VITAL INFORMATION |
Subject(s): |
Theatre |
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Topic or Unit of Study: |
Scenic Design |
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Grade/Level: |
11 |
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Objective: |
Students will describe the different aspects to be considered when designing a set for a scene in a play.
Students will design a floor plan of a set for a scene in a play to communicate the time period; and enhance the mood and atmosphere of the play.
Students will support their design choices (periods/styles etc.) with examples from the text within which they have chosen their scene and from their research about design.
Students will use the hotlist to find information about: the role of a scenic designer, period styles of design and to create a floor plan of the design for their scene. |
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Summary: |
Students will pick a play (from a list that I have provided) and design a set for a scene in that play. They will then explain why they chose the design (furniture etc.)that they chose and what makes the design appropriate to the time period of the play; supporting their claims by listing the website from the hotlist within which they found their information. They will further explain how their design enhances the mood and atomosphere of the play. |
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IMPLEMENTATION |
Learning Context: |
This activity is but one small piece of a larger unit on the segments of design in Theatre. Other segments in the series will include Costume Design,as well as,Lighting and Sound Design.
Prior to this activity, students have studied the elements of : theatre history, acting, voice and movement,and script analysis.
The activity will help the students begin to understand how physical and textual components begin to meld with the introduction of the set; and complete the melding with the introduction of costumes, lighting and sound-at a later date. |
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Procedure: |
On Monday, after assigning students a partner, I will give the students the handout detailing the scenic design assignment. I will review the instructions for the assignment with them prior to us going to the library. We will then go to the library, where the Media Specialist will demonstrate how to research information on scenic design; using the hotlist. There will be one computer to a pair of students.
Throughout our many visits to the library, I will be circulating around the room and checking-in on the pairs to assist those that need assistance. I will also have had the Media Specialist pull books with the information that students will be looking for and the plays themselves so that we will have access to alternative information if necessary (as a last resort- for students that may miss days during the process etc.).
At the library, the students will begin by gathering information on what the job of a scenic designer is and what aspects the designer must consider when creating the design for the set of a scene- from the appropriate websites on the hotlist. With any remaining time, the student pairs should begin to write down these points so that they can refer to them later; being sure to note which website the specific information was taken from.
On Tuesday, we will begin by reviewing what the students learned about the job of a scenic designer and the aspects that they must consider when creating a set for a scene. At this juncture, I will make it clear that the students will proceed with this assignment as if they have collaborated with the director, sound and lighting designers; as well as, the costume designer to determine what the tone of the show should be etc.
I will introduce the concept of period styles of design; explaining the connection between the script and the time period and geographical location that the author has chosen to place the scene in. Students will then choose a scene from a list of several period piece play scenes that I have chosen- all of which the students are familiar with. We will then return to the library to research period styles of design as it relates to their specific scene and play-from the appropriate websites on the hotlist. The students will again write down points about the time period and the events surrounding the play (such as the play is set during the depression) as given to them from the script; making note of which websites from the hotlist the specific information was gathered.
On Wednesday, we will go back to the library to finish research on period styles and students will make printouts of preliminary furniture selections for their set.
On Thursday, the students will take all of the information that they have gathered from the past three days and discuss their design concept; in the library. This piece will be located in the library to give students acess to go back to the computers and gather more information is needed.
On Friday, we will go to the library. The students will use the floor plan websites from the hotlist to build their floor plan for the set of their scene.
Their homework assignment for the weekend will be to, individually, jot down notes about the design choices that they made and how their choices support the text; and enhance the mood and atmosphere of the play. They should be prepared to discuss their "findings" with their partners on Monday, after which, they will write (type)their one-page paper explaining the above ideas.
The pairs will explain what they have learned from this process and share their floor plans and papers with the class on Tuesday.
Wednesday we will finish the presentations; at the end of each groups presentation, they will turn in all notes, floor plans and papers to me.
Thursday we will rap up the discussion on scenic design and talk about any changes that the pairs or individuals would make if they could; and why? What would those changes add to the mood and atmosphere of the play? Or how would they enhance the audiences understanding?
Friday begin discussion of next segment; to be reviewed on Monday. |
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Differentiated Instruction: |
The instructions for the assignment will be both written and verbal. I will create a handout with instructions for the assignment to give the students. I will make the handout into a transparency that can be displayed on the overhead projector in the library when we are there working on the assignment.
I will put the students in pairs; paying specific attention to their needs. For example, I would pair a high achieving blind student with a sighted student that is slighly lower achieving; and one of my ESL students with a student with the best English skills.
I feel that this would make the assignment more meaningful to each student. In the case of the blind student, that student is helping to feed the mind of the other student with their prior knowledge of theater, work ethic and ideas. While the other student is helping the blind student by navigating the websites and reading/sharing the information; it gives that student a chance to be a success as a partner and fellow researcher.
This will allow me more freedom to circulate and get to all of the groups. And in addition to the pairing, I will have the Media Specialist provide hard copies of the plays that the students are working with (the list that I gave for choices will be no greater than five); and books on the period styles etc. that the students can refer to if needed. As situations arise, other deviations may become necessary; that is expected. |
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Sample Student Products: |
There are no student samples; the lesson has not been taught yet. |
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Collaboration: |
Students will work collaboratively & individually. Students will work in groups of 2. |
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Time Allotment: |
9 class periods. 55 Min. per class. |
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Author's Comments & Reflections: |
The focus in this activity should be on the cohesiveness of the research analysis and its application to the set design. It is important for students to see how the design of the set enhances the mood and atmosphere; as well as, assisting in bringing the text to life for both the actors (because they need to believe to act) and the audience.
In the future, I would have students do an individual, "quick-draw" set design first. I would read them a short story, poem or a one-act play, then have them design a set for it. I would then let each student present their design to the class and tell why they chose the design. Afterwards, I would display the designs all around the room as I reread the short story, poem or one-act play. I would conclude by having the class discuss what if anything they would change about their design and why? What would the change add to our understanding of the piece? |
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MATERIALS AND RESOURCES |
Instructional Materials: |
Links
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Resources: |
- Materials and resources:
Hand-outs and over-head projector to display the requirements for the assignment at all times so the students can refer to them when necessary.
- Technology resources:
Firefox, Netscape, Word, Macromedia Flash Player
- The number of computers required is 1 per 2 students.
- Students Familiarity with Software Tool:
Students have used word on all assignments that have req
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