Unit
in Stagecraft Without a Theatre Curriculum
Culminating Project
Created by Karen Loftus
Now it’s time for your students to take everything they’ve learned and creatively apply those skills. The goal is for students to take what they’ve been exposed to, explored, and researched about each of the arts and crafts of technical theatre and apply it to a project.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Generate and conceptualize artistic ideas and work - High School Accomplished
Generate and conceptualize artistic ideas and work - High School Advanced
Develop and refine artistic techniques and work for presentation - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Organize and develop artistic ideas and work - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Organize and develop artistic ideas and work - Grade HS Advanced
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Cr1 Generate and conceptualize artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Cr2 Organize and develop artistic ideas and work.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Cr2 Organize and develop artistic ideas and work.
Sixth Grade
Seventh Grade
Eighth Grade
- DT.8.1.1.b Students Can: Imagine and explore possible solutions to design challenges of a performance space in a drama/theatre work.
- DT.8.1.3.b Students Can: Identify and use research and design choices in a drama/theatre work to enhance the work.
- DT.8.2.2.b Students Can: Implement a variety of technical elements to create a design for a rehearsal or drama/theater production.
High School - Fundamental Pathway
High School - Advanced Pathway
- DT.H2.1.1.b Students Can: Understand and apply technology to design solutions for a drama/theatre work.
- DT.H2.1.2.b Students Can: Cooperate as a creative team to make interpretive choices for a drama/theatre work.
- DT.H2.1.3.a Students Can: Choose and interpret a drama/theatre work to connect and question beliefs.
- DT.H2.2.2.b Students Can: Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.
High School - Professional Pathway
- DT.H3.1.1.b Students Can: Create a complete design for a drama/theatre work that incorporates all elements of technology.
- DT.H3.1.2.b Students Can: Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
- DT.H3.1.3.a Students Can: Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.
Language
Reading: Literature
- CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Critical Thinking & Reflection
Innovation, Technology & the Future
Organizational Structure
- 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.3.5 Design technical elements to document the progression of a character, plot, or theme.
Skills, Techniques & Processes
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
- 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.3.9 Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.
Grade 6 - Performing
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Performing
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing
Beginning High School Create
Beginning High School Present
Beginning High School Respond
Intermediate High School Create
Intermediate High School Present
Accomplished High School Create
Accomplished High School Present
Advanced High School Create
Advanced High School Present
Beginning High School Standards - Analysis
Beginning High School Standards - Aesthetics
Intermediate High School Standards - Aesthetics
Proficient High School Standards - Aesthetics
Advanced High School Standards - Aesthetics
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: production
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: production
HS 117.315 LI - Creative Expression: production
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.316 LII - Creative Expression: production
- C.3.A develop and practice safe and effective stagecraft skills.
- C.3.C analyze characters, themes, duties, and elements of a script to determine artistic roles and technical assignments.
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E develop 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 117.317 LIII - Creative Expression: production
- C.3.D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance.
- C.3.E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
Technical Theatre/Design 10-20-30 - Costume
- 1 demonstrate understanding of the purpose of costume
- 2 recognize the importance of illusion in costume design
- 3 recognize the importance of artistic unity in costume design
- 4 demonstrate knowledge of appropriate safety procedures
- 5 demonstrate understanding of symbolism and psychological implications of colour, texture, line and shape
- 6 demonstrate understanding of the value of the sketch as a tool in creating and communicating ideas in costume design
- 7 demonstrate understanding of techniques of costume organization, care, maintenance, cleaning and storage
- 8 prepare rough costume plot based on a script
Technical Theatre/Design 10-20-30 - Lighting
- 1 demonstrate understanding of the purpose of stage lighting
- 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
Technical Theatre/Design 10-20-30 - Makeup
- 1 demonstrate understanding of the purpose of makeup
- 10 prepare a makeup chart for a specific character
- 2 recognize the importance of illusion in makeup design
- 3 demonstrate understanding of the importance of artistic unity in makeup design
- 4 show awareness of need for safety and cleanliness when working with makeup
- 6 compile a makeup morgue
- 7 identify basic makeup supplies: bases, highlights, shadows, liners, powders, cleansers, brushes, sponges, crepe hair, adhesives
Technical Theatre/Design 10-20-30 - Management - Properties
- 1 demonstrate understanding of the purpose of stage properties
- 2 recognize the importance of illusion in properties design
- 3 recognize the importance of artistic unity in properties design
- 4 demonstrate knowledge if appropriate safety procedures
- 5 recognize different types of properties: set properties, hand properties, rehearsal properties
