Students will demonstrate their understanding of stage geography and terms by defining and locating them.
MATERIALS NEEDED:
White Board Dry Erase Proscenium Stage Handout (see Supplements)
HOOK:
(If needed, review one last time the parts of the fly system and let students know that they can re-take the tests if they would like.) Prepare on the board before class drawings of the five basic types of stage spaces. Discuss with the students what they know about the stages and what are the differences between them. 1. Arena 2. Thrust 3. Found Space 4. Proscenium 5. Black Box
PRESENTATION:
1. Instruction/Checking a. Hand out the handout b. Ask students what they can identify on the handout. c. Draw the pictures from the handout on the board. i. Label and define the following while having the students label the same on their handouts.
1. Proscenium Arch 2. Proscenium opening 3. Plaster line 4. Wings 5. Apron 6. Crossover 7. Smoke pocket 8. Trap door 9. Trap room 10. Stage 11. Cyclorama 12. Grand Valance 13. Grand Drape 14. False Proscenium 15. Teaser 16. Tormentors 17. Act drop 18. Fire/safety curtain 19. Boarders 20. Legs 21. Travelers 22. Sky drop (Scrim) 23. Box office 24. Lobby 25. House 26. Auditorium 27. Cheeks 28. Vomitorium 29. Control booth 30. Prompt booth 31. Light booth 32. Sound booth 33. Cry room 34. Balcony 35. Backstage 36. Offstage 37. Dressing rooms 38. Green room 39. Stage door 40. Call board 41. In 42. Out 43. Left 44. Right 45. Up 46. Down 47. Center d. Most of this should be review from prior classes or experience. In small groups of three or four, have the students explain to each other the different terms that we have covered today. e. After a few minutes check for understanding by playing a trivia type game where you ask a group a question and if they do not provide the correct answer, the other groups get a shot at it.
2. Transition a. Take the students into the auditorium.
3. Checking a. In their groups, continue the checking game by stating a term and having all the members of a group find and point to the designated thing. Then have someone explain what it is and what it is used for. b. The group with the most correct answers will receive 5 extra participation points for the day. c. Have the students gather on stage. d. Call out stage directions and have students go to the place called.
CLOSURE:
Discuss just how many terms that we went through today and why the students believe it necessary to have and know what these terms mean.
ASSESSMENT:
10 participation points possible. 8/10 proficiency. -2 for tardiness or repeated behavioral warning. An extra 5 participation points will be awarded the group with the most correct answers in the group activities. 1. Adaptations a. Students with disabilities should be given the chance to participate. Remember to give them plenty of time to answer specific questions or to locate something by sight.
