TEC640 Stagecraft I (1)sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/TEC640 Stagecraft I.pdf ·...
Transcript of TEC640 Stagecraft I (1)sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/TEC640 Stagecraft I.pdf ·...
Parsippany-TroyHillsSchoolDistrict
TEC640StagecraftIACourseOutlineforStagecraftI
Revised:May1990
October2007
August2009
December2012
June2016
Approved:April1985
January2013
ApprovedbytheBoardofEducation
August25,2016
TEC640STAGECRAFT 2
TableofContentsSTATEMENT OF PURPOSE ......................................................................................................................................................................................................................... 3
RATIONALE ................................................................................................................................................................................................................................................... 3THE LIVING CURRICULUM ....................................................................................................................................................................................................................... 4
AFFIRMATIVE ACTION............................................................................................................................................................................................................................... 4MODIFICATIONS AND ADAPTATIONS ................................................................................................................................................................................................... 4
GENERAL GOALS ......................................................................................................................................................................................................................................... 5
GRADING PROCEDURES ............................................................................................................................................................................................................................ 6COURSE PROFICIENCIES ........................................................................................................................................................................................................................... 7
BIBLIOGRAPHY ............................................................................................................................................................................................................................................. 19APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ....................................................................................................................................................................... 20
APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS ............................................................................................................................................... 23APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS ............................................................................................................................................. 24
TEC640STAGECRAFT 3 STATEMENT OF PURPOSE
Stagecraft is offered as a two-year program appropriate for all students in grades 9 – 12. Stagecraft I will acquaint the students with the important skills needed to present a major production and it provides them with a solid foundation that is vitally important for further work in the field. The course is designed for students who have an active interest and/or desire to experience theatrical design. It focuses on numerous aspects of technical theatre while supporting and complementing the drama program in the Parsippany-Troy Hills School District. Students will examine and evaluate a variety of design construction techniques and develop proficiency in general design principles.
Stagecraft I actively engages the students in the design, construction and presentation of theatrical productions. Students enrolled in this program will ultimately have the opportunity to stage musicals, format variety shows, and set up for concerts and social events that occur in the buildings. Additional work will be available to highly motivated students on a volunteer basis after school hours. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester
RATIONALE Stagecraft I is a full year course that seeks to provide students with experience, knowledge, and skill in the areas of theatrical technology and musical production. A hands-on framework will be utilized to provide the students with the means of developing a “Big Picture” understanding of all the facets that need to be identified and considered when preparing the stage for a performance. Therefore, several new practices that incorporate updated technological principles have been added. Critical thinking skills are used to solve a variety of difficult design and construction problems. Stagecraft I challenges the students to process, design, build and highlight elaborate architectural features.
Stagecraft I curriculum is aligned with the New Jersey Student Learning Standards for 21st Century Life and Careers and the New Jersey Standards for Technology. It has been revised in alignment with the Student Learning English Language Arts Standards for Literacy in Science and Technical Subjects.
TEC640STAGECRAFT 4
THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes on the document. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the class- room and to work collaboratively to develop recommendations for curriculum reforms as needed.
AFFIRMATIVE ACTION
During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.
MODIFICATIONS AND ADAPTATIONS Forguidelinesonhowtomodifyandadaptcurriculatobestmeettheneedsofallstudents,instructionalstaffshouldrefertotheCurriculumModificationsandAdaptationsincludedasanAppendixinthiscurriculum.InstructionalstaffofstudentswithIndividualizedEducationPlans(IEPs)mustadheretotherecommendedmodificationsoutlinedineachindividualplan.
TEC640STAGECRAFT 5
GENERAL GOALS
The student will be able to:
demonstrate the safe use of tools and equipment associated with stage construction. demonstrate design and drawing skills. demonstrate the ability to translate dramatic literature into visual realization on a stage. develop problem-solving skills for design problems that occur during the course of practical application of set. demonstrate an understanding of lighting technology. demonstrate an understanding of the process for lighting a theatrical presentation. write descriptions of set designs. demonstrate communication and listening skills that facilitate their ability to work in small and large group settings. demonstrate the ability to work collaboratively regardless of the task. demonstrate the knowledge and adherence to school/classroom rules. gain insight into opportunities in the dramatic arts.