- 7 develop a properties list for a specific script
Technical Theatre/Design 10-20-30 - Management - Set
- 1 demonstrate understanding of the purpose of stage scenery
- 10 demonstrate understanding of and use ground plans
- 11 demonstrate understanding of proper placement of stage scenery: balancing, angling, masking, sight lines, backdrops, scrims
- 2 recognize the importance of illusion in set design
- 3 recognize the importance of artistic unity in set design
- 4 recognize and use theatre terminology related to the proscenium
- 5 demonstrate knowledge of appropriate safety procedures
- 6 recognize different types of stages: proscenium, thrust, arena, flexible
- 7 demonstrate understanding of symbolism and psychological implications of colour, texture, line, mass and form
- 8 recognize different types of scenery: bare stage, curtain set, drop and wing set, box set, unit set, suggestive or selective set, flats, projections, scrims, cyclorama
- 9 demonstrate understanding of and use scale
Technical Theatre/Design 10-20-30 - Management - Sound
- 1 demonstrate understanding of the purpose of stage sound
- 2 recognize the importance of illusion in sound design
- 3 recognize the importance of artistic unity in sound design
- 4 demonstrate knowledge of appropriate safety procedures
- 6 demonstrate understanding that the acoustics of a space affect sound
- 7 create live sound effects
- 8 show awareness of available recorded material; e.g., sound effects records, recorded music
Junior Orientation
- focus concentration on one task at a time
- generate imaginative and creative solutions to problems
- listen effectively
- meet deadlines and follow through on individual and group commitments
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- share ideas confidently with others
- support positively the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Junior Goal I Objectives
- develop a sense of responsibility and commitment
- develop self-confidence
- develop self-discipline
- develop the ability to initiate, organize and present a project within a given set of guidelines
- develop the ability to interact effectively and constructively in a group process
- develop the ability to offer and accept constructive criticism
- develop the willingness to make a decision, act upon it and accept the results
- extend the ability to think imaginatively and creatively
- strengthen powers of concentration
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.
- 3 show awareness of the importance of research
- 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
- 7 select a project appropriate to the component being studied
- 8 demonstrate understanding of the use of colour, shape and texture to achieve a desired effect
- 9 use sketching to explore ideas for the project
Technical Theatre - Application
- 12 demonstrate understanding of and apply appropriate regulations, procedures and precautions to ensure safe working conditions
- 13 determine and acquire necessary supplies or substitutes to construct the planned project
- 14 use appropriate tools and skills to assemble or construct the planned project
- 15 use the project
- 16 demonstrate the integration of technical theatre with other disciplines in order to enhance dramatic communication
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate a sense of responsibility and commitment, individually and to the group
- demonstrate the ability to considered decisions, act upon them and accept the results
- demonstrate the ability to contribute effectively and constructively to the group process
- demonstrate the ability to initiate, organize and present a project within a given set of guidelines
- extend the ability to concentrate
- increase self-discipline
Orientation Drama 10
- concentrate on the task at hand
- demonstrate effective use and management of time
- demonstrate self-discipline, self-direction and a sense of responsibility
- listen to self and others
- make effective decisions or choices
- offer and accept constructive criticism with a desire to progress
- positively support the work of others
- share ideas confidently
- solve problems imaginatively and creatively
- work cooperatively and productively
GRADE 6 - ARTS - Exploring and creating
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Exploring and creating
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
- Explore relationships between identity, place, culture, society, and belonging through arts activities and experiences
- Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Communicate and document
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
- Describe, analyze, and respond to ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Examine the influences of social, cultural, historical, environmental, and personal contexts on dramatic works
- Reflect on aesthetic experiences and how they relate to a specific place, time, and context
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
- Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language
- Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works
- Reflect on aesthetic experiences and how they relate to a specific place, time, and context
Grades 9 & 10 - Foundations - Responsible Practices
Grades 9 & 10 - Foundations - Concepts and Terminology
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 12 - Foundations - Responsible Practices
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts IV: Advanced Acting And Directing
Technical Theatre
- TT.12 The student will identify and apply safety guidelines for all aspects of technical theatre work.
- TT.17 The student will demonstrate scenic design.
- TT.18 The student will design, produce, and manage props to enhance production elements.
- TT.19 The student will demonstrate lighting design and production.
- TT.20 The student will demonstrate use of sound to enhance performance and convey mood and information.
- TT.21 The student will demonstrate costume design and production.
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