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Stagecraft Week 16  (Virtual)

(December 14-18, 2020 - Happy Holidays!)

Important terms/concepts/info are in RED.

Google Classroom assignments are in BLUE.


In this Stagecraft unit, we are learning about THE PROCESS OF DESIGN.

So far we've learned the following about the process of theatrical design:

1.) Often, design starts with an overall FEELING or mood that the designer hopes to achieve for an audience.

2.) Designers read the script to determine what  NEEDS to be included in their designs.  (Needs are both stated and implied in the script.)

3.) Designers speak (early on) with the production's Director to understand her/his vision for the show.

4.) Designers conduct RESEARCH for design-related needs, as well as for their own design ideas.

5.) Many designs "start" with an INSPIRATION image, idea, or item that has surfaced during the process.

Once designers have INSPIRATION for their design, they can begin working on their overall DESIGN CONCEPT, which is what you'll be exploring this week...

This week's unit is focused on...  


This week's self-directed learning (to be completed by class on 12/18):

1. Read ALL Information written above (if you haven't already) for this unit.

2.  Choose your INDIVIDUAL focus for the week and write it in your Process Journal in Google Classroom under Week 16.

3.  Continue:   Design Research

Continue your design RESEARCH and INSPIRATION search for any additional elements that could inform your final design concept and choices.  (Add your research/inspiration to your Google Classroom assignment entitled Scenic Research (Musical Design Project) if/when new ideas emerge.

4. Report:  Tell Ms. Price which scenes you plan to design sets for and list that information in Google Classroom (Assignment:  "My Two Chosen Scenes/Sets")


5.  Watch: Behind the Emerald Curtain - (3:59)

     Watch:  Behind the Scenes of Wicked - Set Design (12:16)

Google Classroom Journal Title:  Scenic Design (Wicked)  (week 16 - day 1)

1.) The designer says that the STORY is about two sisters, but what was the MOOD/STYLE the designer was trying to create with his design?

2.) What RESEARCH did the designers do?

3.) What was the overall DESIGN CONCEPT, and in what visual elements of the show did that concept appear?

4.) What are some things that you found interesting, intriguing, or inspiring in these videos?

6.  Watch:  KP Teaching Video  - Inspiration, Design Concept, Napkin Sketches (5:00)

Google Classroom Journal Title:  Inspiration, Concept, Sketches  (week 16 - day 1)

1.) Where can inspiration be "found"?

2.) List the things that "napkin sketches" of your design SHOULD include.

*Note: I made this video last year during the Covid shut-down, so it references (at the end) a different type of project than designing a set for a musical...but as you know, your class IS designing a musical set.

7. Read ONE KP's DESIGN CONCEPT in Once On This IslandFlowers for AlgernonThe Crucible

Google Classroom Journal Title:   Design Concept  (week 16 - day 2)

1.) Which did you read, and what did you learn about a "Design (Director's) Concept"?

2.) What did you find interesting about the Design Concept for the show you read about?

8. Watch:  Set Tour with Designer David Korins | Beetlejuice  (7:22) 

Google Classroom Journal Title:  Scenic Design (Beetlejuice)  (week 16 - day 2)

1.) What were some NEEDS for the design?

2.)  What things INSPIRED the design?

3.) What types of things helped to establish the "AESTHETIC" (look/feel) of each of the houses?

9.  OPTIONAL (but VERY helpful):  3 ways to create a space that moves you | David Korins (10:36)

Why I like this video:  It discusses HOW TO "play" with ideas & how/why to break "design rules".

10.  Reflect on your INDIVIDUAL focus for the week (after Friday's Zoom class on 12/18) and write about it in your Process Journal in Google Classroom under Week 16 (end-of-week reflection)

10.  READ the following NOW to prepare yourself, but the following is NOT due until after Break 

Journal:  My Design Concept

Based on your research, inspiration, and collaboration with Ms. Price, develop a DESIGN CONCEPT and the AESTHETIC you'd like your set design to emulate. 

Do:  Create Napkin Sketches of your Design

After making choices about the overall CONCEPT for your design, create NAPKIN SKETCHES of your designs.  (Don't worry about "being able to draw"...this isn't art class.  The purpose of the "napkin sketches" is to make your IDEAS visible. If needed, re-watch video on napkin sketches HERE.)  

  • In your napkin sketch drawings/designs, try to incorporate the NEEDS of the scenes/transition, the results of your RESEARCH and INSPIRATION, and the overall FEEL (aesthetic) you're going for with your design. Think through (and show) what the design of your sets/transition will look like and how both will function.

  • Be ready to share your design concepts/napkin sketches on January 11in class, where you will get feedback from Ms. Price and others.  (You must also upload your "napkin sketches" to the Assignment (slideshow) entitled "Napkin Sketches (Scenic Design Project)" in Google Classroom BEFORE class on January 11.  

  • Your FINAL Design & Presentation will be due the week of January 11 (day 2).  More information to follow after Break.

  • Optional (Extra Credit):  If you're extra ambitious, you could create a colored drawing, photoshopped image of your space, or physical model of your design instead of napkin sketches only.  :)

Note:  You can read/access your Final Musical Design Project assignment HERE the and the rubric  HERE

This week's ZOOM classes:

Day 1:  Tuesday, December 15 @ 12:50  (Check-in & guidelines for this week's learning)

Day 2:  Friday, December 18 @ 10:40  (Check-in, sharing ideas, & discussion of what is coming up after Break)

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