TEC640STAGECRAFT 6
GRADING PROCEDURES
Set construction assessments, which may include the following: 80%
• Active engagement in class/group activities • Demonstration of knowledge and understanding of course material • Demonstrate skills and safety practices during shop work • Able to complete assigned tasks • Attends at least one performance
Setdesignassessments,whichmayincludethefollowing: 20%
• Worksheets/Sketches
• CADDrawings
• Tests,Quizzes
• Written/oralreports
Thefinalexamination(12%offinalgrade)willinclude:
• Writtenexam(50%)
• Authenticassessment(50%)
Final Grade
Full Year Course • Each marking period shall count as 20% of the final grade
• The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.
TEC640STAGECRAFT 7
PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES
COURSE NO.: TEC640 TITLE: STAGECRAFT I
IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY STUDENT LEARNING STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE.
The student will be able to:
1. demonstrate an understanding of the need for “shop” safety along with the appropriate guidelines that must be followed. 2. demonstrate the ability to use power tools safely and properly. 3. identify the common tools used in a scene shop and the purpose of each. 4. identify basic theatrical construction units including soft flats, hard flats, and platforms. 5. identify the difference between solid stock lumber and sheet material. 6. determine which type of material should be used for each set design. 7. learn to safely and properly use a variety of fasteners in a stage setting. 8. demonstrate a proficiency in the usage of specific types of wood joints. 9. demonstrate their understanding of wood joinery and fastening technologies to construct stage flats and platforms. 10. identify the various types of hardware used in stage set construction. 11. identify the various types of curtains used in a stage area, and determine where and how each would be most effectively utilized. 12. identify the different acting areas on the stage and determine how each would be most effectively utilized. 13. demonstrate the ability to use the vocabulary that pertains to theatrical building materials, tools and procedures relevant to theatrical
production. 14. develop a set design for a one-act play. 15. construct a fully functional theatrical set for the fall drama and spring musical productions. 16. develop an understanding of the different types of lighting technology used in a theatrical production. 17. determine how specific electrical lighting features are used to enhance a theatrical production.
TEC640STAGECRAFT 8
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
1.demonstratean
understandingoftheneed
for“shop”safetyalongwith
theappropriateguidelines
thatmustbefollowed.
9.3.12.AC.3
9.3.12.AC-CST.5
CRP1,2,3
• completeshopsafetyworksheets.
• signashopsafetycontract.
• testtheirabilitytouseeachpower
tooleffectivelyandaboveallsafely.
• Studentnotes.
• Observationsbythe
instructor.
• Completionofshop
safetyworkshop.
2.demonstratetheabilitytouse
powertoolssafelyand
properly.
9.3.12.AC-CST.9
9.3.ST.6
CRP2,3
• observetheteacherdemonstrate
eachportableandstationary
machine.
• practiceusingtheprimaryfunctions
ofthetoolsby:
a.roughsandingtheface
grainofselectedpiecesof
wood.
b.drillholesinadoor.
c.cutirregularcurvedand
d.roundeddesignsonwood
e.usingajigsaw.
f.ripandcrosscutwoodonthe
tablesaw.
g.cutcurvesandrounded
designsusingabandsaw.
• Teacherobservation
andchecksheet.
• Observationsby
teacherinuseof
machinesand
accuracyontests.
• Completionofall
machineskillchecklists
3.identifythecommontools
usedinasceneshopandthe
purposeofeach.
9.3.12.AC.1
9.3.12.AC-CST.5,9
9.3.ST.1
• observeademonstrationofeach
handtoolandthenuseeachtoolina
particularconstructionsetselectedby
theteacher.
• makecross-grain,withgrainand
curvedcuts.
• practicethedifferentusesfora
varietyofscrewheadsandwood
clamps.
• studentnotes
• observeandevaluate
theproperusageof
handtoolsusinga
skillchecklist.
TEC640STAGECRAFT 9
PROFICIENCY / OBJECTIVE
Standards • SUGGESTED ACTIVITY EVALUATION/
ASSESSMENTTEACHER
NOTES The student will be able to: Students will:
3 (continued) • demonstratetheuseofvarious
wrenches(metric/standard).
