
KRISTA D. PRICE
This Unit in Stagecraft:
WHAT'S UP THERE?
Day 1: Stage Lighting Basics
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Asked students: If you were to look UP in any part of a theatre (backstage and/or house), what would you see? The next unit is focused on those things.
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Reviewed names of curtains (main, border, legs, etc.) as well as "scrim" & "cyc", and discussed FLY LINES that are used to bring all of those things IN and OUT on a proscenium stage.
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Reviewed names of pipes (battens, electrics) that hang in the fly loft.
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Introduced LIGHTING basics and watched a brief video on the Role of Lighting Designers (for the Broadway show, Billy Elliot). Watch video HERE. Students wrote down what they learned on a Handout (click HERE or get from your Stagecraft folder). Discussed what was interesting, surprising, or educational from the video.
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Introduced students to a "Lighting Plot" (what it's meant to communicate, how it's used, what the symbols mean, etc.)
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Students were given a handout with various Lighting Fixtures illustrated. (Click HERE or get from your Stagecraft folder.)
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Learned about gels and were given gel books to look through various gel colors.
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Discussed creating "warm" vs. "cool" light and what "feelings" each evokes.
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Learned about the 3 primary roles of a Lighting Designer:
1.) Light the actor
2.) Show the time of day / setting
3.) Create the Mood
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John gave a brief lighting lesson showing each type of fixture and how it functions. (Ellipsoidal, Par Can, LED Par & LED Strip Lights, Scoops, Cyc Lights, and others)
Day 2: Fly Lines & Electrics
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Reviewed: gels, names of lighting fixtures, 3 main roles of lighting designers
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Learned about gobos and the effects they can create with lighting
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Analyzed / Discussed: The MOOD created by the direction and color of light used (did this by looking at various stage pictures and discussing as a class)
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Went to the theatre: 1/2 of the class worked with KP on learning how to safely run fly lines & 1/2 the class worked with John/G on the electrics, learning how to change a gel (and other lighting fixture parts and basics)
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Groups switched (the 1/2 that was with KP sent to John/G & the half that was with John/G went to KP)
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Safety: Reviewed "calls" and how to follow them working at the fly lines.
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In-Class Assignment: Running fly lines & changing a gel are required in-class assignments for all students. (If you were absent today, watch the following videos: Theatre Fly System & Lighting: Gels / Gel Frames & Lighting: Hang/Focus Light Fixture)
Day 3: Lighting & the Stage
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Reviewed: gels, gobos, names of lighting fixtures, 3 main roles of lighting designers
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Watched a video: "How a Broadway Show 'Lights the Lights'" and completed Handout. (Students were introduced to the following new lighting terms: master electrician, conventional lights, moving lights, shutters, "wash", deck electrician, practicals, smoke/foggers, c-clamps, data cables, main console [and backup], dimmer, & iris)
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Went to the theatre: 1/2 went to the catwalks to look at light fixtures & complete a Handout (with a partner) & 1/2 the class went to the stage to measure it & complete a HANDOUT (with partner). When done, groups switched (if time). Note: Measuring the stage will be for a future lighting design project. (Students will create a scaled groundplan.)
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Any student who has not yet learned how to use fly lines or change a gel must do so asap! (Please see Ms. Price if you missed that day or did not have a turn to try. This is a required assignment.)
Day 4: Analyzing Lighting Design / Measuring the Stage
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Reviewed: lighting terms
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Watched a video: "Sound & Light Board Operators" and completed Handout.
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Analyzed as a Class: Lighting design in 3 different theatre productions (the MEANING/MOOD created with lighting)
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Students were given their next : To create a mini-lighting design for a story that they create. Each group was given a genre for their story (mystery, fantasy, romantic comedy, science fiction, horror) and the lead "character" in their story (an egg)
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Went to the theatre & finished yesterday's activity: 1/2 went to the catwalks to look at light fixtures & complete a HANDOUT (with a partner) & 1/2 the class went to the stage to measure it & complete a Handout (with partner) in order to create a groundplan for the lighting design project described today.
Day 5: Learning to Work in "Scale"
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Reviewed: In groups, you will be creating a mini-lighting design for a story.
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Discussed: You must first create a groundplan for your design. (Ms. Price explained what a groundplan is and how it's used in theatre design & staging)
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Reviewed important terms for creating groundplan: plaster line, center line, apron
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Students were asked to take out their measurements of our OHS stage from last class' activity (Handout)
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Discussed: In order to create a scaled drawing of the stage/set (groundplan), you must have the REAL stage measurements, and then "scale them down" to create a scaled drawing of the stage.
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Discussed: In order create a scaled drawing of the stage, you must first learn how to work "in scale" and a scale ruler will help you do this.
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Ms. Price taught students how to use a scale ruler, assisting students one-on-one as needed. For additional instructions, use your Scale Ruler Handout (which is also in your folder). If you missed class, you can watch a youtube tutorial HERE. You MUST prove mastery on the scale ruler for a grade, so be sure you don't miss out on learning this skill and ask for help when you need it!
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Students were given time to practice working in scale, and to begin their groundplans (in pairs) - if time.
Day 6: Creating a Groundplan
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Reviewed: Working in scale (If you are AT ALL confused, see Ms. Price. Mastery is REQUIRED.)
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Students were given time to work (in pairs) to finish their groundplans.
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ASSESSMENT: Students could take their Scale Mastery Test today, if desired (must complete before the end of the unit)
Day 7: Creating a Furniture Plan / Lighting Design Exploration
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Students were given time to finish (in pairs) their groundplans, and to add furniture or scenery to their groundplan if the story warranted it.
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Students were given time to work in their groups to create a story and lighting design. Time was given to explore with angles, direction, and color of lighting, etc.
Days 8 -9: Finish Lighting Design / Present Lighting Design Scenes
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Students were given time to work in their groups to FINISH their story and lighting design.
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ASSESSMENT: Students shared their stories / designs with the class. (Graded on IB Criterion C: Thinking Creatively)
Days 10-11: From Theory to Stage
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Watched a video: "Special Effects Designer" and completed Handout.
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In Class Assignment: Students went from theory (their mini-lighting design project) to reality by learning (from John/G) how to begin the process of lighting the stage, including the following skills:
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cutting gels and putting them in frames
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putting gel frames in fixtures
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focusing a fixture
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using shutters
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creating "pools of light" on stage
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programming lights
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(how to change a bulb)
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Supplemental (Going Beyond) Information:
To learn more about LIGHTING for the Stage:
Inspiring Videos:
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Video: Designing a Projected Landscape
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Video: Angels in America | Flying the Angel (a non-traditional way to fly actors)