Alberta, Canada
Technical Theatre/Design 10-20-30 - Management - Set

Teacher Angel Borths developed this unit when she was looking for lessons to teach the basics of pantomime in the classroom. This unit culminates in a finished product for performance, either for peers, or for theatre festivals. The rubrics and written work for this unit take planning and preparation for performance into account. The exercises can be pulled out and used independently, but work best when used to build toward a finished product. You can also pull the ground plan and stage directions lesson plans to use with playwriting or directing lessons.

This unit will focus on the basics: what is scenic design? How do the scenic designer and director collaborate? What is the process that the scenic designer goes through? The unit will also explore basic drafting techniques, and rendering techniques. Based on what they learn, students will create a ground plan and a rendering. Please refer to the Pacing Guide for more details and ways to supplement with other DTA materials.

This unit on Puppetry is designed for middle school and up, to introduce students to the material and get them comfortable with performing in a safe and low exposure environment. This is a unit that builds to a culminating experience for your students. Each lesson is designed to explore techniques, provide opportunities for creative collaboration among your students, and give them opportunities to perform. Some of the lessons require materials to build or create puppets. Puppetry can be as easy as drawing a face on your finger for finger puppets, to actually purchasing your own finger puppets for students to use. While the focus of this unit is puppetry, your students will explore other skills as well. There’s the obvious ones of creative thinking, teamwork, and problem solving. They are also going to explore storytelling, performing skills, and playwriting.

This is a mini-unit on staging. Along with the driving question for the unit, students will explore about how staging affects the performance. Students will draw a plot design (ground plan) to emphasize the need to plan where scenic elements will be placed. They will also practice taking cues from the script, in order to create staging.

Once students have completed the five Tech Theatre Units (Lighting, Sound, Costume, Staging, Free Play Makeup), you can give them this culminating project. Depending on how you structured your technical theatre unit, you can adapt this project to suit your needs and context. Up to this point, all the work in the units have been exploratory. This is where students will apply their skills and knowledge.

Commedia dell’arte is a 16th century masked acting form. It is the basis of all comedy, including all tv sitcoms. This form is characterized by masked types and archetypical characters and a specific way of playing comedy. To that end, this unit is divided into two parts. Part One focuses on the foundations of commedia - playing comedy. These principles will be important to learn when it comes to developing commedia characters, specifically the physicality of the characters. Part Two will cover lazzi. Note: there are links to video demos in many of the lessons of this unit.

The overview lays out the all of the parts of The Production Classroom Units - which is divided into three parts. In Part One, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production. Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder. Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.

In Part One of The Production Classroom, you’ll take your students through a series of pre-production units designed to help students gain as much comprehension as possible about putting on a successful production.

Part Two offers articles on each step in the process, samples and forms, a suggested pacing, role definitions and task checklists, an outline for a typical class, as well as performance duties. This section also outlines the assessment piece for The Production Classroom – the production binder.

This section provides samples and worksheets for actor forms, costume department, general binder, lighting and sound, marketing samples, scenic and prop samples, and stage management and production manager samples and forms.

Part Three provides a Post-Performance Reflection. Unpack the experience with students, reflect back on what went right and what could be changed for next time. A written Reflection is included as well as a Rubric for student production binders.

The purpose of this unit is to give students an introduction to independent learning as well as an overview of Set Design. Students will apply their knowledge throughout, and the unit culminates in a group activity. This unit is delivered in hyperdoc format. What does that mean? A hyperdoc is an interactive tool that encourages digital learning. In this case, students are given a document on a subject, and there they can read articles, watch videos, do some independent research, and apply what they’ve learned. Because they’re working on their own, students are in charge of their own pacing. Before you start the unit, ensure you read the Teacher Guide first. It will give you clear instructions on how to distribute the hyperdoc format and make it easy for you and your students.

Students will explore the creation of an environment through the art of scenic design. They will identify what scenic design is and how it helps to tell a story in theatre. Students will also identify and demonstrate some skills of a scenic designer as they analyze an excerpt of a script for scenic clues and demonstrate basic drafting and rendering.

Now it’s time for your students to take everything they’ve learned and creatively apply those skills. The goal is for students to take what they’ve been exposed to, explored, and researched about each of the arts and crafts of technical theatre and apply it to a project.

Want a fun project that has your students collaborating and creating? In this unit by Annie Dragoo, students in groups will write and perform an original musical by adding modern songs to a traditional fairy tale story. The six lessons take students from writing their script, to choreography and planned movement, to rehearsing, performing and evaluation. The Rubric will focus on student performance. That means vocal delivery, emotional delivery, blocking/choreography, energy, focus, and characters.

In this unit, students will take on the role of the costumer, which is different from a costume designer. It introduces costuming concepts in order to execute a costume. No complicated sewing is required, which is great if you don’t have the background, the access, or the resources to have a class of students create costumes. Instead of making costumes from scratch, as a designer would, students will create costumes from stock, borrowed items, or low-cost finds. They will take finished products and adapt them into what they need to create the right atmosphere. In order to help with their adaptations, students will try different distressing techniques and learn three SIMPLE stitches that they’ll be able to use over and over again. It’s a valuable tech theatre skill to teach students how to execute on costumes when you (and they) don’t sew!

The goal for this unit is to give students a process to work primarily on their own to create a staged scene with specific, dynamic blocking and three-dimensional characters. This unit would work well as a culminating project for a semester. In this unit, students will work independently to analyze, block, build character, experiment, and rehearse a scene. Their performance can count as a summative assessment for the class. Material: This unit requires that students have access to scenes from plays. Ideally, students should work in pairs and prepare duet scenes.

This unit focuses on having students gain an understanding of basic physical acting and learn some specific tools to use in mask work. Instructor Allison Williams has developed this unit, and explains "What I love most about mask work is how, by having students cover their faces, they are able to find freedom to express themselves physically. They often make bigger choices than we’re normally used to seeing them make in class." In this unit, students will work step by step from identifying shapes in the mask to using those shapes to creating a character zero to learning how to move in the mask utilizing the qualities of movement to applying everything they’ve learned in short scenes. The unit will culminate with students working in pairs to create original mask scenes. You will need masks to complete the unit. And while mask-making can be a lot of fun, it’s a lengthy and messy project. A list is provided in the Overview of where you may be able to buy or rent masks for use in your classroom.

Screenplays 101 is divided into two separate units: Basic Structure and Basic Formatting. It is highly recommended that you complete the Basic Structure unit before moving on to the Basic Formatting unit. In this unit, we will focus on a basic history of screenplays, screenplay terminology, and the most common screenplay structure in film—the three-act structure. Theatre is important because it allows our young artists to be trained and learn about work ethic and discipline, and it creates community. But, we should also give our students opportunity and access to the cinematic arts. This is primarily a lecture-based unit with a lot of new information, with opportunities for students to apply knowledge including a final culminating project.

In this unit, students will be introduced to the musical theatre form by asking and answering the question “What is a musical?” They will learn and demonstrate knowledge of musical theatre vocabulary terms. They will be introduced to two foundational songs in the musical form: the “I want” song and the “I am” song and analyze an example of each song. They will also start to think about their own voices and reflect on their skill set and confidence level with regard to singing in front of others. Students will learn the musical theatre warm-up that will be used throughout the curriculum. This set of exercises will help students prepare to perform through a physical and voice warm-up. Finally, students will watch, discuss and analyze one or two musicals (depending on your time and access to materials).

Students will show what they have learned throughout the curriculum by writing and performing a musical. They will add modern songs to a traditional fairy tale story. In this way, students do not have to create their story from scratch—the structure and characters are already in place.