• Assessstudentwork
duringevaluationof
setconstruction
whenateachermade
rubricwillbeutilized.
4 identifybasictheatricalconstructionunitsincluding
softflats,hardflats,and
platforms.
9.3.12.AC-DES.8 • observeateacherdemonstrationto
identifysheetmaterialanditsuses.
• practicedemonstratingtheprimary
functionsofusingsolidstock
materials.
• Completionof
log/journalentries
andassessment
sheet.
• Teacherobservation.
5 identifythedifferencebetweensolidstocklumber
andsheetmaterial.
9.3.12.AC-DES.8
8.2.12.A.2• viewavideoonhowsolidstock
lumberisharvestedandmilledto
modernindustrystandards.
• observeateacher-leddemonstration
onhowplywoodandothercomposite
sheetmaterialsaremanufactured,
thendemonstrateabilitytocarryout
task.
• Weeklyskillsjournal
willbecheckedfor
accuracyand
completeness.
• Completionofa
materialassessment
sheet.
Textusedforthis
lesson:ModernWood-working,pp.38-41
6 determinewhichtypeof
materialshouldbeusedfor
eachsetdesign.
9.3.12.AC-DES.8
CRP4,8• applytheknowledgegainedfromthe
videoanddemonstrationtobuilda
stagepropthatutilizesbothsolidstock
lumberandsheetmaterial.
Example:Asimplebookshelfof
plywoodand¾”stockpine.
• Observeandevaluate
thepropermaterial
selectionforthe
students’stageprop.
• Studentself-
assessment
TEC640STAGECRAFT 10
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
7.learntosafelyandproperly
useavarietyoffastenersin
astagesetting.
9.3.12.AC-MO.3
9.8.12.AC-CST.5,7,8
• observeateacher-led
demonstrationonthesafeand
properwaytousethefollowing
designatedfasteners:
a.drywallscrews
b.woodscrews
c.commonnails
d.finishnails
e.masonrynails
f.glue
• useeachofthefastenersforits
intendedpurposebyfastening
togetheravarietyofinstructor-
chosenmaterials.
• listonefactabouteachofthe
fasteners.
• Weeklyskillsjournal
willbecheckedfor
accuracyand
completeness
• Completionofa
teacher-created
checklist
• Teacherobservation
toassuretheproper
fastenerisbeing
usedoneachofthe
givenmaterials,e.g.,
masonrynailsused
forcinderblocks,
finishnailsusedfor
joiningtrim,drywall
screwstoattach
sheetrocktoa2’x4’,
etc.
Teacherdemon-
stration
TEC640STAGECRAFT 11
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
8.demonstrateaproficiency
intheusageofspecific
typesofwoodjoints.
9.3.12.AC-CST.5,7,8,9
CRP2,3
• viewateacher-leddemonstration
onthecreationandstrength
capabilitiesofthefollowing
woodjoints:
a.butt
b.miter
c.lap
d.scab
e.tongueandgroove
• describewhichjointwillworkbestinagivenstageset
application.
• listonefactabouteachofthe
fasteners.
• Studentnotes.
• Completionofawood
jointassessmentsheet
• Student
participationin
discussion
Teacherdemon-
stration
TEC640STAGECRAFT 12
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
9. demonstratetheir
understandingofwoodjoinery
andfasteningtechnologiesto
constructstageflatsand
platforms.
9.3.12.AC-CST.5,7,8,9 • constructaflatand/orplatform
thatwillbeusedintheproduction
oftheschoolplayusing
previously-learnedwoodjoinery
techniques.
• Teacherobservation
andevaluationof
properwoodjoinery
procedures.
• Completionofa
stageflat/-platform
self-assessment
sheet
Teacherguidance
whileoperating
machinery
Class-notes
10. identifythevarioustypesof
hardwareusedinstageset
construction.
9.3.12.AC.1
9.3.12.AC-CST.7
• viewateacher-leddemonstration
onhowthevarioustypesof
hardwareareusedinstage
setconstruction.Theseinclude:
a.varioushinges
b.stagescrews
c.tieoffcleats
d.stagebraces
e.variousdoorhandles
• assemblestageflats according
toagivensetofplans.
