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:  The world of the stage & the "world of the play"

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 at the top of this page)  

• 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.) Discussed the roles of each of the teachers in the course:  Ms. Price, John, & Sam  (each introduced her/himself)

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6.)  Participated in a quick tour of our theatre and adjoining spaces (catwalks, pit, dressing rooms, props, costumes, lobby, etc.)

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Day 2:  Scenic Design: Feels Like > Looks Like 

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1.) Played a name game to learn each other's names.

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2.) Reviewed purpose of the course (see above under Day 1)​

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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 (if absent, click to watch each)

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

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5.)  As a class we looked at and analyzed several stage pictures and discussed:

• If absent, READ:  In theatre, designers often start from the INSIDE of a moment/story (what the moment/story needs to FEEL like to an audience) and then work their way OUT (to what it should visually LOOK like based on that emotional center)

• With partners (and as a class) we discussed various literal and metaphorical sets/moments on stage (which Ms. Price projected for students to analyze/investigate):

  • What does the stage image "FEEL LIKE"? (used feeling words:  foreboding, depressing, magical, etc.)

  • What theatrical ELEMENTS on stage (besides the actors) makes the stage moment feel that way to you? (ex:  lighting, arrangement of props, colors, stylistic choices, etc.)

• Discussed how designing for the stage requires us to translate desired feelings into visual form.

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

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4.)  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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5.)  Learned the names of Fastening Tools  (see "Fastening Tools" page in your CLASS NOTES in Google Classroom and fill in the following tool names).  If absent, be sure to fill in the names of these tools in your GC CLASS NOTES.

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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6.) Played a name game

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Day 3:  TBD

(Will update before Day 3)

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Day 4:  TBD

(Will update before Day 4)

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