra- and inter-personal communication skills, management of time, and use of resources, contributing to lifelong learning and career skills. 7 VISUAL AND PERFORMING ARTS COURSE OF STUDY STAGECRAFT SUGGESTED CORE SUGGESTED RESOURCES – STATE STANDARDS SUGGESTED ASSESSMENT CONNECTIONS TECHNOLOGY LINKS 5.3 Students will work in small groups to develop a Theatre professionals and guest artists Teacher assessment presentation reflecting upon the connection between two historical periods World cultures curriculum Post-presentation group critiques in theatre design and technology as they fit into their historical and cultural Seminars context. 5.4 Students will participate in seminars on Community arts professionals professional opportunities in theatre design and technology. California Center for the Arts 8 .
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