19 US$
weeklyor 150 US$ for 8 classes
Clase semestral de teatro técnico y diseño para escuelas secundarias (de 13 a 18 años)
Completado por 1 alumno
Edades 13-18
Clase grupal
Videoconferencias en vivo
1 x por semana, 8 semanas
2-9 alumnos por clase
45 min
Qué está incluido
8 reuniones en vivo
6 horas presencialesTarea
1-2 horas por semana. Students will be assigned short assignments that engage with the class content.Evaluación
Students will be given written and verbal feedback on activities and assignments completed both in and out of class sessions.Experiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 9 - 12
This engaging class is tailored for high school students eager to explore the behind-the-scenes magic of theater productions. From set design and lighting to sound effects and costume crafting, this course offers students a comprehensive introduction to the technical elements that bring a stage show to life. By the end of the class, students will have a deeper understanding and appreciation for the technical aspects of theater, as well as the skills necessary to contribute to a live performance. Key skills developed in this class include text analysis, drawing, visual research, lateral thinking, reflecting given circumstances through design, integrating different design departments, design evaluation, self-critique, visual storytelling, visual vocabulary, spacial placement, critical listening, creative and contextual timing, and the use of sonic space and volume. WEEKLY SCHEDULE Week 1: Introduction to Theatre and Roles in Theatre Students will be able to define theatre, it's basic elements, and the roles and responsibilities of various theatremakers. Week 2: Analyzing Text Students will be able to identify the theatrical design areas of lighting, sound, costumes, and sets. Students will be able to analyze images and sounds to derive clues to environment and character. Students will be able to analyze a script for given circumstances. Students will analyze and select curated images that support the environment and given circumstances of a script. Week 3: Costume Design Students will be able to illustrate the importance of costume design by identifying how costumes communicate character. Students will be able to analyze a character from a text/story and compile design research to support a costume for the character. Students will review and utilize their costume research to design and present a costume that supports a specific character in a text/story. Students will be able to self-evaluate research and design work. Week 4: Scenic Design I Students will be able to identify scenic design and how it can communicate the environment, mood, and given circumstances of a text/story. Students will analyze curated images to create design research that illustrates given circumstances in a text/story. Week 5: Scenic Design II Students will be able to identify scenic elements. Students will appraise design research and create a rendering or model of a design. Students will be able to self-critique the design process. Week 6: Lighting Design Students will explore lighting design and basic lighting design vocabulary. Students will be able to analyze a scene for the central idea and compare/contrast curated images to compile design research. Students will create a lighting cue/look to illustrate the central idea of a selected scene utilizing objects found at home. Students will be able to identify cues, cue sequences, and the element of movement in lighting design. Students will review text to select appropriate locations for cues. Students will be able to design cues utilizing at home lighting materials. Week 7: Sound Design Students will recognize that sound can help create an environment. Students will be able to apply sound cues to a scenario to convey an environment. Students will be able to identify types of sound cues. Students will be able to analyze a script or story as a sound designer. Students will create a soundscape that supports the environment and mood of a text/story. Week 8: Artistic Statement Students will be able to identify the next steps in the design process (i.e. the production meeting). Students will present and explain a design. Students will be able to self-critique a design and determine what changes might be made. SUBSITUTE POLICY: Ferrell Studios is an organization on Outschool with about 15 teachers with professional training and experience in the arts. Occasionally, the teacher for this class may not be able to teach and a substitute teacher from the organization will take her place. Only teachers trained to teach this class will serve as a possible substitute for the class. A message will be posted in the Outschool classroom before the class takes place in the event a substitute will be teaching. Thank you for your understanding!
Metas de aprendizaje
Understand the techniques by which a designer interprets and utilizes textual elements to guide and influence design decisions.
Recognize the role and methods a costume designer employs in contributing to character creation and development within a production.
Evaluate the ways in which a costume designer integrates research and a specific design concept to formulate a comprehensive design.
Discover the creative processes a scenic designer undertakes to fabricate a compelling and supportive environment for performances.
Ascertain how a scenic designer incorporates research findings into the development of detailed renderings or models.
Analyze the strategies a lighting designer employs with various design elements to effectively convey intended meanings and atmospheres.
Examine the manner in which a lighting designer draws from textual sources to augment and enhance the narrative storytelling of a production.
Grasp the techniques sound designers utilize to leverage effects in establishing and accentuating a desired setting.
Explore the methods and tools a sound designer uses to construct a rich and layered soundscape that complements the mood and themes of a performance.
Recognize the essential role of effective communication within a design team and learn the best practices for collaboratively sharing and evolving initial design concepts.
Otros detalles
Orientación para padres
Students may be asked to complete visual research for the class, using Google Image search. Parental guidance on using Google Image Search is encouraged.
Lista de útiles escolares
TACTILE TOOLS Students should have basic writing implements (pencils), paper, and colored pencils or crayons on hand. It is encouraged that students dedicate a notebook to this class to compile their design work. Other materials by lesson include: Costumes: small collection of objects (i.e. paper clips, legos, coins, etc) Sets: collection of random small objects Lighting: light sources (i.e. flashlights, cellphones, table lamps, holiday lights, etc.), small toy figure or person to light, various household items to change the quality of light (i.e. translucent plastic, paper, tin foil, etc.) Sound: Variety of household objects that make noise (i.e. plastic bags, tin foil, pots and pans, musical instruments, etc.), Recording device (i.e. phone, computer, tape deck, etc.) ONLINE TOOLS Canvas will serve as the learning management system for this course, allowing students to access course materials and complete assignments. Google Drive tools will be used to facilitate collaborative activities during class. Educational YouTube Videos Students may be asked to complete visual research for the class, using Google Image search. Parental guidance on using Google Image Search is encouraged.
Recursos externos
Además del aula de Outschool, esta clase utiliza:
Fuentes
"Intro to Design", Education at Roundabout (Grades 9-12)
Boltz, Christopher. (2019). Technical Theatre Practicum- Version 1.
Ofrecido por
Experiencia y certificaciones del docente
4 los profesores tienen título de licenciatura
Licenciatura en Artes Teatrales desde Rutgers University
Licenciatura en Artes Teatrales desde Hunter College
Licenciatura en Artes Teatrales desde Temple University
Licenciatura en Periodismo desde Temple University
Luke Ferrell is a professional stage director and teaching artist and has worked professionally on the East Coast. He also teaches secondary and higher education classes in various theater disciplines.
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