Background
The many tasks and responsibilities involved in producing a play require the participation of many people. From the grips to the properties chief to the director to the cast, all staff members play vital parts in a production. The production staff, including the artistic staff and the behind-the-scenes staff, is responsible for costumes, sets, lighting, ticket sales, budget, publicity, direction and much more. This lesson will give students a brief overview of how a play is produced, and the job descriptions of those who are involved.1. Brief description of the Lesson
By providing information about the various aspects of production, this lesson will stress the importance of the production staff. Students should appreciate the fact that theater is not an activity for a single type of person; in fact, with the wide range of skills utilized in theater, almost anyone can find some aspect in which he or she can find enjoyment.
2. Learning Objectives/Goals
As a result of this lesson, students will be able to:
- determine how to stage a play by dividing tasks into manageable parts
- prepare a schedule and delegate responsibility
- identify the different types of rehearsals
- explain various jobs in theatre and film
3. Intended Grade Level or Audience
Grades 6-12
4. Concepts Covered in the Lesson
5. Materials or Equipment List
Vocabulary Terms
6. Procedures
Motivating Activity:
Show students a few minutes of a film. Give each student several index cards and have them write as many settings, costumes, lighting effects and actions as they observe. They are also to include props, furniture and clothing.
Put students into cooperative groups of four. Give each group card with the headings: Settings, Costumes, Lighting Effects, and Actions. Have the groups categorize their index cards under each of the headings.
Have each group share their results with the rest of the class. Discuss the many people and jobs that are needed to produce a play. Watch the credits and have student's contrast the number of actors with the number of people listed in the production credits.
Group Activity I
1. Create a chart with the names of each job involved in producing a play
2. In small groups, have students research the responsibilities of each job.
3. Using a Venn diagram, the groups should see how much some jobs overlap.
4. As a class, some to a consensus as to which jobs may be combined or eliminated.
5. Members of groups should then pick a position they think they could perform. More than one person may choose the same position.
6. Each student should create a list of personal traits or skills that match this position.
Activity II
1. Using the job and responsibilities list from activity one, have pairs of students create brief skits that depict a job interview between a director and a person applying for a position on the staff.
2. Suggest to students that they try the following:
a. One applicant may want to depict someone who is totally unsuited for the job but may be unwilling to face this fact.
b. Perhaps another may have the wrong impression of what the job entails.
7a. Assessment Activity
Have students form small groups. Then have each group decide on a method of demonstrating the responsibilities of one of the following people: stage manager, publicity manager, property chief, and house manager. Students might present this information using written or verbal explanation, charts of diagrams. Students might opt to present a short skit to role-play the duties of one of these positions.
c. Advanced Assessment Activity
Divide the class into groups of five or six students, and ask each group to select a play that would appeal to students in their school. Remind them to consider the actor's abilities and the school's facilities and financial resources during the process of choosing a play. Provide enough time for each group to consider several different plays. Afterwards, discuss the different possibilities and reasons for choosing these plays. Have the class determine the best play for the particular audience and place,
True or False Statements
For testing students general knowledge of the information presented in the lesson
1. A master production schedule ensures that no steps are skipped and that time is planned for every step in a production. (True)
2. The business manager is responsible for the financial arrangement of a production (true)
3. The producer takes notes in the promptbook, and provides cues and lines if an actor hesitates or skips a line. (false)
4. The house manager makes sure that the audience is comfortable. (true)
5. The properties chief acquires all furniture and props and makes sure they are in good working order. (true)
Related Activities
Plan for the class to see a university, community, or professional theater production. If possible, try to see the production in rehearsal. Students should pay special attention to the work of the behind the scenes crews. