Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 22 – Set design and realisation DELIVERY GUIDE Version 1

ocr.org.uk/performingarts 2 4 5 7 11 15 19

(LO1) Outcome Learning (LO2) Outcome Learning (LO3) Outcome Learning (LO4) Outcome Learning Introduction3 Activities Related Key Terms Misconceptions6 Activities: Suggested CONTENTS

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 33 http://www.ocr.org.uk/qualifications/ 2016Suite New for suite firstteaching September2016 content Externally assessed Eligible Stage for 5 performance Key points from 2018 Designed meet to DfE the technical guidance • • • • Understand set design and realisation processes and their purposes processes and realisation Understand set design a brief to process realisation and Understand the set design use in performance for a set design realise Be able to performance live for processes and realisation set design review Be able to LO1 LO2 LO3 LO4 Unit 22 Set and realisation design UNIT AIM UNIT or notation and the director or choreographer’s interpretation of it to an audience. These These an audience. of it to interpretation choreographer’s or director or notation and the a wide and and film industries television and offer theatre, in the be found to are processes possibilities. career stimulating range of of skills range an understanding of the diverse you these demanded by will give unit This and set construction of the set designer team will learn about the role You processes. an opportunity will also have to You used. that are and methods and the techniques will learn to how You of them further. understanding your and develop fulfil these roles brief and construct a design will see being to of a set which you elements designs create of other a range into skillsThe transferable will learn are that you used in a performance. professions. cambridge-technicals-performing-arts-level-3-certificate-extended-certificate-foundation- diploma-diploma-05850-05853-2016-suite Set design and realisation is an umbrella term which describes the various is an umbrella processes and realisation Set design address processes These and practical aspects in the creative of set production. involved and practicalthe aesthetic of the text the intentions functions communicate to of the set To find out more about this qualification, go to: about this qualification, go to: find out more To

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www.ocr.org.uk of this Delivery version the OCR website. latest The from Guide can be downloaded the Guided Learning Hours (GLHs) for each unit. for Hours (GLHs) the Guided Learning from within the Unit document available found guidance can be Assessment Please note note Please activities the suggested in this Delivery timings for The Guide INTRODUCTION MATHS SKILLS DEVELOPMENT AND WORK WORK AND DEVELOPMENT SKILLS MATHS EXPERIENCE OPPORTUNITIES FOR ENGLISH AND AND ENGLISH FOR OPPORTUNITIES Work learners. your for deciding what is most appropriate Maths English English and maths skills practice within this resource. We have also identified any potential potential also identified any have We English and maths skills practice within this resource. guidance for suggestions are These work experience opportunities within the activities. subject own knowledge your replace and expertise to not designed are They in only. We believe that being able to make good progress in English and maths is essential to in English and maths is essential to make that being able to believe good progress We help you To learners in both of these contextson a range of learning and programmes. opportunities signposted for have we in these subjects, learners progress to enable your If you have any feedback on this Delivery Guide or suggestions for other resources you you Delivery on this other resources feedback any for Guide or suggestions If have you please email like develop, would OCR to impact on practitioners’ creativity to deliver excellent learning opportunities.excellent deliver creativity to impact on practitioners’ find hope you we an experienced practitioner are the sector, or newWhether you to learning opportunities. excellent deliver to which will help you something in this guide outcome so you can see how each activity helps you cover the requirements of this unit. each activity the requirements see how can so you cover outcome helps you them what works knowledgeable that practitioners for to are in relation appreciate We should not restrict or produced have we resources the Therefore, and their learners. as you plan your lessons. lessons. plan your as you that the ideas put forward in practitioners with current ensure OCR has collaborated to learning by Guide is structured The this Delivery dynamic. and realistic practical, Guide are This Delivery Guide has been developed to provide practitioners with a variety of provide to Delivery GuideThis been developed has Guide The support practical and ideas to delivery the creative of this qualification. helpful find may activities, which you is a collection associated of lesson ideas with

