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This Unit in Stagecraft:

WHAT'S BACK THERE?

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Day 1:   Stage Managers & Props Masters

  • Asked students:  If you were to look BACKSTAGE during a production, what would you see?  The next unit is focused on those things.  ("What's BACK there?")

  • Students were introduced to the role of "Stage Manager" and asked what they already knew about this role.

  • Ms. Price showed a video:  "Working in Theatre: Stage Manager" and students were asked to jot down 3 things they found interesting, intriguing, or new about this role in Theatre (on handouts from folder).  Discussed as a class.

  • Ms. Price showed an introductory Props video (of a former student who now works on Broadway as a Props Designer).  Students were asked to be able to list all the things that "props" might include on stage and what SKILLS a good props master should possess.  Watch here:  Props with Austin

  • Students were given a props list from a show and asked what they "noticed" on the spreadsheet.  (Some props were costume pieces; there were columns for the number of each needed, the act/scene/page numbers were listed, etc.)

  • Ms. Price posed the question:  Where do props COME from?  Discussed.

  • Watched part of a second video (2:10-10:26 - "Working in Theatre: Props Master") and discussed additional skills needed for this role in theatre.  Students were asked to jot down 3 things they found interesting, intriguing, or new on the handout from their folders.

  • In-Class Assignment:  Students were given a SCENE from the current play/musical being staged at OHS and were asked to read (alone or with a partner) the scene and find/highlight all the props needed for the scene; students were given a document to create a props list after reading/highlighting.

  • Students were given time to start to read/work on their props lists in class. 

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Day 2:   Stage Managers & Props Masters

  • Students watched part of a video of a Stage Manager "calling cues" from the booth during a production of "Hairspray".  Students were asked to pay close attention to the pattern, cues, SM'S "style", and how things translated to the stage.  Watch HERE.  Watched a second example that showed what the SM was "doing" (watching) while calling cues (script cues vs. visual cues, etc.)

  • Ms. Price introduced what a props table is, how it's organized, and why it's important backstage.  (Students will later be creating their own props tables).

  • In-Class Assignment (see above):  Students were given time, with teacher present, to work on reading their scenes and creating their props lists.  Anything not finished in class must be completed for homework. 

  • Remember, when reading a script for props:

    • Pay attention ​to details  (How is the prop DESCRIBED in the script?  How is it USED?)

    • Remember, props could be added during the rehearsal process (Props Masters have conversations with the Director.)

    • The time/place of the show dictates the type and style of a prop that needs to be acquired/built, which means that sometimes gathering props requires RESEARCH.)

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Day 3:   Stage Managers & Props Masters

  • Ms. Price collected highlighted Scenes / Props Lists.  If not finished, yours will be due next class.

  • Watched a video about Stage Management:  "I'm a Stage Manager of Hamilton" (What creates opportunity in Theatre and in life?)

  • Discussed how Stage Managers are involved in a shows process from beginning to end.  Daily/Prep activities also include

    • Managing the callboard (a callboard is a bulletin board in the rehearsal space where actors must sign into rehearsal and where announcements and important information is communicated)​

    • Having all rehearsal props ready for rehearsal (a rehearsal prop isn't always the real prop)

    • Having the rehearsal space prepared for rehearsal, including having the set spiked on the floor before the rehearsal process starts (done with spike tape)

  • Students were told they would be working on 2 projects over the next two days (1/2 class will work on one; 1/2 class will work on other, then switch)

  • In-Class Assignment : 

    • 1/2 class:  Working off of a our stage's ground plan, you will spike the rehearsal space for our current show (plaster line, center line, legs)​

    • 1/2 class:  Your group of 5-6 will be introduced to our props room and where various "hand props" exist.  Your group will find specific hand props listed on a list provided by Ms. Price

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Day 4:   Stage Managers & Props Masters

  • Ms. Price collected Scenes / Props Lists (from Day 2)

  • Watched a video:  Life as a Stage Manager - Kinky Boots US Tour (What NEW things did you learn?)

  • Finished In-Class Assignment : 

  • 1/2 class:  Working off of a our set's ground plan, you will spike the rehearsal space for our current show (walls, furniture, etc.)​

  • 1/2 class:  Your group of 5-6 will be introduced to our props room and where various "hand props" exist.  Your group will find specific hand props listed on a list provided by Ms. Price

  • In-Class Assignment:  Props Tables (When finished with above tasks, students were given time to work on their props tables.)

  • Keep Props on Props Tables...

    • Orderly​

      • put props in show order (often there is a SL table and a SR table)​

      • tape down paper edges if using paper on your table

      • minimize space (no big unused areas)

    • Visible​

      • install blue backstage lights near the props table so actors can find their props​

      • put taller items at the back of the table so they don't block the view of smaller ones

    • Safe​

      • put breakable items near back​

      • don't lean items against table that can fall and make noise or break

      • (weapons require specific/special rules for storage)

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Supplemental (Going Beyond) Information:

To learn more about PROPERTIES for the Stage:  

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Inspiring Videos:

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