AIM:
Create a shopping list of scenic wants & desires.
What will this lead to in his/her future?
The student designer will be able to make a critical analysis of a script and extract the show’s scenic requirements.
Why does s/he need this?
To be able to function as a member of the creative team.
To be able to express the reasons behind their artistic choices.
What materials/supplies will the student need to supply?
Script, note pad, sketch pad, pencils.
- What materials/supplies will the teacher need to supply?
- What object/product shall the student end up with?
- A shopping list of needs for a production.
- Process, notes, outline, descriptions, script for teacher.
- The students will have finished reading the play.
- Ask about the play’s settings. Draw answers that prove & require critical thinking about the work they’ve read.
- Questions that will encourage critical thinking and discovery:
- What is this play about?
- Where does it take place?
- Who are our characters?
- What scenic pieces do we need to create the environment for this staged event to take place in?
After receiving several answers, steer the discussion towards creating the shopping list. Note that each student will need to take an aspect of the shopping list and produce some simple sketches.
How will the student be evaluated?
Relate this to future classes via?
We will be designing pieces of the play together.
Homework? Y:_XX_ N:____ Due next class: __XX___ or on: _____/_____/_____
Complete a script analysis sheet for 4 scenes.
Standard for which this lesson applies: This class will apply to the standards of reading and oral communication. The homework will require written work. We will continue with visual reports once the students have enough info to create drawings of the scenic elements.
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