Students will identify categories of props and which people create or obtain props. They’ll analyze a script for needed props, use critical-thinking skills to problem solve prop issues, and create a prop.

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The overview lays out the objective of the unit, the timeline and list of lessons, and assessment plan.

1

Lesson 1

Properties and Prop Design

Students demonstrate comprehension of what a property is, the various categories of props, and how props are created.
2

Lesson 2

How to Create a Master Props List

To put students in a theatre production role and introduce one of the tasks of a prop master: a master props list.
3

Lesson 3

Props Challenges and How to Overcome Them

To apply problem-solving skills with respect to props challenges.
4

Lesson 4

Research Project: Props

To continue exploring elements of the role of prop master.

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Standards Addressed

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National Core Arts Standards California VAPA Standards (2019) Colorado Academic Standards - Drama and Theatre Arts Common Core Florida Sunshine State Standards Georgia Performance Standards - Theatre Arts North Carolina Essential Standards 2024 North Carolina Essential Standards 2010 Texas Essential Knowledge and Skills for Theatre Arts Alberta, Canada British Columbia (2018) Ontario, Canada Virginia Standards Of Learning (2020)

Generate and conceptualize artistic ideas and work - Grade 6

TH:Cr1.1.6.b Identify solutions to design challenges in a drama/theatre work.

Generate and conceptualize artistic ideas and work - Grade 7

TH:Cr1.1.7.b Explain and present solutions to design challenges in a drama/ theatre work.

Develop and refine artistic techniques and work for presentation - Grade 6

TH:Pr5.1.6.b Articulate how technical elements are integrated into a drama/ theatre work.

6.TH:Cr1 Generate and conceptualize artistic ideas and work

6.TH:Cr1.c Identify solutions to design challenges in a drama/theatre work.

7.TH:Cr1 Generate and conceptualize artistic ideas and work

7.TH:Cr1.c Explain and present solutions to design challenges in a drama/ theatre work.

6.TH:Pr5 Develop and refine artistic techniques and work for presentation.

6.TH:Pr5.b Articulate how technical theatre elements are integrated into a drama/ theatre work.

Sixth Grade

DT.6.1.1.b Students Can: Identify possible solutions to design challenges in a drama/theatre work.
DT.6.2.2.b Students Can: Articulate how technical elements are integrated into a drama/theatre work.

Seventh Grade

DT.7.1.1.b Students Can: Explain and present possible solutions to design challenges in a drama/theater work.

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.

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.

Language

CCSS.ELA-LITERACY.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.

Innovation, Technology & the Future

TH.912.F.2.4 Apply the skills necessary to be an effective director, designer, stage manager, and/or technician in the mounting of a theatrical performance.

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.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.

Grade 6 - Creating

TA6.CR.1 Organize, design, and refine theatrical work. a. Identify artistic choices, utilize theatre vocabulary, and demonstrate non-verbal communication skills in the rehearsal process. b. Interpret a character’s motivation by understanding the relationship between their background and their behavior. c. Identify the variety of relationships between characters. d. Identify, define, and classify character traits. e. Recognize and demonstrate the roles, responsibilities, and skills associated with collaborative performance. f. Use resources to identify and create technical elements of theatre.

Grade 6 - Connecting

TA6.CN.1 Explore how theatre connects to life experience, careers, and other content. a. Identify similarities between theatre and other art forms. b. Draw conclusions about the relationships between theatre and life. c. Define tasks associated with a theatre production (e.g. director, stage manager, designer, technician, playwright, actor).

Grade 7 - Creating

TA7.CR.1 Organize, design, and refine theatrical work. a. Identify and rehearse effective communication skills. b. Compare and contrast character types and relationships by analyzing character motivations, objectives, and goals. c. Compare the physical, emotional, vocal, and social dimensions of a character. d. Investigate the role and responsibility of the cast and crew. e. Identify and model ensemble skills in the rehearsal process. f. Utilize staging and blocking choices to enhance the performance. g. Compare, contrast, and design elements of technical theatre. h. Utilize theatre vocabulary throughout the rehearsal process.

Grade 8 - Creating

TA8.CR.1 Organize, design, and refine theatrical work. a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters. b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome). c. Incorporate dramatic elements through improvisation. d. Connect theatre vocabulary to the application of theatre performance. e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process. f. Evaluate the effectiveness of artistic and technical elements used in a theatre production. g. Design and create scenery, props, costumes, lighting, and sound. h. Assume different roles and responsibilities in the rehearsal process.

Grade 8 - Performing

TA8.PR.2 Execute artistic and technical elements of theatre. a. Incorporate artistic and technical elements into a theatre production. b. Resolve conflicts in technical applications.

Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Connecting

TAHSFT.CN.1 Explore how theatre connects to life experiences, careers, and other content. a. Examine how theatre reflects real life. b. Analyze how theatre employs aspects of other art forms and disciplines to effectively communicate with a live audience. c. Demonstrate awareness of the discipline, knowledge, skills, and education required for careers in theatre. d. Explore various careers in the theatre arts (e.g. performance, design, production, administrative, education, promotion).

Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - Creating

TAHSTT.CR.1 Create technical elements of theatre (e.g. sets, props, costumes, makeup, lighting, sound). a. Explore and utilize the elements of design and principles of composition for a theatrical context. b. Create basic to advanced technical elements by choosing appropriate materials, tools, and techniques. c. Analyze and/or develop choices in technical elements (e.g. sets, lights, costumes, sound) of informal and formal productions and theatrical texts as a part of the design process, considering mood, tone, and symbolism. d. Create industry standard paperwork (e.g. budgets, cut lists, materials, cue sheets, lighting and costume plots, schedules, calendars) as it relates to completing design renderings and/or models. e. Conceptualize and/or generate design elements for a dramatic work (e.g. scene, one act, full-length, musical).

Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - Producing

TAHSTT.PR.1 Produce technical elements in theatre. a. Identify, explain, and demonstrate standard safety guidelines and operating procedures for tools and equipment used in formal and informal theatre productions. b. Identify and interpret design and construction documentation, materials, techniques, and procedures for production. c. Differentiate between stock and non-standard material, scenic, or technical elements related to a production. d. Conduct initial research about design to inform further development of the production concept. e. Explore and/or produce an appropriate series of design documentation for a theatrical production (e.g. thumbnail sketches, swatches, first renderings, mixed media presentation).

Grades 9-12 - TECHNICAL THEATRE LEVELS I-IV - Responding

TAHSTT.RE.1 Respond to technical elements of theatre using appropriate supporting evidence. a. Revise projects, plans, and/or procedures after peer criticism to improve development of technical elements. b. Identify and analyze the characteristics of different types of performance spaces and how they can influence production decisions (e.g. proscenium stage, studio/black box, thrust stage, classroom, arena, found space). c. Evaluate design choices of professional designers. d. Evaluate design and technical elements in a post mortem following the completion of a theatre production.

Beginning High School Create

B.CR.1.3 Incorporate introductory technical elements using available facilities, technology, and tools to enhance theatrical works.

Beginning High School Present

B.PR.2.3 Implement technical elements to support scripted or devised presentations.

Beginning High School Standards - Aesthetics

B.AE.1.1 Understand the major technical elements, such as sound, lights, set, and costumes, and their interrelationships.
B.AE.1.2 Explain how the major technical elements, such as sound, lights, set, and costumes, are used to enhance formal or informal productions.

MS 117.212 LII - Creative Expression: production

B.3.B create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity appropriate to specific performances.

MS 117.213 LIII - Creative Expression: production

B.3.A recognize and select specific technical elements to suggest environment, establish mood, and support character and actions for performance.
B.3.B create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity using the principles of design.

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.

HS 117.316 LII - Creative Expression: production

C.3.A develop and practice safe and effective stagecraft skills.

HS 117.318 LIV - Creative Expression: production

C.3.D analyze production plans that include research, rehearsal plans, technical designs, and blocking.
C.3.F apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.

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
6 demonstrate understanding of symbolism and psychological implications of colour, texture and shape
7 develop a properties list for a specific script
8 recognize the need for developing and maintaining properties inventories
9 identify external sources for property loan/rental

Junior Orientation

demonstrate a willingness to take calculated and reasonable risks
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
share ideas confidently with others
understand that technical elements enhance verbal/physical communication

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 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

6 demonstrate understanding of the importance of planning and organization

Senior Goal I Objectives

extend the ability to concentrate
increase self-confidence
increase self-discipline

Orientation Drama 10

concentrate on the task at hand
demonstrate effective use and management of time
listen to self and others
make effective decisions or choices
positively support the work of others
share ideas confidently
solve problems imaginatively and creatively

GRADE 6 - ARTS - Reasoning and reflecting

Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts

GRADE 7 - ARTS - Reasoning and reflecting

Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts

GRADE 8 - ARTS - Reasoning and reflecting

Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas

GRADE 10 - DRAMA - Explore and Create

Experiment with a range of props, processes, and technologies

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)

Grades 9 & 10 - Foundations - Concepts and Terminology

C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)

Technical Theatre

TT.12 The student will identify and apply safety guidelines for all aspects of technical theatre work.
TT.18 The student will design, produce, and manage props to enhance production elements.

Technical Theatre

TT.3 The student will analyze, interpret, and evaluate aspects of technical theatre.

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