Part of the Technical Theatre Mini Units Curriculum


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.

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

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