Technical Theatre Level I – High School
Week 1Unit of Study: Theatre Terminology and Theatre Safety First Grading Period
TEKS High School Theatre Arts Level I (Content)- I.5.A. analyze and apply appropriate behavior at various types of live performances
- I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure, effectiveness, value) to live theatre, film, television, and electronic media in written and oral form with precise and specific observations
- I.5.A. analyze and apply appropriate behavior at various types of live performances
- I.5.B. develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure, effectiveness, value) to live theatre, film, television, and electronic media in written and oral form with precise and specific observations
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
acting / The Stage and The School
- Glossary R32 - R50
- Theatre Safety
- The Acting Areas
The Stage and the School
Resource Binder
- Theatre Safety
Basic Drama Projects
- Theatre Information Packet (TIPack) Part D:
Internet Resources:
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- review theatre safety policies and procedures
- present the “word wall” vocabulary and definitions
- describe and illustrate proper audience etiquette
Getting the Big Ideas / Strategies
/
- What are the divisions of a theatre and a stage?
3.How would you describe proper audience etiquette? /
- Utilize the terminology and language of the theatre
- Identify and label parts of the stage
- demonstrate and discuss theatre safety policies and procedures
Explicit Teaching
Group Discussions
Guided Practice
- Teacher Questions
- Primary Resources
Assessment
Students will take a vocabulary quiz to test their knowledge of theatre terminology.
Students will be able to correctly label a stage diagram.
Students will work in groups to create theatre safety posters depicting policies and procedures.
Before: Engage
Have students walk through and discover the theatre facilities.
During: Explore
Have students explain and describe the vocabulary associated with the theatre facilities.
After:Summarize
The student will be able to orally present a tour of the theatre facilities using appropriate theatre terminology.
Technology Connection
TheatreSafety
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students label a printed stage diagram.
Technical Theatre Level I – High School
Week 2Unit of Study: Producing the Play: The Artistic StaffFirst Grading Period
TEKS Grades 9-12 (Content)- I. 3. C. define the director’s role as a unifying force, problem-solver, interpreter of script, and collaborator
- I. 3. D. define the director’s responsibility to the author’s intent, script, actors, designers, technicians, and the audience
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Producer
Director
Assistant Director
Critiques
Scenic Designer
Technical Director
Bilingual Word Wall / The Stage and the School
Chapter 8 – Producing the Play
Pages 333 - 339
Pages 343 - 373
The Stage and the School
Resource Binder
- Production Staff
Internet Resources:
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- guide students in examining how a play is produced, including the responsibilities of each staff member
- present “word wall” vocabulary and definitions
Getting the Big Ideas / Strategies
/
- Who are the key members of the artistic staff, and what are their responsibilities?
- Who serves as the “producer” in an high school production/
- How important is the job of the director to the overall success of a show?
- Compare the roles and responsibilities of the various members of the artistic staff.
- Examine the differences between the role of producer in high school and professional theatre.
- Discover the importance of the director to all aspects of a show.
- Guided practice
- Role-playing
- Discussions
- Collaborating learning activities
- Review and re-teach
- Teacher Questions
- Graphic Organizer
- Primary Resources
Assessment
Students will make a chart the different positions on the artistic staff and their responsibilities.
Students must analyze each position and determine which responsibilities will overlap.
Students will dramatize a job interview scenario based on the different jobs.
Before: Engage
Have students set up a graphic organizer (Venn diagram).
During: Explore
Determine how the different jobs relate by completing the graphic organizer.
After:Summarize
Have students role play a scenario where each group member is interviewing for a different job.
Technology Connection
For more information, go toJob Descriptions
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / Before: Engage
Have students use a preprinted graphic organizer.
Technical Theatre Level I – High School
Week 3Unit of Study: Producing the Play: The Behind-The-Scenes Staff First Grading Period
TEKS Grades 9-12 (Content)- I. 3. C. define the director’s role as a unifying force, problem-solver, interpreter of script, and collaborator
- I. 3. D. define the director’s responsibility to the author’s intent, script, actors, designers, technicians, and the audience
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Stage Manager
Grips
Properties Chief
Business Manager
Publicity Manager
House Manager
Bilingual Word Wall / The Stage and the School
Chapter 8 – Producing the Play
- pp. 339-373
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- examine how a play is produced, including the responsibilities of each staff member
- present “word wall” vocabulary and definitions
Getting the Big Ideas / Strategies
/
- Who are the key members of a production staff, and what are their responsibilities?
- What items are included in a master production schedule checklist?
- How important is promoting a show?
- Learn how to stage a play by dividing tasks into manageable parts, preparing a schedule, and delegating responsibilities
- Learn how to make a promptbook.
- Discover the importance of promoting a play.
- Guided practice
- Role-playing
- Discussions
- Collaborating learning activities
- Review and re-teach
- Teacher Questions
- Primary Resources
Assessment
Students will analyze the different production jobs and their responsibilities.