• properlyuseeachofthe
listedhardwareinthe
assemblyprocess.
• Studentnoteson
hardware;teacher
observationof
studentuseof
hardware.
• Completionofa
stagescenery
projectself-
assessment.
• Successful
completionoftask
toattachsceneryas
perinstructorplans.
Hardwarehandout
work-sheet
StagecraftI,,pp.36-37
TEC640STAGECRAFT 13
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
11. identifythevarioustypesof
curtainsusedinastagearea,
anddeterminewhereandhow
eachwouldbemost
effectivelyutilized.
9.3.12.AC.1,6
CRP4,8
• viewateacher-leddemonstration
onthevarioustypesofcurtainsused
inastagesetting.Theseinclude:
a.main
b.teasers
c.tormentorsmid-state
d.traveler
e.valance
f.reartravelervalance
• identifyeachofthedifferent
curtainsonthe“StageCurtain
Worksheet”andlistwhateach
curtainisbestusedfor.
• Q&Aduring
demonstration.
• StageCurtain
Worksheetwillbe
checkedfor
accuracyand
completeness.
Pointoutvarious
curtainsinour
auditorium
12. identifythedifferentacting
areasonthestageand
determinehoweachwouldbe
mosteffectivelyutilized.
9.3.12.AC.3
9.3.12.AC-DES.1,4
• viewateacher-leddemonstration
onthedifferentactingareasof
thestage.Theseinclude:
a.upstage
b.downstage
c.stageleft
d.stageright
e.wingleft
f.wingright
• Teacherobservation
andevaluationto
assurethe
understandingof
stagedirection
• Mapofstage
areas
Stagecraft I
TEC640STAGECRAFT 14
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
12. (continued)
• applythispreviously-learned
informationbyplacingastagepropin
aspecificareaofthestageaccording
totheteacher-preparedstage
directionworksheet.
Examples: telephone, table placed, upstage right, chair placed downstage left
• Completion of a teacher- prepared stage direction worksheet.
13. Demonstratetheabilitytouse
thevocabularythatpertainsto
theatricalbuildingmaterials,
tools,andproceduresrelevant
totheatricalproduction.
9.3.12.AC.1
CRP2
8.2.12.C.3,5
• usethetextbooktoresearchand
definestage-relatedvocabularyin
preparationofabi-weekly
vocabularyquiz.
• viewateacher-ledexplanationof
eachofthegivenvocabularywords.
• demonstrateanunderstandingof
the vocabulary by following a teacher-
createdtasksheetwhichinstructs
themtoperformaspecifictaskusing
onlystage-relatedvocabulary.
Example: Insert GOBA into LEKO spotlight.
• Bi-weekly vocabulary quizzes checked for accuracy
• Teacher observation and evaluation of student participation in class vocabulary discussion/demos
• Successful completion of teacher-assigned tasks
Text used for this lesson: Scene Design and Stage Lighting pp. 578-580
TEC640STAGECRAFT 15
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
14. developasetdesignforaone-actplay.
9.3.12.AC.2,6
9.3.12.AC-CST.4,5,6,8,9
9.3.12.AC-DES.1,2,4,6,8
9.3.ST.1
CRP5,6,8,11,12
8.2.12.C.5
HS-ETS1-3,4
• worktogetherinsmallgroups
todevelopasetdesignand
scriptfortheirone-actplay.
• demonstratetheirknowledgeof
thedesignprocessbycreatinga
scaledplanviewand
elevationviewofthesetdesign.
• applytheinformationintheir
drawingtocreateanaccurate
1”=1”scalemodelofthescene
fortheironeactplay.
• usetheinformationfrom
theirmodelstobuildafull-size
setfortheirone-actplay.
• performintheirown one-act.
• Sketchesand
notes
• Drawings
• Teacherobservation
andevaluationof
studentsdeveloping
theirdesignandscript
fortheirplay
• Completionofa
teacher-prepared
stagedesignrubric
• Performance
15. Constructafullyfunctionaltheatricalsetforthefalldrama
andspringmusical
productions.
9.3.12.AC.2,6
9.3.12.AC-CST.4,5,6,8,9
9.3.12.AC-DES.1,2,4,6,8
9.3.ST.1
9.3.12.AC.2,6
CRP5,6,8,11,12
8.2.12.C.5
HS-ETS1-3,4
• viewamovieoftheselected
playandchoosefivescenesto
bedevelopedintosetdesigns.
