sophomore Tech theatre design/build
Beacon Charter High School for the Arts
Fall 2018
Course Syllabus
Sophomore Technical Theatre Design
Instructor: Jason Robert LeClair
Jason Robert LeClair has his Masters in Art Education from the University of Florida and is an Honors graduate of the Massachusetts College of Art and Design with a Bachelors of Fine Arts in Media and Performing Arts. He has been teaching the art of theatre in all aspects since 1999. Working in professional theatres as technical director, community theatres as artistic director and consultant, as well as high schools across the state, he has earned a solid local reputation for excellence. President of the Rhode Island Theatre Education Association from 2010 – 2014 and Director of International Thespians Troupe 7444, Mr. LeClair continues to work in the realm of arts education encouraging the collaborative nature of the theatrical arts. He frequently travels promoting Troupe 7444 and educating students and teachers at EdTA events across the country.
“I really do believe that if you don't challenge yourself and risk failing, that it's not interesting.”
Contact Info: jleclair@beaconart.org (401) 671 - 6261 x302
Office Hours: Tuesday and Thursday 2:35-3:15
Course Description: In this flipped classroom, students will concentrate on an area of design that intrigues them. They will learn the design applications online through Google Classroom. These design applications will then be put into practice in the classroom lab. Through the study of theatre design, students will gain a fuller understanding of the stage as an artistic medium. From the concept to design models, students will select an element of design for the stage either, Sets, Properties, Costumes and Make Up, or Lighting and Sound. This will be the student’s concentration throughout the semester. They will, however, be required to learn the basics of two other disciplines. These skills will be utilized to design a full concept for a play. Students will also gain practical knowledge of set construction, painting, props building, etc. by working on portions of the Fall show and winter shows Peter and the Starcatcher and Richard III.
Course Goal: To enhance the student artist’s understanding and appreciation of the technical design aspects of a production both in the designing of those elements and in the building/implementation of those designs.
Essential Questions:
What, in your opinion, is the purpose of Technical Theatre? How can we change the vision of a show with a design? Why should all theatre practitioners have an understanding of technical theatre?
Essential Skills:
TH:Cr1.1.HSII
a. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.
b. Understand and apply technology to design solutions for a drama/theatre work.
Grade Hs advanced
TH:Cr1.1.HSIII
a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.
b. Create a complete design for a drama/theatre work that incorporates all elements of technology.
TH:Cr2.1.HSII
a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
b. Cooperate as a creative team to make interpretive choices for a drama/theatre work. -
TH:Cr3.1.HSIII
a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
TH:Re8.1.HSIII
a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work.
b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.
c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.
TH:Cn11.2.HSIII
a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research.
b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
Required Materials: The following materials are required for this class to be provided by the student.
· Sketchbook (at least 8” x 10”)
· Set of colored pencils
· Graphite pencils
· Black fine line markers (felt or ink pens are acceptable)
· Drafting tools - (architects scale, drafting compass, mechanical pencil)
· Optional (for use in different areas of Tech):
Safety Goggles
· Dust mask/respirator
· Work gloves
· Work clothes
These materials are available at either Michael’s Arts and Crafts, A.C. Moore, Ocean State Job Lot, Blick Art Supplies, Staples, Home Depot, Walmart, Lowes, or Jerry’s Artarama locations.
Beacon’s standard grading weights are:
45% Projects / Papers/Tests
35% In-Class work/Participation and Attendance
20% Homework
Assessment:
Projects
See class schedule
In-Class
In-Class grading is defined by activities done in class and especially work during Lab days every Tuesday through Friday. Monday will be check in and critique day.
Homework
An observation/sketch journal will be kept by each student. This will be checked on Thursdays for a homework grade. Sketches can be uploaded to the Google classroom as well. The subject matter of the sketch journal is observation of anything that pertains to stage design, but should contain at least two pieces of work each week that includes commentary (and documentation if possible) on the observed style of architecture, clothing, makeup, etc. OR work that was accomplished in class while building. This will be submitted on the Google classroom site prior to 11:59 pm Thursday each week. (after 12am Thursday, the work is considered late)
Participation
Participation is daily work ethic and effort. Students are expected to work in class for the entire period. An average of these daily grades will be calculated based on the following format – 0 = non participatory, 50 = minimal effort, 100 = full effort, Exempt = excused absence (see student handbook for definition).
Late Work Policy: Grade 10
Major Assessments
· Student Artists are expected and required to read all materials assigned.
· Student Artists will respect the space, fellow student artists and themselves as described in the student handbook.
· Student Artists will work on art at all times within the arts classroom.
· Student Artists will always follow safety procedures in the workshop as outlined by the instructor.
Class Schedule: FIRST.... PICK YOUR Concentration (link at bottom of page)
Primary design -
Scenic Design
Lighting and Sound
Costume Design
Properties Design
Makeup Design
PR and Marketing
Stage One - Design
Stage Two - Practical Application
Stage Three - Midterm
Secondary designs (2) -
Scenic Design
Lighting and Sound
Costume Design
Makeup Design
Stage One - Design
Stage Two - Practical Application
Stage Three - Final
Fall 2018
Course Syllabus
Sophomore Technical Theatre Design
Instructor: Jason Robert LeClair
Jason Robert LeClair has his Masters in Art Education from the University of Florida and is an Honors graduate of the Massachusetts College of Art and Design with a Bachelors of Fine Arts in Media and Performing Arts. He has been teaching the art of theatre in all aspects since 1999. Working in professional theatres as technical director, community theatres as artistic director and consultant, as well as high schools across the state, he has earned a solid local reputation for excellence. President of the Rhode Island Theatre Education Association from 2010 – 2014 and Director of International Thespians Troupe 7444, Mr. LeClair continues to work in the realm of arts education encouraging the collaborative nature of the theatrical arts. He frequently travels promoting Troupe 7444 and educating students and teachers at EdTA events across the country.
