Have the set design team create the needed spaces (upstairs area, two bedrooms seperate, common space with table, etc.) by using desks, tables, panels, etc.
Teams may need time to collaborate with each other as designers on a production team would collaborate so the different areas of the set can be lit.
Give both groups time to collaborate and come to a consensus about their designs.
Also discuss the fact that the rest of the annex needs to be dimly lit so the audience can see Mr. NOTE: The “Secret Annex” is described as well as the set requirements (upstairs area, two bedrooms separate, common space with table, etc.
As they read the scene (script in hand), the rest of the students listen and jot down details and ideas needed to fulfill their designs (either as a set designer or a lighting designer).
Have the first two students read the Anne Frank scene (Anne, Peter) out loud.
Divide the other students into two groups: set designers and lighting designers.
Ask for three volunteers (one female actor/one male and a stage directions reader).
Step 5- Guided Practice: Applying what the students have learned. How can they be suggested by stage lighting? What are some different sources of light? (lamp, candle, etc.) What other things can lighting do? (create different acting areas)
Combine gels to create a different look.Ĭhecking for Understanding throughout the demonstration/discussion process.Īsk: How important is lighting to theatre? Why?.
Select students to stand in the different gelled lights.
Use gelled lights to show the difference in colors on stage.
Demonstrate dimming, combination lighting, etc.
Use the lighting board to show how different areas can be lit.
Step 4-Explain and demonstrate how the lighting system is set up.ĭiscuss the effects after each of the following demonstrations: Why would we go to the trouble to use stage lighting? Discussion: The difference between flourescent lighting and stage lightingĪsk: What is the difference between flourescent lighting and stage lighting? Show them separately and at the same time. Turn on the classroom lights, then turn on the stage lights. Step 3-Ask for volunteers to demonstrate flourescent lighting and stage lighting. What does light create for a theatre production? (mood, differentiation, etc.) Step 2-Discussion: Essential elements for (most) theatre: actor, audience, and LIGHT.Īsk: Is light an essential element for theatre? Why? How? The stream of light from the doorway should give you enough light to distinguish who is speaking.ĭiscussion: Talk about the fact that we’re in the dark.Īsk: Why do you do you think we’re in the dark? Step 1-Transistion: Set up basic rules for conducting class in the dark. Ignore questions/comments about the lights being off. Start making announcements and/or talking about the homework and the previous lesson in the dark. As students enter, caution them to carefully find their seats and sit down. Prop the door open to let a little light in. Turn out all the lights BEFORE students start arriving for class. will open the door in just a moment.”Īctual lighting apparatus or transparencies of pictures/drawings of different types of theatre lights Students will demonstrate understanding of the role of the lighting designer, his/her responsibilities, and the importance of light to the production by creating a lighting design for their chosen scene from A Midsummer Night’s Dream.