• demonstratetheirknowledgeof
thedesignprocessbycreatinga
scaledplanviewand
elevationviewofthesetdesign.
• Listofscenes
• Drawings
TEC640STAGECRAFT 16
PLANNING
PROFICIENCY / OBJECTIVE
Standards
SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT
TEACHER NOTES
The student will be able to: Students will:
15. (continued)
• create an accurate 1”=1” scale model of the selected scenes.
• present the models to the director for scene selections.
• use teacher-prepared plans to construct a fully functional theatrical set based upon students’ models. .
• engage in a variety of stage-related activities to demonstrate previously learned skills. make flats/platforms assemble sets as per plans paint sets hang door/windows install hardware
• Completion of a scale model assessed according to teacher-prepared rubric.
• Teacher observation and evaluation of students, providing feedback during set construction
• Completion of weekly skills journal
TEC640STAGECRAFT 17
PROFICIENCY / OBJECTIVE
Standards • SUGGESTED ACTIVITY EVALUATION/
ASSESSMENTTEACHER
NOTES The student will be able to: Students will:
16. develop an understanding of the different types of lighting technology used in a theatrical production
9.3.12.AC.1
CRP11
• observe a teacher-led demonstration explaining how various types of lights are used in the modern theatre.
• view the video, Shedding Some Light,” and discuss how lighting is used to create the mood of the play.
• apply this knowledge by using the
lighting control board and various auditorium lights to create a desired effect (as chosen by the instructor).
• Completion of a teacher- created stage lighting work- sheet.
• Teacher observation and evaluation during class discussion
• Successful completion of assigned task
17.identifybasictheatrical
constructionunitsincluding
softflats,hardflats,and
platforms.
9.3.12.AC.1
• examine how electricity flows through
a filament in a bulb creating visible light. Students will use a dimmer switch to regulate the wattage.
• conduct research on the web by using the order codes printed on each of the different lamps to purchase replacement bulbs.
• view a teacher-lead demonstration comparing and contrastingincandescent and fluorescent light bulbs.
• Completion of assigned task
• Completion of a teacher- created Order Code Worksheet
• Teacher observation and evaluation by fielding ques- tions and class discussion
Text used for this lesson: Scene Design and Stage Light- ing
Media center
TEC640STAGECRAFT 18
PROFICIENCY / OBJECTIVE
Standards • SUGGESTED ACTIVITY EVALUATION/
ASSESSMENTTEACHER
NOTES The student will be able to: Students will:
17. (continued) • dismantle and re-assemble various lighting equipment examining how both convex and concave lenses affect the light’s intensity and focusing ability.
• direct light beams at various parts of the stage set to deter mine how the beam is being either reflected (bounced), refracted (bent), or absorbed, by, the different materials within the set.
• Completion of assigned task.
• Completion of a teacher- prepared Properties of Light Worksheet.
TEC640STAGECRAFT 19
BIBLIOGRAPHY
TEACHER RESOURCES
Backstage Handbook: An Illustrated Almanac of Technical Information. Louisville: Broadway Press, 1994.
Essig, Linda. Lighting and the Design Idea. Belmont: Thomson Publishing, 2005.
Lord, William H. Stagecraft I. Colorado Springs: Merriweather Publishing, 1991.
Parker, Smith and Wolf. Scene Design and Stage Lighting. Belmont: Thomson Publishing, 2003.
Rossol, Mononia. Stage Fright: Health and Safety in the Theatre. New York: Allworth Press, 1991.
Sonnenchein, David. Sound Design: The Expressive Power of Music, Voice and Sound Effects in Cinema. New York: Wiese Productions, 2001.
Wagner, W. H. and Clois Kicklighter. Modern Woodworking. Tinley Park: Goodheart-Willcox Company, Inc., 1996.
VIDEOS
Lamirand, Michael. Shedding Some Light. Indiana: DVC, Inc., 1988.