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 4 LO3 Be able to realise a design for use in performance for a design realise Be able to LO3 performance and operations in live lighting design review Be able to LO4 performance and operations in live sound design review Be able to LO4 performance live for processes and realisation design review Be able to LO4 LO1 Understand theatre lighting equipment, design methodology and their purposes methodology lighting equipment, design Understand theatre LO1 and their purposes methodology sound equipment, design Understand theatre LO1 and their purposes processes realisation and Understand design LO1 and their purposes methodology sound equipment, design Understand theatre LO1 and their purposes processes realisation and Understand design LO1 a brief of planning a lighting plot to process Understand the design LO2 a brief of planning a sound plot to process Understand the design LO2 a brief of planning a sound plot to process Understand the design LO2 a brief of planning a sound plot to process Understand the design LO2 working safe evaluate a production practices Be able to for LO3 performance sound operations in a live facilitate Be able to LO3 use in performance for a design realise Be able to LO3 LO1 Understand design and realisation processes and their purposes and processes and realisation design Understand LO1 Unit 21 Character design and and Unit 21 Character design realisation and Unit 19 Stage lighting design operations and Unit 20 Stage sound design operations and Unit 21 Character design realisation Unit 19 Stage lighting design and and design Unit 19 Stage lighting operations and Unit 20 Stage sound design operations and Unit 21 Character design realisation and Unit 20 Stage sound design operations and Unit 21 Character design realisation and Unit 19 Stage lighting design operations and Unit 20 Stage sound design operations and Unit 21 Character design realisation and Unit 21 Character design realisation and stage Unit 18 Production management process and Unit 20 Stage sound design operations and Unit 21 Character design realisation Other units/LOs and Unit 21 Character design realisation Review method part 1 (design) Review method part 2 (operations) Review performance technical outcomes Review aesthetic performance outcomes Review practices health and safety Safety practicesSafety Suitability Compatibility Workability of materials of materials Properties assembly Project Review concept design Review materials and equipment The practical process The stages of the design Key practitioners method Design techniques Creative ideas Presenting estimation Project (CAD) design Computer-aided Model-making Title of suggested activity of suggested Title principlesThe of design brief elements of a design The Analysing dramatic texts decisions Justifying design

LO4 LO3 LO2 LO1 This unit (Unit 22) This RELATED ACTIVITIES RELATED delivery multiple parts learners planning and enable cover to units. of The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Performing Arts units/Learning Outcomes (LOs). This could help with could This Arts in Performing (LOs). Outcomes units/Learning Technicals Cambridge other to Activities in this Delivery related also been Suggested The have below listed Guide

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 5 Size and dimension of figures and forms relative to a given unit of measurement. unit of measurement. a given to relative and forms and dimension of figures Size used. describe used to an object are basic elements of design only those or form of a concept where drawing The construction of parts,Mode or organization of building, or constituents. elements between is correspondence there where in a design, Symmetrical placement of visual weight balance is the even balancing of the visual elements in a design. The on either side of an axis or set of axes. form of a given halves opposite Explanation It perspective. a visual to or matrices of grids with the use brings in structuring closely associated is order Alignment a design. uneven by created an otherwise compositions are to balanced, or informally symmetrical composition. Asymmetrical, ‘motion’ as to refer designers what Gives in a design. ‘tension’ create and therefore spaces and visual relationships mind. in the or notion conceived An idea, thought, theory, A two-dimensional between is seen in terms of the relationship or three-dimensional Proportion other elements in a design. to its relationship defined by element 9:16, 1:2 etc). 3:4, is often describedparts Proportion in terms (e.g. of ratios design. in a given consistency creating and stability. a design, elements within of one or more recurrences The

Symmetry Sketch Structure Repetition Scale Concept Proportion Alignment Asymmetry Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key KEY TERMS KEY

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 6 http://www.theatredesign.org.uk/ http://www.computeraideddesignguide.com/5-best- https://blog.pinshape.com/3d-design-software-for- http://vle.bruford.ac.uk/mod/page/view.php?id=8570 http://artsalive.ca/en/eth/design/set.asp http://www.design-skills.org/model_making.html

Organisation: Society of British Theatre Designers Theatre SocietyOrganisation: of British SBTD home page Title: Resource Link: Website website designers’ theatre the professional Description: to Access links. and related search with designer 12CAD.com Organisation: Beginners CAD Software for Best Free Title: Resource Link: Website free-cad-software-for-beginners/ with AutoCAD to contains an introduction site The Description: tutorials and software. Pinshape Organisation: Beginners Software 3D Design Title: for Resource Link: Website beginners/ blogs and reviews. designer including advice, Description: resource A Resources which could help which could Resources College Rose Bruford Organisation: arts scenic set design, crafts Scenography, – Theatre Title: Resource Link: Website scene painting and set design, Description: for Resources scenography. Theatre ArtsOrganisation: English Alive Designs Set & Prop Title: Resource Link: Website Description: A summary process. of the design Training and Resources Design Organisation: ModelTitle: Making Resource Link: Website Description: the model making guide to A process Learners may feel that CAD applications such as AutoCAD will be difficult that CAD applications such as AutoCAD feel may Learners understand and use. to using the free learners basic CAD techniques to introduce could Tutors available. and video tutorials currently downloads built. of examples the many to attention draw find it useful to may Tutors available. materials currently set design produced professionally How can this be overcome? can How sketch that is needed to is all oftenrough think that a Learners part might form While this preliminary of the design. communicate detailed require elements simple production relatively concept, even realised. can be the design before and/or scale drawings two-dimensionalThe is only the preliminary design drawing of the stage context model- two intermediate professional and in the process design a set is before completed are making and model box) card stages (white

complicated to use to complicated CAD-based design programmes CAD-based programmes design only and are professionals for are A design roughly drawn on a single drawn roughly A design is sufficient sheet of paper Some common misconceptions and guidance on how they could be overcome could they on how and guidance misconceptions Somecommon is the misconception? What MISCONCEPTIONS

