The students will demonstrate their knowledge of theatrical lighting systems by locating, identifying, and defining its various components and instruments.<\/p>\n
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\uf0d8 White board
\uf0d8 Dry erase
\uf0d8 Double-Plano Convex Lens Train
\uf0d8 Fresnel Spotlight
\uf0d8 Ellipsoidal Reflector Spotlight
\uf0d8 Parabolic Aluminum Reflector Can
\uf0d8 Strip Light
\uf0d8 Iris Shutter
\uf0d8 Gobo
\uf0d8 Gel
\uf0d8 Barn Doors
\uf0d8 PAR Can without a lens<\/p>\n
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After quickly taking roll, have the TA bring turn off the overhead lights and bring up the ERS stage lights.<\/p>\n
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1. Instruction\/Discussion\/Checking
a. In a manner similar to previous lesson, explain the lighting system while asking questions to assess what they already know.
i. Light board operator
ii. Light board
iii. Multiplexing cable
iv. Dimmer
v. Circuit breaker
vi. Patch panel
vii. Circuit
viii. Lighting instruments
b. Using the lighting instruments in the room discuss the function of typical stage lighting instruments.
i. (See Materials Needed)
ii. As these are discussed, allow the students to see the instruments up close and have the TA tern on examples of what that particular type of lighting instrument can do.
c. Once again, take the students to the auditorium and see if they can identify the various lighting instruments.
i. Ask students why they think the lighting instruments are hung where they are on stage. What about that instrument do you think makes it ideal to be used where it is?<\/p>\n
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If time allows, once again review the previous lessons in the unit.<\/p>\n
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10 participation points possible. 8\/10 proficiency. -2 for tardiness or repeated behavioral warning.
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.<\/p>\n
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