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Stagecraft Week 12:  What's BACK there? 

(Costumes, Make-up, & Wigs / Intro to Scenic Design)

April 19-23, 2021

Important terms are in RED.

Google Classroom assignments are in BLUE.

Ms. Price provides ALL learning for absent students in a self-directed format so there is NO NEED TO ZOOM if quarantined

Just read & understand/complete each of the day's activities below.  You are EXPECTED to keep up with what's going on IN class.

DAY 1: 

1.)  Chose an area (from the IB Learner Profile) to individually focus on this week.  (If absent, be sure to complete this under in your REFLECTION JOURNAL (week 12) in Google Classroom.  Discussed the class focus of COLLABORATION for this week.


2.) Watched a video (Costumes in The Lion King) and responded in Google Classroom REFLECTION JOURNAL (Journal Title:  Beyond Costumes in The Lion King) about "what other things are considered in the design/maintenance of costumes BEYOND just the clothing?"  (If absent, or quarantined, watch & respond in your journal, as directed.

3.) Watched a video (Journey of the Dress) and discussed:  What is something NEW that you learned about costumes and costume care from this video?

4.) Split into the groups from last class to learn about the Costume Room, Stage Make-up & Quick Changes. (If absent or quarantined, be sure you've read/watched what is listed below.)

GROUPS 3-4 (in Costume Room): 

  • Go to Costume Room (familiarize yourself with where things are located)

  • Pull costume pieces on your list

  • Bring costume pieces/items to the classroom (in your quick change basket)

GROUPS 1-2 (in Classroom):  

  1. Read:  Quick Change Stations (notice what needs to be prepped (and in what order) for a quick change)

  2. Set up: A potential quick change "station" (decide what you would need and where before brining in the costume pieces)

  3. Observe/READ each of the theatre make-up "Face Charts" below to learn about the basics of each type of theatrical make-up.

  4. Watch:  Creating Old Age Make-up (3:47) to learn the basics of how to do "old age" make-up.

  5. Decide:  Which of the following would you like to TRY in class:

  • Old age make-up​

  • Creating believable bruises and wounds

  • Vintage Glam (ex: 1940's pin-up style make-up)

  • Creating believable sick or ill looks

5.)  Practiced setting up "Quick Change Stations" then practiced quick changes in groups (and then competed for best time).  :) 

6.) Watched a video on Make-up or Wigs in Theatre (students' choice). (If absent or quarantined, you do not need to do this.)

DAY 2:

1.)  Returned costumes (from Quick Change activity) to the Costume Room and re-hung/returned each item in/to its proper location.

2.)  Discussed our next unit:  SCENIC DESIGN.  (If absent or quarantined, read below...)

In our next unit in Stagecraft, we will be learning about THE PROCESS OF DESIGN.

Almost everything created for art or commercial use has gone through a design process.  However, many non-artistic people assume that artists simply have a "flash" of inspiration or "just come up with" ideas because they're creative.  While I wish that was true, that is RARELY the case.  Great ideas and inspiration are typically the culminating results of curiosity, research, and artistic collaboration.  

In our next unit, we're going to explore the design process by talking about one of the most important aspects of design in a show:  the set.  The set in a production can do FAR more than show location.  Since the scenery in stage shows (unlike most films) does not have to be LITERAL, the space in which the story is told can be FIGURATIVE, metaphorical, representational, abstract, poetic, and/or uniquely enhanced to get at the "heart" of the show's meaning or characters.

3.)  Watched Scenic Design video.  (You only need to watch 4:00-11:05.)  If absent or quarantined, watch & answer the following questions in your Google Classroom Reflection Journal

Title:  Scenic Design Process (week 12 - day 2)

1.) What does the set "do" in theatre? (at beginning of video)

2.) Before designing a set, with whom should the designer speak?  (About what?)

3.) From where could designers get "inspiration" for their designs? (as shared in the video)

4.) Why are models important?

4.)  Learned about the various things that scenic designers must do when reading a script (in order to begin the design process).

5.)  Listened (in class) to the opening numbers from the musicals listed below.  Ms. Price led students in an activity to to determine what the music FEELS like, (even when there are no lyrics) and then students tried to determine the MEANING/STORY/THEME from just the opening number's lyrics.  Students responded in Google Classroom (Assignment:  Intro to Musical Design Project)​​.  (If absent or quarantined, you DO need to do this activity/assignment, but you only need to respond to 5 of the musicals.  It is recommended that you respond on your Google Classroom assignment WHILE listening to the musical numbers - since the musical mood may shift/change throughout).


*REMEMBER:  The music's "mood" (what it "feels like") ALWAYS impacts design.  In musicals, the music drives certain design decisions (just as much as "setting" does).

4. Chose a musical (from the above list) that you'd like to READ and DESIGN A SET for.  Indicate your choice on the bottom of your Intro to Musical Design Project assignment in Google Classroom.  (If absent or quarantined, be sure to do this BEFORE class on April 27, 2021 so that Ms. Price can make a copy of your script.)

Go Deeper (Optional):

Learn about Wigs & Make-up

  • For more information on how to prep for wigs, how to grey hair, how to apply facial hair, and other wig/make-up tutorials & videos, go HERE

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