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 7 Also related to related Also Unit 21 LO1 Suggested timings Suggested 1 hour https://www.youtube.com/watch?v=losbYfihiN4 https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf https://www.youtube.com/watch?v=rYFJBmCOnrk Website Link: Website artistry graphic Description: video with visual, Animated in which the key are ideas used in design demonstrated. To assist tutors in formulating their objectives a no-nonsense list of design principles may prove their objectives a no-nonsense in formulating principles prove assist tutors may list of design To at: be found helpful and may GettyOrganisation: Education of Design Principles Title: Resource Link: Website Description: simple but critical A list of key exploration. principles for experimenting by the principles with some of the visual to of design might be introduced Learners short principles and the way in which design below video cited on the clever, concepts suggested and effectively. both simply visually represented be combined are they may Wideo.co Organisation: of Design Elements & Principles Title: Resource It is essential that key design principles be covered early on, since these set the parameters for It early for on, since these set the parameters is essential that key principles be covered design communicate to assist the tutor that will helpful resources many are There everything which follows. an example As useful. will prove YouTube of and a search way interesting these concepts in an follows: as principles be found learners to consider the tutorial on basic design may Kyle Bergersen Organisation: Elements and Principles Basic Design Title: Resource Link: Website Description: simple but essential list of key A exploration. principles of design into elements will feed these different into process find that breaking could the design down Tutors of a given ‘rightness’ comparisonshort and judgement about the visual involving practical exercises according improved might be the design can discuss and then suggest how group which the design the principleto studied. being 1 their purposes and processes and realisation set design Understand activitiesSuggested principles of basic design the stage is an understanding the practice for to of designing Fundamental the masks and make-up. costumes, From props, visually effective create used to they are and how outset, it is important of sketches, principles in the form apply design how shown that learners are patterns and layouts.

The principles of design of design principles The Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 8 Unit 21 LO1 Also related to related Also Unit 19 LO1 Unit 20 LO1 Unit 21 LO1 Unit 20 LO1 Suggested timings Suggested 2 hours 2 hours http://www.jaimetreadwell.com/basic_sketching-for the industrial designer.pdf http://www.jaimetreadwell.com/basic_sketching-for http://www.studentartguide.com/articles/one-point-perspective-drawing https://huntington-ib-theatre.wikispaces.com/file/view/Design+Brief.doc Organisation: Thomas Thomas Valcke Organisation: the Industrial for Designer Techniques Basic Sketching Title: Resource Link: Website stages of sketching an artefactDescription: production. the different A guide to for the basis of a brief. Learners could be encouraged to keep stage is be encouraged to could a logbook in which each design Learners the basis of a brief. recorded. identified and its processes Useful resource: Student ArtOrganisation: Guide Guide Ultimate The Drawing: Perspective One Point Title: Resource Link: Website Description: Everything a learner know needs to point perspective. in one about drawing help learners sketch to ‘ideation’ an of the production An introductory could involve exercise an exploratory on to moving sketch and beyond. of the brief before understand the requirement Useful resource: Organisation: Organisation: Huntingdon Theatre Brief Design Title: Resource Link: Website brief to Description: guidance on how combined with simple design Example of a straightforward, fulfil it. initial from process It stages of the design is important learners understand the different to for or artefact. design completed concept to this Often learners develop to for the best way experiment.understanding is to guidelines safety health and and ensuring that all relevant work area setting up an appropriate After A range of design learners. experience for ‘hands on’ an immediate could enable met, tutors are could form example, such as perspective for and a single element of design, could be provided ‘tools’ Suggested activitiesSuggested It purpose. for that is fit is often a design provide to in order need a clear brief work to Designers to and learnerskey identify the both tutors to brief. make elements that for challenge up an effective brainstorm the group. it with to and problem design theatre identify a to could find it useful Tutors elements which can the associated It are quickly quite and diverse many will be apparent just how If and learner design. both tutor can a given and executes perceives impact a designer upon the way will be made much and its outcomes brief then the process together a design work on producing their by that will be understood briefs producing that they are can then be sure and tutors clearer learners. Useful resource: The practical stages of the The process design Title of suggested activity of suggested Title of a design elements The brief

