PD Course
Basic Lighting for Drama Teachers
Created by Claire Broome
Join drama teacher Claire Broome and explore the basics of lighting, including lighting systems and instruments, lighting plots, how to record a lighting cue, and alternative sources of lighting. You’ll learn some practical, hands-on ways of using lighting in your classroom or theatre, whether you have a lighting system or not.
This course is packed with hands-on examples, activities for your students, and videos to develop your students’ understanding. Find out why lighting is such an important character in a production.
-
0Lesson 0Introduction2:08 FREE PREVIEWReview of objectives of the course and how to approach each module.
-
1Lesson 1The Lights14:13 FREE PREVIEWLearn how lighting works, name the different parts of lighting instruments and accessories and finally, what kinds of light each instrument produces.
-
2Lesson 2Lighting Systems5:41Explore the parts of lighting systems and different types of lighting boards.
-
3Lesson 3Lighting Plots5:05Learn how lights can be hung for maximum flexibility when lighting.
-
4Lesson 4Recording Lighting3:23Learn how to record lighting cues for future use and how to connect them to the stage manager’s prompt book.
-
5Lesson 5Low-Budget Lighting6:22How to light a show on a budget; learn some alternatives to a traditional lighting system.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - High School Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Organize and develop artistic ideas and work - Grade HS Proficient
- TH:Cr2.1.HSI.a Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
- TH:Cr2.1.HSI.b Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Apply criteria to evaluate artistic work - Grade 7
Apply criteria to evaluate artistic work - Grade HS Proficient
7.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Prof.TH:Cr2 Organize and develop artistic ideas and work.
- Prof.TH:Cr2.a Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in drama/theatre works from western or non-western theatre traditions.
- Prof.TH:Cr2.b Investigate the collaborative nature of the actor, director, playwright, and designers and their interdependent roles in a drama/theatre work.
6.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
7.TH:Re9 Apply criteria to evaluate artistic work.
Prof.TH:Re9 Apply criteria to evaluate artistic work.
Seventh Grade
High School - Fundamental Pathway
- DT.H1.1.1.b Students Can: Explore the impact of technology on design choices in a drama/theatre work.
- DT.H1.1.2.a Students Can: Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
- DT.H1.1.2.b Students Can: Investigate the collaborative nature of the actor, director, playwright, and designers to explore their interdependent roles in a drama/theatre work.
- DT.H1.3.4.b Students Can: Evaluate the aesthetics of the production elements in a drama/theatre work.
High School - Advanced Pathway
Speaking and Listening
- CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Language
- CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-LITERACY.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Language
Critical Thinking & Reflection
- TH.912.C.1.4 Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.
- TH.912.C.2.1 Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.
- TH.912.C.2.4 Collaborate with a team to outline several potential solutions to a design problem and rank them in order of likely success.
Organizational Structure
- TH.68.O.2.2 Explain how a performance would change if depicted in a different location, time, or culture.
- TH.912.O.1.3 Execute the responsibilities of director, designer, manager, technician, or performer by applying standard theatrical conventions.
- TH.912.O.3.1 Analyze the methods of communication among directors, designers, stage managers, technicians, and actors that establish the most effective support of the creative process.
- TH.912.O.3.3 Analyze and demonstrate how to use various media to impact theatrical productions.
- TH.912.O.3.5 Design technical elements to document the progression of a character, plot, or theme.
- TH.912.O.3.6 Apply standard drafting conventions for scenic, lighting, and sound design to create production design documents.
Skills, Techniques & Processes
- TH.912.S.2.1 Create one or more technical design documents for a theatrical production.
- TH.912.S.2.2 Apply technical knowledge of safety procedures and demonstrate safe operation of theatre equipment, tools, and raw materials.
- TH.912.S.2.9 Research and defend one's own artistic choices as a designer.
Grade 6 - Performing
Grades 9-12 - ACTING LEVELS I-IV - Creating
- TAHSA.CR.1 Organize, design, and refine theatrical work.<br/>a. Use script analysis in the development and presentation of formal and informal theatre performances.<br/>b. Examine various theories of dramatic structure.<br/>c. Engage in and apply meaningful cultural, literary, and historical research to create acting choices or directorial concepts.
