top of page

the role of the LIGHTING designer

If you chose to serve on the   LIGHTING DESIGN TEAM for this semester's Advanced Acting show, you are responsible for participating in design team meetings as well as growing as a designer during the rehearsal and performance process.


If serving on the Lighting Design Team, you are ALSO responsible for independently learning about the role of a lighting designer as outlined below. 


Please be sure you have your Google Classroom Process Journal (to reflect on your process/journey).

learning about LIGHTING design




complete before CLASS-time ON FRIDAY, 11/20:

Do (Formative Grade):  Create your own Lighting Design "Needs" spreadsheet (by carefully reading the script for Lighting needs). 

 Once your Lighting Design List is complete, turn it in to KP for a grade.  (If working with a partner, be sure to include BOTH of your names.)  See IAWL - Design Spreadsheet in Google Classroom.  Note:  This assignment was given on 11/11/20 and won't be accepted past 11/20/20...unless you've communicated in advance with Ms. Price about additional time needed.


complete before CLASS-time ON tuesday, 11/24:

Understand: All design begins with reading the SCRIPT

From there, designers INTERPRET the script (and also meet with the director to understand her/his vision), do RESEARCH for their designs (i.e. time period, style, etc.), come up with an overall DESIGN CONCEPT (to make all designs cohesive), create preliminary SKETCHES, and then create PROTOTYPES, DESIGN BOARDS, RENDERINGS and/or MODELS (so that others will understand what the final product will look like and how it will function).  This is the DESIGN PROCESS that we will also be using in Advanced Acting for our show - regardless of the design area you chose.

WatchWorking in the Theatre: Lighting Design (23:06)

(Google Classroom) Process Journal Entry Title:  Role of a Lighting Designer  (week 13)

  1. What is the role of a lighting designer?  (stated right away in several ways - jot down all of them)

  2. What information does the lighting designer need to work through with the director in order to do her/his job well? (4:30-)

  3. What does a lighting designer do (5:17) when she reads the script?  What is the next step after reading the script?  With what is the lighting designer helping the director?

  4. What factors, throughout this video, must a lighting designer have to consider when creating a lighting design?

  5. What do you feel, after watching this video, are the TOP 3 skills that lighting designers need/use most?

  6. (21:00)  What has to "drive the technical choices"?  

  7. What did you learn or what were you inspired by during this video?

Watch The Genius of Dear Evan Hansen's Lighting Design (3:13)

(Google Classroom) Process Journal Entry Title: Subconscious meaning of lighting  (week 13)

  1. What strikes you about the lighting design and meaning of lighting in this short video?  (be specific)


complete before CLASS-time ON WEDNESDAY, 12/2:

WatchLighting 101: Direction of Light for Film (6:35) / Lighting 101: Quality of Light (7:24)

(Google Classroom) Process Journal Entry Title:  Lighting Direction  (week 14)

 List the different directions/types of light and benefits/results of each.  (Although this video is for film, the same lighting principles still apply.)

Watch The Basics of Stage Lighting (10:16)

(Google Classroom) Process Journal Entry Title:  Lighting Fixtures (week 14)

1.  List the different types of lighting fixtures and benefits/characteristics of each.  (Although you will mostly be using LED's in the Black Box, you should know the names and benefits of various types of theatre fixtures.  You will be getting more one-on-one instruction from John Schmidt if/when he is available.)

2. What is the "best" way to light an actor on stage?

complete before CLASS-time ON friday, 12/4:

Communicate:  Talk with John about your needs for lighting (fixtures, hang, gobos, special effects, etc.)  Work through a plan with John about how to complete your hang and focus on 12/9

NOTE:  ALL LIGHTING MUST BE HUNG, FOCUSED, AND PROGRAMMED FOR REHEARSAL BY FRIDAY, 12/11.  Please plan to stay after school as needed to complete this task before 12/11.  Also be sure that if you need additional resources or people present to help you, that you have scheduled those things in advance.  Also be sure that the BOARD OPERATOR knows what (s)he must do prior to the first tech rehearsal.

complete before CLASS-time ON wednesday, 12/9:

WatchBehind the Scenes at Disney's Aladdin

(Google Classroom) Process Journal Entry Title:  Calltime​ / Pre-Show Checklist  (week 15)

1. In professional theatre, as shown in this video, what are the (specific) tasks performed by YOUR assigned role prior to a show?  

2.  What are some of the things that YOU could put on YOUR Pre-Show checklist to be sure our show runs smoothly?  (Think of ALL the things necessary from the time you enter the black box until the show starts, including things like "Where do I put my personal belongings?" or "Where should this prop be pre-set?" or "What's the best place for this quick change to happen?" Etc.  Don't forget to include "sign in" on your checklist.)

Do (Formative Grade):  You will create YOUR Pre-Show Checklist with ALL tasks to consider prior to the show.  This MUST be well-thought out and completed/hung up PRIOR to the FIRST dress/tech rehearsal.  (You will also create a copy in Google Classroom - "Pre-Show Personal Checklist - will be uploaded by Friday 11/20" Type and print your checklist (with your name in large font at the top) and hang in a designated area backstage.  (Keep in mind that you will most likely need to add to this list from things you learn or are reminded of in dress/tech rehearsals.

bottom of page