KRISTA D. PRICE

Important terms are in RED.

Google Classroom assignments/tasks are in BLUE.

If ABSENT, you are REQUIRED to read / understand / do all activities posted for that day, even if it's not an "assignment".  

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Day 1:  

1.)  Participated in "Welcome Back" activities in class.  (Learning about eachother)

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2.)  Discussed purpose of the course:

• To learn backstage theatre through active involvement in it.

• To be involved in each area of backstage theatre through activities geared toward "sampling" each.

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3.)  Watched a video of the "world backstage" and all the jobs involved in that "world".  (Click video featured above)  

• Analyze:  What skills might be required to make a production as big as this one "work"?  Backstage? Planning Phase?  Etc.

• Discuss:  What did you find interesting, surprising, or new?  What's one thing/job you'd like to try or do?

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4.)  Discussed  the "life skills" that will benefit students in this class:

• ability to effectively use various tools

• problem-solving skills

• people skills / job skills

• creativity / out-of-the-box thinking

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5.)  Took a quick Stage / Backstage / Front of House Tour​ of the Oxford Fine Arts Center

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6.)  Discussed how this course will teach you to look at things like an artist/designer might. 

First assignment:  In Google Classroom, go to the assignment entitled "Scenic Design Elements (From FEELING to Design)" and complete the following:

1.)  Look through ALL of the stage photos provided, paying close attention to those which you find interesting/intriguing/beautiful.

2.) Choose the top THREE photos that you like the most and put those at the TOP of the slide deck.

3.) Add a text box that describes what YOU feel the stage picture "FEELS LIKE" (use feeling words:  foreboding, depressing, magical, etc.)

4.)  Next, investigate the image and try to determine what makes the stage moment feel that way to you.  Add a second text box that lists/describes the specific ELEMENTS that contribute to the feeling word you chose.  (Stage elements such as:  colors, lighting, arrangement of set pieces, etc.)

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Day 2:  

1.)  Reviewed names (played name game) and reviewed the purpose of the course.

2.)  Read / Discussed Class Syllabus (available on Haiku & Google Classroom)

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3.)  Discussed how scenic designers envision the "world of the play" (what the musical/play should "feel"/look like) and what it takes to create those "worlds".

• Watched a scenic designer (David Korins) discuss his designs in two different shows:  Misery & Hamilton (click each to watch, even if you were absent)

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4.)  Discussed who builds the scenic designers' visions (Set Construction Supervisor with Crew of builders, painters, and artisans)

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5.)  Discussed:  In order to effectively work in a scene shop, you need to...

• work together as a team

• work safely, quickly, and to a designer's plan

• know some stage basics

• know the proper tools and their uses

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6.)  Learned the names of Fastening Tools  (see "Fastening Tools" page in your Class Notes in Google Classroom and fill in the following tool names)

1.  hammer

2. screwdriver (flat head)

3. screwdriver (Phillips)

4. Drill (corded)

5. Drill (cordless)

6. Drill bits

7. Staple gun

8. Nail gun

9. Air compressor

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7.)  Went to the scene shop and learned/performed some basic skills (in groups) with fastening tools, including...

Cordless Drills & Impact Drivers:

• learned location (in the scene shop) of hand tools and battery chargers

• learned how to attach a battery to the drill

• learned the difference between a drill and an impact driver

• learned how to properly put a bit  in a drill

• learned where the "forward" and "reverse" rotation button is on a drill

• learned about the drill's "level"

• learned how/why to drill pilot holes 

• learned how to drill a screw into wood and how to take the screw out as well

Hammers:

• learned where to hold a hammer for the most power and/or accuracy

• practiced hammering a nail into wood & pulling nails out of wood

• learned how to use a block of wood for add'l leverage when pulling a long nail out of wood

Air Compressor / Gun:

• learned how to load a staple gun

• learned how to attach the air compressor hose to the staple gun 

• learned how to fill and empty the air compressor tank

• learned safety rules for using the air gun

• practiced stapling with the air gun

• practiced pulling staples out of a board with pliers

Each student practiced all of the above skills.  If ABSENT see Ms. Price ASAP (even if you already know how to do these tasks).

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