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 9 Also related to related Also Unit 20 LO1 Unit 21 LO1 Suggested timings Suggested 1 hour 1 hour plus self-directed study http://www.dmoz.org/Arts/Performing_Arts/Theatre/Stagecraft/Set_Design/Designers/ http://www.theatredesign.org.uk/ Description: A portal into the diverse world of theatre design containing links to all relevant aspectsDescription: all relevant of links to containing A portal design world of theatre the diverse into design. theatre DMOZ Organisation: Title: Resource Designers Link: Website lists some sixty site their This with links to designers (mostly US) practising theatre Description: individual websites. Suggested activitiesSuggested learners a short with could provide of contribution synopsis of the the development to made Tutors requiring briefs research key by or more this up with one design set practitionerstheatre and follow approach, and their philosophy practitioners current and investigate learners identify one or more to on a particular focus choose to may Learners productions. recent examples from perhaps giving their findings. perhaps illustrate taking to shots of designs and annotating screen designer, Useful resources: Designers Theatre SocietyOrganisation: of British SBTD home page Title: Resource Link: Website Title of suggested activity of suggested Title practitioners Key

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 10 Unit 19 LO1 Unit 20 LO1 Unit 21 LO1 Also related to related Also Unit 19 LO1 Unit 20 LO1 Unit 21 LO1 1 hour Suggested timings Suggested 2 hours Design RealisationDesign (Scenic Art, Making) Scenic Construction and Prop https://designrealisationblog.wordpress.com/ http://www.englishbiz.co.uk/mainguides/play.htm http://study.com/academy/lesson/analyzing-dramatic-works-theme-character- Organisation: Wordpress.com Organisation: Title: Resource Link: Website practices. realisation a range of design to Description: page containing a blog related A web Website Link: Website students studying English dramatic for Description: intended originally detailed guide more A of conducting ways deeper textual but one which presents analysis. literature aesthetically to respond designers Though is a two-way process. a design of creating process The be able to need Designers method and materials. a brief they must also make decisions regarding budget is but also justify their choices – especially where intentions explain their design not only to concerned. This alternatives. offer them to challenge learners could specific choices and require about Tutors means that learners their design. could consider a variety options when creating of realisation Useful resource: Resource Title: Analyzing Dramatic Works: Theme, Character Development & Staging Theme, Works: Analyzing Dramatic Title: Resource Link: Website development-staging.html when analysing look for guidance on what to Description: video providing A useful animated dramatic texts. learners specify key to a very require project which will provide could simple design Tutors could involve This extract. a given discerned specific dramatic intentions from to instructions relating learners detail. analysing a dramatic text in more Useful resource: Englishbiz.co.uk Organisation: about a play Write Title: Resource Suggested activitiesSuggested get underneath be able to the surface need to Learners them to of a dramatic text. In for order the purpose by world understanding of the inhabited they must show fit for that are designs produce a single short could isolate theatrical extractTutors which characters in which the action and happens. or style, period and the action of the play or location clues about the genre which contains numerous is taking place. extract may hints design can use the following with the learners identify examples of where to Tutors in the stage directions. usually located are They be found. Study.com Organisation: Justifying design decisions Justifying design Title of suggested activity of suggested Title texts dramatic Analysing

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 11 Also related to related Also Unit 19 LO2 Unit 20 LO2 Unit 21 LO2 Suggested timings Suggested 3–4 hours http://dschool.stanford.edu/redesigningtheater/the-design-thinking-process/ Once learners are confident about the use of notation, they confident about the use of notation, a simple could be taskedOnce learners are with creating than one could takeThis more thinking using the design scratch sketch/plan process. from design stages involved, methodological different guidance about the offer will need to session and tutors confident in their process. until learners are Useful resource: University Stanford Organisation: The Title: Resource ThinkingDesign Process Link: Website Description: thinking brief A the design to guide process. 2 a brief to process realisation and the set design Understand activitiesSuggested sketch a brief or plan and design that outlines a prepared learners a first attempt, could be given For be tasked could then They with objective and specifies a materials and equipment list. a clear design observations notes, instructions, related comments, etc annotating the sketch/plan with appropriate its production. to