“I really do believe that if you don't challenge yourself and risk failing, that it's not interesting.”
- Julie Taymor
Contact Info: jleclair@beaconart.org (401) 671 - 6261 x302
Office Hours: Tuesday and Thursday 2:35-3:15
Course Description: In this flipped classroom, students will concentrate on an area of design that intrigues them. They will learn the design applications online through Google Classroom. These design applications will then be put into practice in the classroom lab. Through the study of theatre design, students will gain a fuller understanding of the stage as an artistic medium. From the concept to design models, students will select an element of design for the stage either, Sets, Properties, Costumes and Make Up, or Lighting and Sound. This will be the student’s concentration throughout the semester. They will, however, be required to learn the basics of two other disciplines. These skills will be utilized to design a full concept for a play. Students will also gain practical knowledge of set construction, painting, props building, etc. by working on portions of the Fall show and winter shows Peter and the Starcatcher and Richard III.
Course Goal: To enhance the student artist’s understanding and appreciation of the technical design aspects of a production both in the designing of those elements and in the building/implementation of those designs.
Essential Questions:
What, in your opinion, is the purpose of Technical Theatre? How can we change the vision of a show with a design? Why should all theatre practitioners have an understanding of technical theatre?
Essential Skills:
- Student artists will learn scaled drafting for use in stage design
- Student artists will develop knowledge of production careers in theatre
- Student artists will develop an understanding of aesthetic choices for production design
- Student artists will learn to design production elements
- Student artists will gain knowledge and experience creating items for a production.
TH:Cr1.1.HSII
a. Investigate historical and cultural conventions and their impact on the visual composition of a drama/theatre work.
b. Understand and apply technology to design solutions for a drama/theatre work.
Grade Hs advanced
TH:Cr1.1.HSIII
a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.
b. Create a complete design for a drama/theatre work that incorporates all elements of technology.
TH:Cr2.1.HSII
a. Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
b. Cooperate as a creative team to make interpretive choices for a drama/theatre work. -
TH:Cr3.1.HSIII
a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
TH:Re8.1.HSIII
a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work.
b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.
c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.
TH:Cn11.2.HSIII
a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research.
b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.
Required Materials: The following materials are required for this class to be provided by the student.
· Sketchbook (at least 8” x 10”)
· Set of colored pencils
· Graphite pencils
· Black fine line markers (felt or ink pens are acceptable)
· Drafting tools - (architects scale, drafting compass, mechanical pencil)
· Optional (for use in different areas of Tech):
Safety Goggles
· Dust mask/respirator
· Work gloves
· Work clothes
These materials are available at either Michael’s Arts and Crafts, A.C. Moore, Ocean State Job Lot, Blick Art Supplies, Staples, Home Depot, Walmart, Lowes, or Jerry’s Artarama locations.
Beacon’s standard grading weights are:
45% Projects / Papers/Tests
35% In-Class work/Participation and Attendance
20% Homework
Assessment:
Projects
See class schedule
In-Class
In-Class grading is defined by activities done in class and especially work during Lab days every Tuesday through Friday. Monday will be check in and critique day.
Homework
An observation/sketch journal will be kept by each student. This will be checked on Thursdays for a homework grade. Sketches can be uploaded to the Google classroom as well. The subject matter of the sketch journal is observation of anything that pertains to stage design, but should contain at least two pieces of work each week that includes commentary (and documentation if possible) on the observed style of architecture, clothing, makeup, etc. OR work that was accomplished in class while building. This will be submitted on the Google classroom site prior to 11:59 pm Thursday each week. (after 12am Thursday, the work is considered late)
Participation
Participation is daily work ethic and effort. Students are expected to work in class for the entire period. An average of these daily grades will be calculated based on the following format – 0 = non participatory, 50 = minimal effort, 100 = full effort, Exempt = excused absence (see student handbook for definition).
Late Work Policy: Grade 10
Major Assessments
- Major assessments must be handed in within 5 days of the due date.
- Every school day late will result in 10 pts off.
- At teacher discretion, students may request an extension for full credit if they
- Complete the request form
- Ask at least 2 days before the due date
- Extension due dates are up to teacher discretion but no more than 1 week after the initial due date.
- Homework and Classwork must be handed in within 4 days of the due date for 50%.
- The teacher may assign the missed assignment or an alternative assignment at their discretion.
- In academic classes, students have as many days to make up assignments as they are out to receive full credit, and any work handed in later will be subject to the late work policy.
- If a student has an excused absence the day a major assessment is due, it is due the day of their return. If a student has an unexcused absence, the student will lose points accordingly.
· Student Artists are expected and required to read all materials assigned.
· Student Artists will respect the space, fellow student artists and themselves as described in the student handbook.
· Student Artists will work on art at all times within the arts classroom.
· Student Artists will always follow safety procedures in the workshop as outlined by the instructor.
Class Schedule: FIRST.... PICK YOUR Concentration (link at bottom of page)
Primary design -
Scenic Design
Lighting and Sound
Costume Design
Properties Design
Makeup Design
PR and Marketing
Stage One - Design
Stage Two - Practical Application
Stage Three - Midterm
Secondary designs (2) -
Scenic Design
Lighting and Sound
Costume Design
Makeup Design
Stage One - Design
Stage Two - Practical Application
Stage Three - Final
Contact Mr. LeClair if you lose your Google Classroom code.
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