Students will create a prompt book page for a short scene from a play.
Students will design and create a publicity poster for a play or a musical.
Before: Engage
How important is the production staff to the overall success of a production?
During: Explore
Create a page from a promptbook. Create a publicity poster for a play or musical
After:Evaluate
Have students present their posters to the class and discuss their design choices.
Technology Connection
For more information, go toJob Descriptions
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / Before: Engage
Have students work in pairs to create the promptbook page and the poster design.
Technical Theatre Level I – High School
Week 4 Unit of Study: Theatre and Other Art Forms First Grading Period
TEKS Grades 9-12 (Content)- I.1.F. analyze and describe the interdependence of all theatrical elements.
- I.5.A. analyze and apply appropriate behavior at various types of live performances
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Theatre
Composer
Choreographer
Ballet
Modern Dance
Tap dance
Synthesis
Performance Art
Bilingual Word Wall / The Stage and the School
Chapter 15 – Theatre and Other Art Forms
- pp. 563-583
Resource Binder
- Theatre and Other Art
Page 65-65
Internet Resources:
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- guide students as they examine the difference between Theatre Arts and other art forms
- present “word wall” vocabulary and definitions
Getting the Big Ideas / Strategies
/ 1How would you distinguish the difference between theatre and the other fine arts?
2What has been the importance of music and dance throughout history?
3How important are other art forms in contemporary productions? /
- distinguish theatre from the other fine arts
- explain how music and dance have evolved throughout history
- evaluate the importance of music, dance choreography, and set design to other art forms and media.
- Lecture
- Collaborating learning activities
- Discussions
- Guided Practice
- Review and Re-teaching
- Teacher Questions
- Graphic Organizer
- Primary Resources
Assessment
Students will demonstrate an understanding or characteristics that define theatre and distinguish it from the other fine arts through classroom discussions.
Students will complete a graphic organizer that shows the evolution of music and dance throughout history.
Students will evaluate the usage of music, choreography, and set design to represent theme, mood, character, and action in a videotaped production or movie.
Before: Engage
How important are other art forms in all types of productions?
During: Explore
Discoverthe evolution of music and dance by completing the graphic organizer.
After:Summarize
Explain how other art forms are used in contemporary productions to convey theme, mood, character,
and action..
Technology Connection
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / Before: Engage
Have students use a preprinted organizer.
Technical Theatre Level I – High School
Week 5 Unit of Study: Stage Settings: Time and Setting First Grading Period
TEKS Grades 9-12 (Content)- I. 3. A. develop and practice stagecraft skills
- I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional scenery, properties, lighting, sound, costumes, makeup, and publicity
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Time
Setting
Conventions
Mood
Atmosphere
Bilingual Word Wall / The Stage and the School
Chapter 10 – Stage Settings
- pp. 397 – 402
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- show students how sets define time, setting, style, mood, and atmosphere
- guide students on the basic principles of set design
- present “word wall” vocabulary and definitions
Getting the Big Ideas / Strategies
/
- What are the purposes of scenery in a play?
- What are the effects of scenery in a play?
- How does scenery define time and setting?
- describe a set for one of the scenes from a previously studied play
- discuss how the set helped establish the time, setting, and style of the play
- list a few of the “staging conventions” used in the theatre
- Guided practice
- Role-playing
- Discussions
- Collaborating learning activities
- Review and re-teach
- Teacher Questions
- Primary Resources
Assessment
Students will identify the use of scenery to convey the style of a particular play;
Students will determine which scenic elements helped establish the time, setting, and style of a previously studied play.
Students will identify the use of “staging conventions” in pictures and diagrams of sets from various plays.
Before: Engage
Have students discuss the different types of sets used in previously studied plays.
During: Check for Understanding
Have students list the effectiveness of the setting to convey: time, setting, style, mood, and atmosphere..
After:Evaluate
Have students present pictures of sets and discuss the usage of “staging conventions” in each.
Technology Connection
For more information, go toSet Design
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in groups or pairs on their “staging conventions” presentations.
Technical Theatre Level I – High School
Week 6Unit of Study: Stage Settings: Development of Scenic DesignFirst Grading Period
TEKS Grades 9-12 (Content)- I. 3. A. develop and practice stagecraft skills
- I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional scenery, properties, lighting, sound, costumes, makeup, and publicity
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Periaktoi
Shutters
Plastics
Cut-outs
Ground Row
Box Set
Unit Set
Screen Set
Curtain Set
Skeleton Set
Bilingual Word Wall / The Stage and the School
Chapter 10– Stage Settings
- pp. 403- 412
Resource Binder
- Transparencies and Overlays
Page 16 – Floor Plan
Internet Resources:
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- guide students in discovering the changes in the development of scenic design throughout history
- show students the different types of sets
- show students how to convert measurements from different measurement scales
Getting the Big Ideas / Strategies
/
- How has scenic design developed from the Renaissance through modern times?