Design method Design Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 12 Also related to related Also Unit 21 LO2 Suggested timings Suggested 4 hours and Training: Model Making Training: and Design Resources Design http://www.david-neat.co.uk/teaching/teaching_i/current/modelmaking_techniques. http://www.design-skills.org/model_making.html Resource Title: Title: Resource Model-Making Techniques Link: Website pdf model-makingDescription: model-making course. useful guide to A based on Neat’s approaches Learners may have limited modelling experience so tutors could set attainable practice goals: for modelling experience could set attainable practice limited so tutors goals: for have may Learners on Focussing constructingexample, of a set such as a set of three-step a single element treads. for the skillshelp develop such an element will for required the construction required techniques . box model constructing an entire Useful resources: Skills Design Organisation: Title: Resource Link: Website Description: the model-making guide to A process. Neat David Organisation: Suggested activitiesSuggested is usually envisioned set The model-makingThe is an essential part process process. of the set design after teething model and second, (concept) card in two the white stages: first, in model format It stage. that (presentation) is the model box full model box the been solved, have in layout problems process. during personnel all production the realisation point for will be used as the reference learners the outset, must be very of set required clear about the construction standards From it could find Tutors that accuracymodellers and understand of vital importance. solidity and are just appreciate so that they models may learnerssee examples of professional to arrangehelpful to for be. detailed these need to and precise how Title of suggested activity of suggested Title Model-making

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 13 Unit 19 LO2 Unit 20 LO2 Unit 21 LO2 Also related to related Also Unit 19 LO2 Unit 20 LO2 Unit 21 LO2 1 hour Suggested timings Suggested 1 hour https://99designs.com/designer-blog/2013/03/19/5-tips-on-how-to-prepare-a-design- http://www.huffingtonpost.com/2014/08/19/easy-art-techniques_n_5679958.html http://lostinschlock.blogspot.co.uk/ Resource Title: 5 tips on how to prepare a design presentation a design prepare to 5 tips on how Title: Resource Link: Website presentation/ design do it when presenting to Description: do and how understanding what to A useful guide to a client. ideas to Learners must understand that there will be many professional situations where ideas need to be to ideas need situations where professional will be many must understand that there Learners a client. In to the theatrical context,but sometimes it could presented the client is usually the director must understand that the designer when working Even a brief, to or the artbe a producer director. able to are that designers and so it is vital intention the design not fully appreciate the client may their ideas clearly and effectively. present to ‘client’ and/or learners scenario acting with themselves set up a presentation could as the Tutors may pitch The brief. a given to in response or set of designs design a must pitch whom each designer given. and feedback then be evaluated Useful resource: 99 designs Organisation: Useful resources: Arts Culture and HuffPost Organisation: Jumpstart Creativity To Do Can Anyone That Techniques 9 ArtTitle: Resource Link: Website the basics of a number of related this page covers resource primarilyThough an artists’ Description: techniques. but contrasting creative Schlock Organisation: in Schlock Lost Title: Resource Link: Website articles of creative on a range ‘how to’ blogspot with useful design theatre/film Description: Popular activities. design Suggested activitiesSuggested a range of creative consider that learners could bear in mind to be equipped to need Tutors a to unique functions all design are and others that be common to which may some of techniques, Often,single specialism. experience little or no and methods and learnerstechniques of some have and blocks turn in This creative can cause unfamiliar territory. into move to be a reluctance may there could encourage learners experiment to with a range of media and in Tutors restrictions in progress. and methods. with new grips techniques get to doing so progressively learners By and a range of contrasting materials with a simple stimulus possible to it is providing encourage experimentation. Presenting ideas Presenting Title of suggested activity of suggested Title techniques Creative

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 14 Also related to related Also Unit 19 LO2 Unit 20 LO2 Unit 21 LO2 Unit 19 LO2 Unit 20 LO2 Unit 21 LO2 Suggested timings Suggested 2 hours 2–4 hours http://www.openstages.co.uk/ http://www.precursive.co.uk/project-estimation-methods/ session. Useful resource: Openstages Organisation: software) Links (design Related Title: Resource Link: Website and/or software design of (some free versions different links to with numerous Description: website A trial). with a free Resource Title: Project Estimation Methods Project Title: Resource Link: Website estimating materials. methods for Description:of the different A clear explanation any sketches sketched before on paper as ideate out are elements stage design Most professional common in most aspects of theatre are CAD techniques is engaged. process design computer-aided benefit learners. will undoubtedly and familiarisation with the CAD process design and engineering. architecture orientated to on the market CAD systems are many many and are There their to suited more system learners an appropriate to introduce to tutors It for is important therefore at the basic level, learners could be introduced has been identified, Once a suitable system needs. perhaps working introductory the many through activities before the CAD software, incorporated into than one more will require This challenges. design learned specific theatre applying the techniques to Suggested activitiesSuggested of what an appreciation must develop and designers ideas to not confined are projects Design very exists a there In design set wide range of theatre their designs. realise to required materials are should Learners detail. all of these in consider be possible to not materials and it may and methods basic design materials estimating for methods used for understand the be equipped to therefore By setting a simple materials and methods. using the most commonly encountered realisation tutors a set of three-step element such as a single set design based on treads, estimation objective, intricate projects. more progressively estimation for to could equip learners with approaches Useful resource: Precursive Organisation: (CAD) Computer-aided design design Computer-aided Title of suggested activity of suggested Title estimation Project

