Stage Crew Walkaways
□ I can show Ms. Cotten any prior knowledge I have about tool safety and technical theater by taking a pre-test on these areas.
Stage Environment Unit
□ I can show Ms. Cotten where the basic areas of the stage are (stage right, stage left, upstage, downstage, center, up right, up left, down right, down left, right center, left center, up right center, up left center, down right center, down left center)
□ I can show Ms. Cotten the following parts of the stage: proscenium arch, apron, wings, travelers, legs, curtains, cyclorama, electrics, dressing rooms
□ I can show Ms. Cotten I know the different types of stages: arena, thrust, proscenium, and black box
Tools and Tool Safety Unit
□ I can recognize and explain the function of each tool in the scene shop and light booth.
□ I can explain the safety procedures to use each tool in the scene shop and in the light booth.
□ I can demonstrate to Ms. Cotten that I know how to use each tool safely and which tools should be used for which jobs.
Elements of Design Unit
□ I can identify and use elements of design and composition: line, shape, texture, weight, form, balance, rhythm, color
□ I can give a piece of art work (set, costumes, props, makeup, lighting, sound) meaning by explaining and using the elements of design.
Self, Peer, and Performance Critique
□ I can give critiques that are positive, specific, and constructive (helpful)
□ I can take appropriate and specific performance notes.
□ I can judge whether or not I’m a good audience member.
□ I can judge whether or not I’m fulfilling my duties as a technical theater student.
I can critique an entire production in a written analysis
Sound Design Unit
□ I can explain how sound is created.
□ I can run the sound board and sound equipment without help.
□ I can explain how to fix sound problems.
□ I can explain and demonstrate how to properly care for sound equipment.
□ I can identify sound equipment.
□ I can create and record 5 sound effects.
□ I can explain a production hierarchy (who is in charge of whom).
□ I can create a stage manager’s book.
□ I can create a rehearsal schedule.
□ I can write blocking in stage manager’s short hand in a short scene.
□ I can accurately fill out a rehearsal report.
□ I can explain and demonstrate the organizational skills of a good stage manager.
□ I can use proper terminology to call a show.
□ I can make a stage manager’s kit.
□ I can demonstrate I know how to take blocking, line, and technical notes.
□ I can identify the different types and uses of make-up.
□ I can identify and use shadows, highlights, can color in make-up.
□ I can demonstrate I know how to take care of all make-up supplies.
□ I can explain make-up hygiene.
Set Construction/Design Unit
□ I can define design words that are specific to set design: rendering, scale, sketch, etc.
□ I can accurately measure various building materials using a tape measure.
□ I can accurately build a stock 4’x4’ platform, a stock 4’ stair case, and a standard 4’x8’ Broadway flat.
□ I can demonstrate to Ms. Jennings that I understand scale by building a 3D scale model of set design I designed.
□ I can identify and use various set painting techniques on the Broadway flat I have constructed.
Lighting Design Unit
□ I can define design words that are specific to lighting design: light, illumination, color, focus, mood, etc.
□ I can use light, illumination, color, focus, mood, etc. to create a lighting design for a short scene.
□ I can identify lighting instruments (par can, Fresnel, ERS, scoop, strip lights, gobos, gels, gel frames, etc.) and what they do.
□ I can run the light board without any help.
□ I can hang and focus lights accurately and safely.
I can give a piece of art work (set, costumes, props, makeup, lighting, sound) meaning by explaining and using the elements of design.
Putting on a Production Unit
□ I can fulfill stage crew responsibilities for the school musical performances.
□ I can construct the set, hang lights, apply make-up, and otherwise help get the production up and running.
□ I can strike a set quickly and properly.
□ I can show that I can work as a team by abiding by the Willowcreek Performing Arts Contract.