The exercises within this unit are meant for students to explore the concept of lighting for theatre without the need for extensive tech or even a theatrical lighting grid.
This unit is useful for students with no prior experience with lighting or students who may be intimidated by the idea of theatre technology.
Each exercise is meant to build upon the previous one, as students grow in their confidence with thinking about lighting in different ways.
The overview sets the objective, outline and material needs for the unit, as well as assessment and general instruction.
The exercises within this unit are meant for students to explore the concept of lighting for theatre without the need for extensive tech or even a theatrical lighting grid. Each exercise is meant to build upon the previous one, as students grow in their confidence with thinking about lighting in different ways.
Students work in groups of 2 or 3 for this exercise on concept creation.
In this exercise, students are given the opportunity to explore different methods of creating lighting effects using items and resources found around them.
In this exercise, students will create a short shadow puppetry scene behind a sheet that is backlit.
This exercise takes the concept creation ideas explored in a previous exercise and has students notate their lighting plans on a script.
Use this optional exercise to show students a video about the role of a lighting designer in a professional setting.
A reflection and rubric is included for final assessment of the work completed in this unit.
TH:Re7.1.6.a - Describe and record personal reactions to artistic choices in a drama/theatre work.
TH:Cr1.1.6.b - Identify solutions to design challenges in a drama/theatre work.
TH:Cr1.1.7.b - Explain and present solutions to design challenges in a drama/ theatre work.
TH:Cr1.1.HSI.b - Explore the impact of technology on design choices in a drama/theatre work.
TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.
TH:Pr5.1.6.b - Articulate how technical elements are integrated into a drama/ theatre work.
TH:Re9.1.7.b - Consider the aesthetics of the production elements in a drama/theatre work.
TH:Re9.1.HSI.b - Consider the aesthetics of the production elements in a drama/theatre work.
6.TH:Re7 - Describe and record personal reactions to artistic choices in a drama/theatre work.
6.TH:Cr1.c - Identify solutions to design challenges in a drama/theatre work.
7.TH:Cr1.c - Explain and present solutions to design challenges in a drama/ theatre work.
6.TH:Pr5.b - Articulate how technical theatre elements are integrated into a drama/ theatre work.
I.AE.1.1 - Use technical knowledge and design skills to formulate designs.
Tennessee Theatre standards (2018) standards were built using the framework of the NCAS which is built on four key domains: Creating, Performing/Presenting/Producing, Connecting, and Responding. Within each of these domains are foundations and standards to support the development of curriculum, programs, and learning.
(source: Tennessee Department of Education, Tennessee Academic Standards for Fine Arts, Summer 2018)
Please refer to National Core Arts Standards to determine the standard that best suits your needs.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
C.3.A - develop and practice safe and effective stagecraft skills.
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
6 - demonstrate understanding of functions of gels, barn doors, gobos, c-clamps, shutters
7 - demonstrate understanding of basic functions of lighting control systems
generate imaginative and creative solutions to problems
meet deadlines and follow through on individual and group commitments
offer and accept constructive criticism, given specific guidelines, with a desire to improve
support positivity the work of others
understand that technical elements enhance verbal/physical communication
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
5 - demonstrate understanding of the various conventions of the components being studied
14 - use appropriate tools and skills to assemble or construct the planned project
demonstrate a sense of inquiry and commitment, individually and to the group
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
demonstrate the ability to offer, accept, and reflect upon, constructive criticism
develop a sense of inquiry and commitment to learning
concentrate on the task at hand
demonstrate effective use and management of time
demonstrate self-discipline, self-direction and a sense of responsibility
make effective decisions or choices
offer and accept constructive criticism with a desire to progress
positively support the work of others