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 15 Unit 21 LO3 Also related to related Also Unit 18 LO3 Unit 20 LO3 Unit 21 LO3 1 hour Suggested timings Suggested 1.5 hours http://www.design-skills.org http://www.hse.gov.uk/entertainment/theatre-tv/theatre.htm the needs of the set designer. Learners need to be able to make choices about the suitability be able to informed need to Learners the needs of the set designer. a selection of the most commonly introduce It to tutors could be helpful for of materials they employ. design/construction a simple and set the group common uses, their specifications and used materials, assembly), asking (such as the construction of a tread problem learners select to the most effective A practical a partmaterials. demonstration could form of this activity. Useful resource: Skills Design Organisation: Training and Resources Design Title: Resource Link: Website be made within Description: their craft. may in developing Searches Information assist designers to materials and applications. for the site clear focus on equipment and materials on equipment and assembly) could enable (such as the construction of a tread clear focus exercising practices health and safety learners thereby relevant engage with and apply all the to risk and practical aversity judgement. learners’ Useful resource: Executive Health and Safety Organisation: Theatre Title: Resource Link: Website the risks those working to Description: in controlling Information assist people who run theatres in to on hazardous topics for It within this site productions. search or attending is possible to the theatre substances and operating machinery. in the dependant upon what is available learners to will be largely choice of materials available The accommodate is as wide a range of materials to as possible that there should ensure Centres centre. 3 use in performance for a set design realise Be able to activitiesSuggested Observance practice relevant and its is of paramount legislation health and safety of current importance industryThere in the theatre and learners with the key must become familiar legislation. inculcate to must endeavour tutors is no short learners is concerned when safety and therefore cut for and practice legislation in every and safety health tutors appropriate for useful session. It could prove a with project A small-scale briefing up a health and safety with a risk assessment exercise. follow to

Suitability Safety practices Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 16 Also related to related Also Unit 21 LO3 Suggested timings Suggested 2 hours http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ http://coshh-tool.hse.gov.uk/assets/live/SR22.pdf Description: A COSHH guide to the safe use of solvent-based adhesives. use of solvent-based the safe guide to Description: COSHH A as PVA adhesive versus epoxy resin adhesive for the union of metal and plastics. the union of metal for adhesive epoxy resin versus adhesive as PVA Useful resources: BBC Organisation: Technology & – Design Bitesize Title: Resource Link: Website materialcomponentadhesiverev5.shtml Description: very A the use and compatibility etc. helpful guide to and adhesives of components Executive Health and Safety Organisation: adhesives solvent-based from Vapour Title: Resource Link: Website Suggested activitiesSuggested intended. which they are choice of materials purposedependant upon the being used is The for practical could tailor the activities learners enable which materials consider or to to Tutors centre The artefact. a stable and effective produce work others to with to best suited are components a range of materials in place enable learners which make to and suitable specification should have much too allow to be unwise paramount, it would are health and safety Since construction choices. skills users but once basic handling experimentation and capable tool confident until learners are opportunities learners try could provide to tutors for been acquired to methods out alternative have practice sessions provide of achieving be to this could way One possible objective. a given achieve carry to could be required out practical Learners requiring of sample materials. union or assembly task such compatibility with a given their relative materials for could be chosen example, for research; Title of suggested activity of suggested Title Compatibility

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 17 Unit 21 LO3 Also related to related Also Unit 21 LO3 1–2 hours Suggested timings Suggested 2 hours http://www.technologystudent.com/joints/matprop2.htm http://www.businessdictionary.com/definition/workability.html predict the outcome of each experiment and also to suggest what the results of the experiment of each experiment suggest what the results predict the outcome and also to This set construction purpose. a given the suitability to that material of for with regard might indicate and the other key illustrate hardness to properties could be adapted including malleability, procedure conductivity. Useful resource: Student Technology Organisation: of Materials Properties Title: Resource Link: Website Description: clear explanation of the key A aspects of durability a printable with a link to exercise. Useful resource: BusinessDictionary.Com Organisation: Title: WorkabilityResource Link: Website Description: explanation of the notion of workability. An it is a project or design, When studying materials and especially when selecting materials for important the key understand to should be familiar with properties Learners of those materials. set up some practical could sessions to Tutors the key properties that will influence their choices. the necessary is equipped with that the group ensured having example, properties; these illustrate for the property could demonstrate the tutor striking by of toughness attire, safety of different a range impact. could be asked to Learners to their response demonstrate materials with a hammer to Suggested activitiesSuggested use of materials with a wide range be familiar suitable for expected to are set designers Professional one of and strength, as weight well As in the construction full-scale set designs. of both models and ‘cooperative’ the key of materials the choice factors is workability governing how words or in other quickly could specification. Learners suit the designer’s shaped or moulded to when a material is, a concept of workabilityformulate pieces using opportunities modest test if they have create to could Learners brief could set a simple such as the construction of a roof. Tutors materials. different Materials this purpose. could include: a block for tools a range of materials and appropriate be given the could then compare Learners and a block of wood. plaster chicken or polystyrene, wire, of foam workability such as cost of these materials imperatives other production and balance them against and durability. Properties of materials Title of suggested activity of suggested Title of materials Workability

