KRISTA D. PRICE

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.

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So far we've learned the following about the process of theatrical (Scenic) 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 design process.

6.) Designers create an overall DESIGN CONCEPT that drives all design decisions.

7.) Making IDEAS visible to others is important with design. One way to initially do this is by creating "NAPKIN SKETCHES".

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This week's unit is focused on...  

PROCESS OF (SCENIC) DESIGN:  NAPKIN SKETCHES

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This week's self-directed learning (to be completed BEF0RE class on 1/7 or 1/8):

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1.  Choose your INDIVIDUAL focus for the week and write it in your Process Journal in Google Classroom under Week 17.

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2.  Finish all learning activities from Week 16 if you haven't already.

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3.  Watch:  KP Teaching Video - Creating a Cohesive Design (7:33)

Google Classroom Journal Title: Cohesive Design (week 17 - day 1)

Are there areas AROUND (above, behind, etc.) your set pieces that should be included in your scenic design?  If so, what ideas do you have to use these spaces to support your design?

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4.  Journal about your OWN Design Concept (Refer to your learning from Week 16 - Design Concept)

Google Classroom Journal Title: My Design Concept (week 17 - day 1)

Describe your overall DESIGN CONCEPT and the AESTHETIC (what you want the design to FEEL like).  Why did you make these choices for your set design, and how do you hope to have this concept/aesthetic reflected in the LOOK of your sets?

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5. Do:  Create Napkin Sketches of your Set Design and Transition for the scenes you're designing (Be sure you have this started BEFORE your IN-CLASS design meeting with John/G/KP on Thursday/Friday.)

After making choices about the overall CONCEPT/AESTHETIC 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.)

• Consider not only the set pieces you've designed, but also what ELSE is around your set that supports your scenic design.

• Take pics of your final napkin sketch designs, and upload them to Google Classroom (Assignment:  Napkin Sketches - Musical Design Project) BEFORE your class on January 12.  Remember, however, that you must have your sketches STARTED (thought through) for your Design Meeting on Thursday/Friday of this week.

• Be ready to share your design concepts/napkin sketches on January 12 class, where you will get feedback from Ms. Price and others.   

• Your FINAL Set Design & Presentation will be due the week of January 11 (day 2).  Re-read the Rubric HERE.  

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

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6.  Reflect on your INDIVIDUAL focus for the week (at the end of Friday's class on 1/7 or 1/8) and write about it in your Process Journal in Google Classroom under Week 17 (end-of-week reflection)

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

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This week's ZOOM classes:  (zoom code on Haiku)

Day 1:  Monday, January 4 @ 1:30 (Check-in & guidelines for this week's learning / schedule)

Day 2:  Thursday/Friday, January 7-8 @ 1:30 (Check-in via Zoom on your "Remote" Day)

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