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Stagecraft Week 13:  Scenic Design
(Intro to Scenic Design)
November 15-19, 2021

Important terms are in RED.

Google Classroom assignments are in BLUE.

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Ms. Price provides ALL learning for absent students in a self-directed format. 

Just read & understand/complete each of the day's activities below.  You are EXPECTED to keep up with what's going on IN class.

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DAY 1:  Intro to Scenic Design / How to Read a Script

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1.)  Chose an area (from the IB Learner Profile) to individually focus on this week.  (If absent, be sure to complete this under in your REFLECTION JOURNAL (week 13) in Google Classroom.  Discussed the class focus of COLLABORATION for this week.

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2.)  Discussed our next unit:  SCENIC DESIGN.  (If absent, read below...)

In our next unit in Stagecraft, we will be learning about THE PROCESS OF DESIGN and how to design something used on stage.  Specifically, we will be focusing on scenic (set) design

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3.) Learned about the various things that scenic designers must do when designing a set...

  • Discussed  All scenic (set) design begins with the SCRIPT.  

  • Discussed:  What information might a designer be looking for when reading a script?

  • Discussed:  How might the MUSIC of a musical affect design choices?

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4.)  Received the ASSIGNMENT for your Summative Stagecraft Project (click HERE) and the RUBRIC (click HERE).  (This will be the rubric for your FINAL set designs & presentation.)

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5.)  Listened (in class) to the opening numbers from the musicals listed below.  Ms. Price led students in an activity to to determine what the music FEELS like, (even when there are no lyrics) and then students tried to determine the MEANING/STORY/THEME from just the opening number's lyrics.  Students responded in Google Classroom (Assignment:  Intro to Musical Scenic Design)​​.  (If absent, you DO need to do this activity/assignment, but you only need to respond to 5 of the musicals listed on the assignment.  It is recommended that you respond on your Google Classroom assignment WHILE listening to the musical numbers - since the musical mood may shift/change throughout).  The music for the Google Classroom Assignment is linked below.

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  • Once on this Island  (Setting: the French Antilles in the Caribbean Sea)   

  • Hunchback of Notre Dame - listen to at least 5:00  (Setting:  Paris, 1482)

  • Fiddler on the Roof  - listen to at least to 3:05 (Setting:  a Jewish Settlement in Imperial Russia around 1905)

  • Footloose  - listen to at least 5:07 (Setting:  the fictitious town of 'Bomont' in the early 1980's)

  • Little Shop of Horrors  (Setting: Skid Row in New York; early 1960's)

  • Blood Brothers - listen to 3:42  (Setting:  1960's England)

  • Secret Garden (Setting:  1901 British Occupied India > Yorkshire England; Mary Lennox is orphaned after her parents perish from cholera (India) and she is sent to live at her uncle Lord Archibald Craven's mansion in England)

 

*REMEMBER:  The music's "mood" (what it "feels like") ALWAYS impacts design.  In musicals, the music drives certain design decisions (just as much as the listed "setting" does).

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7. Chose a musical (from the above list) that you'd like to READ and DESIGN A SET for.  Indicate your choice on the bottom of your Intro to Musical Design Project assignment in Google Classroom.  (If absent, be sure to do this TODAY so that Ms. Price can make a copy of your script.)

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DAY 2:  (SUB TODAY - STUDENTS FOLLOW DIRECTIONS BELOW)

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1.) Received  your assigned musical script.  (You were given either your first or second choice.  If you did not choose, Ms. Price chose for you.)

  • Footloose = Madison, Lucas, Keegan

  • Footloose  = Macy

  • Blood Brothers = Haley-Kate

  • Hunchback = Ayden & Sierra

  • Once on This Island = Saylor & Ava 

  • Once on This Island = Alexis

  • Once on This Island = Jaedyn

  • Little Shop of Horrors  = Joelle

  • Little Shop of Horrors  = Tanner

  • Newsies = Jasmine / Charlie

  • The Secret Garden = Elena

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2. Read & Listen to chosen musical.  Highlight (on your script) anything that could affect scenic/set design - whether stated or implied.  (i.e. what should be in the space / where the scene takes place / how the space needs to be used, etc. DO NOT HIGHLIGHT PROPS - only information that is needed for SCENIC/SET design.)

 

Use the soundtracks below WHILE reading.  If you are working/designing in a group, then read the script together as a group as well.

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  • Once on this Island (script)  Setting: the French Antilles in the Caribbean Sea

  • Hunchback of Notre Dame (script)   (Setting:  Paris, 1482)

  • Fiddler on the Roof (script)  Setting:  a Jewish Settlement in Imperial Russia around 1905

  • Footloose (script)  (Setting:  the fictitious town of 'Bomont' in the early 1980's)

  • Little Shop of Horrors (script) Setting: Skid Row in New York; early 1960's

  • Blood Brothers (script​)  Setting:  1960's England

  • Secret Garden (Act I / Act II)  Setting:  1901 British Occupied India > Yorkshire England; Mary Lennox is orphaned after her parents perish from cholera (India) and she is sent to live at her uncle Lord Archibald Craven's mansion in England

  • Newsies     Setting:  Turn of the Century New York City

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You will have 3 classes to FINISH your ENTIRE script and highlight set needs. You will need ALL of that time, so please don't waste it.  Bring your script next class!

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DAYS 3-4:  

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1.) Continued  reading your assigned musical script AND highlighting your script for scenic NEEDS.

  • Highlight anything either stated or implied in the script that may impact what would NEED to be considered in the design of the set.

  • Remember, this information is not spelled out for you, so be a detective while reading.  

  • There are clues in the scene descriptions, the character dialog, the musical lyrics, and the stage directions/playwright's notes.

 

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