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 18 Also related to related Also Unit 21 LO3 Suggested timings Suggested 1 hour http://www.makeuseof.com/tag/excel-project-management-tracking-templates/ Organisation: MakeuseofOrganisation: Tracking Management & Project for Templates 15 Useful Excel Title: Resource Link: Website a wide suitable for management templates project Description: with a range of Excel A useful site range of applications. Suggested activitiesSuggested the construction the habit of planning projects. should get into of their design and assembly Learners clear a in their ability confident goals if they their project achieve have to will be more Learners as an project design simple could select an appropriate, Tutors place. plan in project management order brainstorm in chronological the most efficient stages of assembly with the group, example and, could This or construction this work management strategy out a suitable project schedule. and from learners making the materials required involve of the construction decisions about the length process, the processes learners see how could be able to In will be used. and the methods that this way, pre-planning costly errors. and how interconnect avoid can Useful resource: Title of suggested activity of suggested Title assembly Project

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 19 Also related to related Also Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 Suggested timings Suggested 1.5 hours http://www.technologystudent.com/designpro/eval1.htm that learners come to appreciate the relative strengths and weaknesses strengths of their design. the relative that learners appreciate come to Useful resource: Student Technology Organisation: The Title: Resource Evaluation Link: Website a design producing to approaches alternative evaluation presents helpful guide to This Description: concept review. 4 performance live for processes and realisation set design review Be able to activitiesSuggested their upon which the premise reconsider learners be able to need to a design, completed Having briefing could role-play session, where in a designer the director Tutors concept is based. design learner the as In documentation. using appropriate this way, is explaining the design the designer the concept has met how showing decisions, design explain and defend to will be required designer ensure can ask questions to Tutors of the brief it could fulfil its purpose. and how the requirements

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CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 20 Also related to related Also Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 Suggested timings Suggested 1 hour http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ http://www.technologystudent.com/designpro/eval1.htm Description: This helpful guide to evaluation presents alternative approaches to producing a design a design producing to approaches alternative evaluation presents helpful guide to This Description: materials and equipment. including links to concept review Useful resources: BBC Organisation: Title: Resource Design & Technology Link: Website designanalysisevaluationrev1.shtml of guidance about the reviewing pages contains several resource BBC Bitesize This Description: including the use of materials and equipment. process Student Technology Organisation: The Title: Resource Evaluation Link: Website Suggested activitiesSuggested the selection influenced of the brief the demands of how have show to should be able Learners the range of materialsmaterials and In and equipment. by this will be constrained most cases, learners the explain to should be encouraged However, within the centre. available equipment Where another. selected one type having over fixing or fastening of for example, for reasons, the learner to unavailable mean that some materials or equipment are centre limitations within the especially (even could be procured item(s) additional then the learner justify why should be able to not be possible). It this may that this is carriedif ultimately from is recommended out separately both technical are here which operate parameters The the activity as the context differs. above Learners’ and budgetary role-play could consider it helpful to manager. a production and so tutors of written reports could be in the form justifying the selectionresponses list. Title of suggested activity of suggested Title and materials Review equipment

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 21 Also related to related Also Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 Suggested timings Suggested 2 hours preparation 15 minute presentation http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ http://www.technologystudent.com/designpro/eval1.htm Description: This helpful guide to evaluation presents alternative approaches to producing a design a design producing to approaches alternative evaluation presents helpful guide to This Description: method. design including links to concept review Useful resources: BBC Organisation: Title: Resource Design & Technology Link: Website designanalysisevaluationrev1.shtml of guidance about the reviewing pages contains several resource BBC Bitesize This Description: method. including design process Student Technology Organisation: The Title: Resource Evaluation Link: Website Suggested activitiesSuggested carried out. It were processes the design on the way should focus review partThis of the learners’ could encourage Tutors perspective. management a project consider this from to could be helpful that It should be remembered the process. about theywent learners the way explain and justify to learners be helpful to if this and practical both design It functions. method applies to could therefore activity method. application two parts: is split into for method and one design one for or presentation an illustrated methods adopted, assist the learner the design in reviewing To and (words research how could include showing This useful. could prove demonstration format was the design how and created initial visualisations were how the design, images) influenced finalised. Title of suggested activity of suggested Title part method Review 1 (design)

