DTA | Staging
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Part of the Technical Theatre Mini Units Curriculum

Staging

Created by Josh Hatt

This is a mini-unit on staging. Along with the driving question for the unit, students will explore about how staging affects the performance. Students will draw a plot design (ground plan) to emphasize the need to plan where scenic elements will be placed. They will also practice taking cues from the script, in order to create staging.

Standards Addressed

Overview
The overview lays out the objectives for the unit and reviews the content in each lesson.
Additional Attachments
1: Introduction to Staging
Students are introduced to staging through video demonstration and discuss the role of staging in a performance. How does staging help to visualize a location? The lesson concludes with a Greek Myth Staging Activity.
2: Staging Effectiveness
Students complete a Staging Vocabulary Activity. They are then given a setting description and have to draw a set based on the description. The point of the activity is not to excel in drawing but learning how to plan and translate a description into a physical setting.
3: Changes and Transitions
Students discuss scene changes and transitions. How can a poorly rehearsed transition hinder a technically effective performance? They then apply this discussion to a Scene Assignment. Groups create a scene and must demonstrate a scene change within the scene.
4: Scene Assignment: Presentation
Students review what makes a scene technically effective. They are given time to rehearse and then present their scenes. The emphasis is on the groups demonstrating a knowledge of staging effectiveness.
5: Reflection
Students discuss the scenes from the previous class and reflect as a group on the process. They then address how lighting, sound, costume and staging interact together to create a technically effective scene.

Standards Addressed

National Core Arts Standards

Generate and conceptualize artistic ideas and work - High School Accomplished

TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.

Generate and conceptualize artistic ideas and work - High School Advanced

TH:Cr1.1.HSIII.b - Create a complete design for a drama/theatre work that incorporates all elements of technology.

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.

Develop and refine artistic techniques and work for presentation - Grade 7

TH:Pr5.1.7.b - Choose a variety of technical elements that can be applied to a design in a drama/theatre work.

Develop and refine artistic techniques and work for presentation - Grade 8

TH:Pr5.1.8.b - Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

Develop and refine artistic techniques and work for presentation - Grade HS Proficient

TH:Pr5.1.HSI.b - Use researched technical elements to increase the impact of design for a drama/theatre production.

Develop and refine artistic techniques and work for presentation - Grade HS Accomplished

TH:Pr5.1.HSII.b - Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.

Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient

TH:Cr3.1.HSI.c - Refine technical design choices to support the story and emotional impact of a devised or scripted drama/ theatre work.

California VAPA Standards (2019)

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.

Florida Sunshine State Standards

Georgia Performance Standards 2017 - Theatre Arts

Texas Essential Knowledge and Skills for Theatre Arts

Alberta, Canada

Ontario, Canada

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