We start with a brief intro to historical theater, specifically to look at the changes over the years in the acting space, the use of sets, the lighting, sound, and the costuming. What changed from Greek to Roman? What were other ancient cultures doing? Why was lighting so important and how did it change over the years? What was the trajectory from an outdoor ampitheater to the traditional proscenium stage we have today? Then we look at some of the modern buildings and theaters we have today and how they are evolving, as well. Compare the Wylie Theater in Dallas to the pop up tent used in the recent Peter Pan 360 production. Look at the War Horse in London and how they used projections and discuss how it will change when they move it to Lincoln Center in New York. Even look at some of the Cirque du Soleil spaces for their creativity and innovation.
Then we study the vocab of the theater space itself in preparation to create a theater model build. Using this knowledge and their own design choices, they create a cardboard model of their theaters. This allows them to see what it feels like to design and then build, and I can watch and guide in their use of cutting implements and hot glue, wire, etc. They must have acting spaces, audience spaces, and technical spaces and storage. Many students use lighting in their model builds, which is cool. Every space must be labeled. They compare and contrast their various theaters to discuss what the challenges and limitations are for each from acting, technical and audience point of view.
The next unit has them learning the vocab surrounding set design and building. Then they choose another group's theater model from the previous unit to design and build a set for that theater model. It has to fit on that stage and the tiny props have to fit through their access areas. Sets are fully dressed with props and scenery is painted and created. They are usually amazing and colorful and creative. They compare and contrast each other's sets, and they learn about sight lines, as well, using string.
The next unit has them learning about lighting theory and design. They must light their sets by creating a fully usable light plot, using a minimum of two-source lighting theory, noting type of instrument, color, etc. Then they create a light cue sheet for that plot. We usually take some time to learn how to hang a light on a trolley we can bring into the room, how to focus.
They then light their sets in a small, unlit room, by using small flashlights and gels. This way they learn about shadows, color, direction, and quality or texture of lighting and how all of it affects the actors, costumes, sets, etc.
In the next unit, we categorize props (food, paper, hand props, set dressings, guns and other fighting pieces, etc.) and they choose a category they are interested in and make a prop to support a show.
Then we look at costuming from various productions--The Wiz live is a good example--and compare what is different in costuming from regular clothing design and discuss why. Then we use croquis to design costumes for a character, but place that character in three different show concepts. Traditional Peter Pan, Steampunk Peter Pan, and a futuristic Peter Pan, for example. We create costume design boards for that character. Then we learn how to sew by designing and sewing a cell phone pocket for that character--if he or she had a cell phone! It must fit the style of the character, the show, and must hold the student's actual cell phone. Sometimes I have them pick an item from the costume room and repurpose/redesign it into something else.
Then we go to makeup by creating a makeup morgue of ideas and techniques for men, women, old age, fantasy, period styles (1960's, 1700's), gore, etc. They master straight makeup on themselves and then choose areas and techniques they would like to specialize in and try their hand at that.
We do a quick children's theater unit by creating children's theater costumes and hats and hair pieces (wigs made from cardboard tubes, felt strips, or pipe cleaners, for example)
We learn basic knot tying for backstage.
We learn how to move set pieces and spike the set.
We learn how to paint (sponge, scumble, marble, etc.) on cardboard or wood.
We learn how to do quick changes (this is always a fun thing right before the spring break or the last week of school).
They learn how to do basic projection.
They learn how to enlarge an image for a backdrop.
They learn how to sew on a machine and by hand, including a button.
The final project is any aspect of tech theater we have covered or something else we haven't covered. Their show choice. I've had everything from a prop drive-in theater speaker and stand to a completely designed light plot. Great work! Have fun!