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 22 Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 Also related to related Also Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 1 hour Suggested timings Suggested 2 hours

https://www.google.co.uk/search?q=swot+analysis+example+powerpoint&sa http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ http://www.technologystudent.com/designpro/eval1.htm Description: Examples of templates which could be adapted to suit the purpose to of the activity. Description: which could be adapted Examples of templates performance outcomes. The latter aspect focuses exclusively on the performance exclusively aspect realised of the latter The focuses performance outcomes. dealt with below. which are should not consider aesthetics, review This during the show. design will not be unduly this review has run as intended, the show providing Under normal circumstances, clear set of performance a simple, could encourage learners produce outcomes to Tutors complex. be in the (this could and why assessment of what workedand a corresponding and what didn’t well this approach. lend itself to may presentation analysis). A PowerPoint of a SWOT form Useful resource: Google Organisation: analysis templates SWOT PowerPoint Title: Resource Link: Website =X&espv=2&biw=1600&bih=861&tbm=isch&tbo=u&source=univ&ved=0ahUKEwi1t_ jWsYbKAhXGtBoKHcWFDE0QsAQIGw&dpr=0.9 Resource Title: Title: Resource Design & Technology Link: Website designanalysisevaluationrev1.shtml the reviewing pages of guidance about contains several resource BBC Bitesize This Description: including application of method. process Student Technology Organisation: The Title: Resource Evaluation Link: Website a design producing to approaches alternative evaluation presents helpful guide to This Description: application method. including links to concept review method and technical between technical clear about the difference should be absolutely Learners Suggested activitiesSuggested could and it be most effective to a report could prove format method review, the application For the could be adopted, approach a presentation Though parallel. professional the most accurate offer human the allocation of both since formally more presented could be sought after here information efficiency for evaluated should be and the success of the construction process resources and physical help learners could consider it useful to report identify a suitable and break format Tutors and quality. that enables learners build a report in a way to stage. it down stage by Useful resources: BBC Organisation: Review technical technical Review performance outcomes Title of suggested activity of suggested Title part method Review 2 (operations)

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 23 Also related to related Also Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 Suggested timings Suggested 1 hour http://www.bbc.co.uk/education/guides/zxs9xnb/revision http://www.architectural-review.com/rethink/a-streetcar-named-desire-interview-with- artistic intentions. Useful resources: BBC Organisation: about and evaluatingWriting theatre Title: Resource Link: Website set sectionThe helpful contains review. inclusion in a theatre for Description: areas topic guide to A consideration. headings for Review Architectural The Organisation: Interview Named Desire: Willi A Streetcar Title: with Set Magda Designer Resource Link: Website set-designer-magda-willi/8666672.fullarticle and research in architecture, use of her background Description: a set designer’s Offers insight into Suggested activitiesSuggested design they of latitude when the realised the aesthetics of review learners a degree could give Tutors design as the well As evidence. approach to possible ways several are There used in performance. learners made by learnersportfolios, in their notes recorded participate can produce in discussions, analyse highlight, them to that will enable and reviews reports, essays or write formal video analysis, could carry aesthetic context. Learners within a design an out experience’ ‘audience the and evaluate such as visual impact, atmosphere, areas towards with questions specifically directed audience survey, could task learners with Tutors of the artistic communication and contribution the overall to intention. Inthe set design. on this entirely seen, perhapswriting focussing they of productions reviews have they critical will develop considering faculties which will be useful when designs. their own way, Title of suggested activity of suggested Title aesthetic Review performance outcomes

CAMBRIDGE TECHNICALS IN PERFORMING ARTS LEVEL 3 UNIT 22 24 Also related to related Also Unit 19 LO4 Unit 20 LO4 Unit 21 LO4 Suggested timings Suggested 1.5 hours http://www.hse.gov.uk/pubns/etis19.pdf Useful resource: Executive Safety Health and Organisation: and media film, television sets used for and build of production design Safe Title: Resource productions Link: Website and construction. design set to considerations with regard safety guide to definitive The Description: Suggested activitiesSuggested Of importance, paramount is a critical review part a health and safety world professional of real learners from elicit feedback decide to practicetutors should be taken and However very seriously. key the elements practice and safety the health process, the production within to adopted relating electrical of risk and remedial and mechanical safety assessment, incident reporting procedures, It is likely applications that the design review. of any taken the central tenets must form measures other departments. from reviews If safety it should be very into this is the case, dovetail may platform If to decides specialism being studied. tutor the the design to specifically clear which aspects relate it should contain a clearly relevant template, review health and safety production an overall produce construction the set section department for and learners could be tasked with completing it. Title of suggested activity of suggested Title and safety health Review practices

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