- TAHSA.CR.2 Develop scripts through theatrical techniques.<br/>a. Examine theatre practices regarding the development, structure, layout, and format of scripts.<br/>b. Use improvisation, personal experiences, heritage, imagination, literature, and history to develop scripts.<br/>c. Perform formal and informal monologues and scenes based on published and original scripts.
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Responding
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Creating
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
- TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.<br/>a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.<br/>b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.<br/>c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.<br/>d. Conduct rehearsals to present a musical theatre performance for a live audience.
- TAHSMT.PR.2 Execute artistic and technical elements of theatre.<br/>a. Engage as a creative team in script analysis to plan and create technical elements of a theatre production, including sets, props, costumes, makeup, lighting, and sound.
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE MANAGEMENT - Creating
Beginning High School Create
Beginning High School Present
Intermediate High School Create
Intermediate High School Present
Accomplished High School Connect
Accomplished High School Create
Accomplished High School Present
Advanced High School Create
Advanced High School Present
Beginning High School Standards - Aesthetics
Intermediate High School Standards - Aesthetics
Proficient High School Standards - Aesthetics
Advanced High School Standards - Aesthetics
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: production
MS 117.212 LII - Historical and cultural relevance
MS 117.213 LIII - Creative Expression: production
MS 117.213 LIII - Historical and cultural relevance
MS 117.213 LIII - Critical evaluation and response
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.F demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions.
- C.1.H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience.
HS 117.315 LI - Creative Expression: production
- C.3.A develop and practice technical theatre skills.
- C.3.B apply technical knowledge and skills safely to create or operate theatrical elements such as scenery, properties, lighting, sound, costumes, makeup, current technology, or publicity.
- C.3.D demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
HS 117.316 LII - Creative Expression: production
Technical Theatre/Design 10-20-30 - Costume
Technical Theatre/Design 10-20-30 - Lighting
- 1 demonstrate understanding of the purpose of stage lighting
- 10 demonstrate safe and proper care in handling and maintaining available lighting instruments
- 2 recognize the importance of illusion in lighting design
- 3 demonstrate understanding of the important of artistic unity in lighting design
- 4 demonstrate knowledge of appropriate safety procedures
- 5 demonstrate understanding of functions of standard lighting instruments: flood, fresnel, ellipsoidal, follow spotlight, border lights
- 6 demonstrate understanding of functions of gels, barn doors, gobos, c-clamps, shutters
- 7 demonstrate understanding of basic functions of lighting control systems
- 8 demonstrate understanding of symbolism and psychological implications of colour, angle, intensity and timing in creating mood
- 9 demonstrate understanding that gels affect the way colour is perceived in scenery, costume and makeup
Junior Goal II Objectives
Junior Orientation
Junior Goal I Objectives
Technical Theatre - Levels I, II, III - Awareness
- 1 recognize the basic terminology associated with the component being studied
- 2 demonstrate understanding of the basic functions of the component being studied.
- 4 show awareness of available resources pertaining to the component being studied; e.g., supplies, libraries and theatre companies
- 5 demonstrate understanding of the various conventions of the components being studied
Technical Theatre - Levels I, II, III - Readiness
- 10 demonstrate understanding of and use appropriate methods and tools for designing the project; e.g., makeup charts, cue sheets, working drawing
- 11 arrange and sequence time, ideas, information, materials and/or personnel for achievement of the project
- 6 demonstrate understanding of the importance of planning and organization
- 8 demonstrate understanding of the use of colour, shape and texture to achieve a desired effect
Technical Theatre - Application
Orientation Drama 10
GRADE 6 - ARTS - Exploring and creating
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
Grade 6 - Exploring Forms and Cultural Contexts
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.1 identify and follow safe and ethical practices in drama activities (e.g., exhibit safe use of sound and lighting boards; follow procedures for the environmentally responsible use of materials and energy; prepare an individual or group seminar report on the nature and purpose of one or more of the following: copyright protection, royalties, public domain, intellectual property rights)
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
Grades 9 & 10 - Foundations - Concepts and Terminology
Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - The Creative Process
Grade 11 - Foundations - Responsible Practices
Theatre Arts I: Introduction to Theatre
Theatre Arts I: Introduction to Theatre
Get instant access to this and everything else in the Drama Teacher Academy
