The students will demonstrate their ability to think like a designer by analyzing a chosen script.<\/p>\n
<\/p>\n
Enough different scene scripts for a class (i.e. 15 for a class of 30), 3 x 5 cards with the genres of the scripts written on one side and the title on the other, \u201cSet Design Analysis\u201d handout, Play List for Scenes<\/p>\n
Set Design Analysis.Lesson 2<\/a>\u00a0 \u00a0 \u00a0 \u00a0Play List.Lesson 2<\/a><\/p>\n <\/p>\n <\/p>\n Give a couple of students a script and tell them they need to analyze and design it in 10 minutes. Based on the students\u2019 responses, ask them why it was scary? What obstacles would they face? Why do they feel they couldn\u2019t do it in the given time? For the smart alecks who think they could design it in the allotted time, ask them how they would be able to pull it off. The idea is to show the students that more goes into a design than looking at a script and putting it on the stage.<\/p>\n <\/p>\n Step 1: Tell the students that when analyzing a script, it is important to question everything. What does analyze mean? What sorts of questions should you ask when analyzing a scene? The following are things the students could list on the board. <\/p>\n Step 2: Now that the students know what types of questions to ask, it\u2019s time for them to choose a partner to work with. Let them know that they will be working with this person for the entire unit so they should choose wisely. Once the students have chosen their partner or decided to work alone, they need to consider what genre of scene they would like to design.<\/p>\n <\/p>\n Step 3: Put the 3 x 5 cards with the genres\/titles on a table in the front of the class. Have the groupings grab a card.<\/p>\n <\/p>\n Step 4: Once everyone has their cards, explain the analysis handout that will be attached to the scripts. Explain that they need to fill out the analysis page as they read the script.<\/p>\n <\/p>\n Step 5: Hand out the scripts as you collect the genre\/title cards.<\/p>\n <\/p>\n Step 6: Students will read through the script and fill out the \u201cSet Design List\u201d analysis form.<\/p>\n","protected":false},"excerpt":{"rendered":" Objective The students will demonstrate their ability to think like a designer by analyzing a chosen script. Materials Needed Enough different scene scripts for a class (i.e. 15 for a class of 30), 3 x 5 cards with the genres of the scripts written on one side and the title on the other, \u201cSet …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1433"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1433"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1433\/revisions"}],"predecessor-version":[{"id":3499,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1433\/revisions\/3499"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Lesson Directions<\/h4>\n
Anticipatory Set\/Hook<\/h5>\n
Instruction<\/h5>\n
\u2022 Read between the lines
\u2022 Look for clues that could help develop the scene
\u2022 Read and take note of what is in the italics and parenthesis
\u2022 What is the physical environment like?
\u2022 Where does the scene take place?
\u2022 In what year, season, and time of day does the scene occur?
\u2022 Take note of any changes in the setting during the scene.
\u2022 What is the socioeconomic status of the characters who inhabit the scene?
\u2022 What do the characters do for a living?
\u2022 What is the climate like in and out of the scene?
\u2022 Is the scene indoors or outdoors?
\u2022 Does the scene take place in a rural or urban atmosphere?
\u2022 Is the scene realistic or imaginary?
\u2022 What is the genre of the scene? (i.e. comedy, drama, romance, musical, etc)
The students may come up with other questions as well. These are only examples.<\/p>\nAssessment<\/h5>\n