Technology in Action. Swan Lake: Catskill Mountain Lumber, 1986. WEBSITES
http://inside.ridgewater.edu/theatre/ (Stagecraft 2000) http://www.people.bath.ac.uk (Backstage Technical Services) www.etcconnect.com
(Lighting Solutions)
www.hstech.org (Stage Design and Technology) www.internetapollo.com (Design Technology)
TEC640STAGECRAFT 20
APPENDIX A SAMPLE AUTHENTIC ASSESSMENT
TEC640STAGECRAFT 21 SAMPLE AUTHENTIC ASSESSMENT
TASK: A professional theatre troupe is presenting their performance of a major movie production on our high school stage. They have asked the students in the Stagecraft classes to submit a model design proposal depicting various scenes from the chosen movie. In addition to the set design model, students will be required to orally explain their design to the theatre troupe.
A few basic materials will be provided such as: Styrofoam, acrylic paint and a base on which the model will be constructed.
CRITERIA:
The group’s model must be built to scale and contain at least five elements of design.
Each individual must prepare a plan view which will be handed in with the project. It must correlate with the placement of the set pieces and the overall layout of the scene.
Each individual must prepare a note card indicating the scene the group chose, why it was chosen, and the elements of design that are represented in the project.
Each group must present the model, plan view, note card, and explain its design choices.
Each individual must be able to explain why his/her group chose to use specific materials to achieve different effects.
The group’s model must be neatly displayed and presented to the class.
TEC640STAGECRAFT 22 SAMPLE AUTHENTIC ASSESSMENT RUBRIC
EXEMPLARY ACCEPTABLE UNSATISFACTORY
MODEL
Project is built to scale and extra attention to fine detail is present.
Contains more than five elements of design. Correlates explicitly to the design. Use of color is evident and paint is clean and neat.
Could be build for the stage while remaining substantially within budget constraints.
Project is built to scale and completed neatly. Has at least five elements of design. Plan View is up to date and generally correlates to the set design. Is painted and generally looks clean. Can be built for the stage while remaining within budget constraints.
Model is not to scale and sloppily constructed.
Does not contain at least five elements of design.
Plan View is not up to date and does not correlate with the set. Model is not painted. Not designed for a stage production
PRESENTATION
Student speaks clearly and presents information professionally.
Student is able to explain why design choices were made and why certain elements were used.
Student is able to explain the materials used and how desired effect was achieved.
Student answers questions from the class and the instructor.
Student speaks clearly and presents information.
Student is able to explain design elements used with little difficulty.
Student is able to explain the choice of materials.
Student answers questions from the class and the instructor.
Student speaks poorly and incoher- ently and presentation appears sloppy and/or unfinished.
Student is able to explain scene chosen, but unable to explain why.
Student is unable to explain the choice of materials and elements of the design used.
Student is unable to answer questions from the class or instructor.
NOTE CARD (Plan View Drawing Specs)
No spelling, grammatical or punctuation errors Indicates scene chosen and why Lists all the elements of design used. Lists the materials used and why they were chosen.
Note card is completed with full detail.
No spelling, grammatical or punctua- tion errors Indicates scenes chosen Lists several of the elements of design used. Lists the materials used. Note card is completed neatly.
Several spelling, grammatical or punctuation errors Can only indicate scene chosen. Absent or incomplete list of elements of design
Absent or incomplete list of materials used with no explanation why they were
Note card is sloppy.
TEC640STAGECRAFT 23
APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS
3-EnglishLanguageArts4-Mathematics5-Science8-Technology9-21stCenturyLifeandCareers
TEC640STAGECRAFT 24
APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS
TEC640STAGECRAFT 25
TEC640STAGECRAFT 26
TEC640STAGECRAFT 27
TEC640STAGECRAFT 28
TEC640STAGECRAFT 29
TEC640STAGECRAFT 30
TEC640STAGECRAFT 31
TEC640STAGECRAFT 32
TEC640STAGECRAFT 33
TEC640STAGECRAFT 34
TEC640STAGECRAFT 35
TEC640STAGECRAFT 36
TEC640STAGECRAFT 37
TEC640STAGECRAFT 38
TEC640STAGECRAFT 39
TEC640STAGECRAFT 40
TEC640STAGECRAFT 41
TEC640STAGECRAFT 42
TEC640STAGECRAFT 43