- What are some types of sets?
- What are some of the basic principles and considerations of set design?
- Compare and contrast scenic design elements from Renaissance to today.
- Draw an overhead floor plan of a box set
- Draw a perspective of a box set
- Guided practice
- Role-playing
- Discussions
- Collaborating learning activities
- Review and re-teach
- Teacher Questions
- Primary Resources
Assessment
Students will use a graphic organizer to compare and contrast scenic elements from various periods in history.
Students will compute the measurements needed to construct a floor plan in ½” scale.
Students will draw both an overhead and perspective design of a box set to scale.
Before: Engage
Have students discuss changes in scenery throughout history.
During: Check for Understanding
Have studentsdraw a floor plan and perspective of a set for a selected play.
After:Evaluate
Have students present their drawings to the class and discuss the scenic elements incorporated in their
designs.
Technology Connection
For more information, go toSetDesign
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in pairs on their overhead floor plans and perspective drawings.
Technical Theatre Level I – High School
Week 7Unit of Study: Stage Settings: Procedures in Scenic DesignFirst Grading Period
TEKS Grades 9-12 (Content)- I. 3. A. develop and practice stagecraft skills
- I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional scenery, properties, lighting, sound, costumes, makeup, and publicity
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Rendering
Unity
Emphasis
Proportion
Balance
Central Axis
Color Coding
Hue
Value
Shades
Intensity
Saturation
Bilingual Word Wall / The Stage and the School
Chapter 10– Stage Settings
- pp. 412- 422
Resource Binder
- Color Activity
Internet Resources:
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- guide students in discovering the “pre-design” and “artistic’ considerations to designing scenery
- present “word wall” vocabulary and definitions
Getting the Big Ideas / Strategies
/
- Why is it important to have a pre-design checklist?
- What artistic principles should a scenic designer consider?
- Why is color one of the most important elements of staging?
- Design a chart for a “pre-design checklist”.
- Survey our auditorium based on the pre-design checklist.
- Draw both a pigment and light color wheel.
- Guided practice
- Role-playing
- Discussions
- Collaborating learning activities
- Review and re-teach
- Teacher Questions
- Primary Resources
Assessment
Students will create a pre-design checklist.
Students will utilize their pre-design checklist to make a survey of our theatre.
Students will explain the differences between primary and secondary colors, and their effects on creating mood and atmosphere.
Before: Engage
Why are available resources and artistic considerations important to set design?
During: Check for Understanding
Have studentssurvey the school’s theatre for available resources based on a predesign checklist.
After:Evaluate
Have students demonstrate the effects of colors and hues on establishing mood and atmosphere.
Technology Connection
For more information, go toSetDesign
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Have students work in pairs on their checklists and color wheels.
Technical Theatre Level I – High School
Week 8Unit of Study: Stage Settings: Constructing The SetFirst Grading Period
TEKS Grades 9-12 (Content)- I. 3. A. develop and practice stagecraft skills
- I. 3. B. safely apply technical knowledge and skills to create ad/or operate functional scenery, properties, lighting, sound, costumes, makeup, and publicity
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Butt Joint
Miter Joint
Toggle Rails
Sizing
Floor Block
Edging
Walking
Floating
Running
Scumable
Spattering
Rag Rolling
Stippling
Feather Dusting
Dry Brushing
Gridding
Bilingual Word Wall / The Stage and the School
Chapter 10– Stage Settings
- pp. 423 - 445
Resource Binder
- The Flat: Activity
- Transferring A Backdrop Using a Grid
Internet Resources:
Reading/Writing and Theatre Arts: Research and Correlations / The teacher will:
- guide students in the design and construction of stage flats
- guide students in learning the various methods of texturing when painting flats
- present “word wall” vocabulary and definitions
Getting the Big Ideas / Strategies
/
- How are flats constructed for the stage?
- How are flats safely assembled, moved, and stored in the theatre?
- Why is texturing important in making scenery appear convincing and alive?
- Label the various components of a stage flat
- Describe how you would paint various types of textures
- Construct a model of a flat to scale and apply a textured finish
- Guided practice
- Role-playing
- Discussions
- Collaborating learning activities
- Review and re-teach
- Teacher Questions
- Primary Resources
Assessment
Students will identify the different parts of a stage flat.
Students will compute the measurements needed to construct a flat in ½” scale.
Students will build a flat model.
Before: Engage
Why are flats considered the basic unit of construction for scenery in the theatre?
During: Check for Understanding
Build and texture a scale model flat (a life sized flat may be constructed.)
After:Evaluate
Have students demonstrate the effects of texturing on their model or life sized flats.
Technology Connection
For more information, go toFaux Texture Finishing
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
Provide students with a pre-labeled flat design.
Technical Theatre Level I – High School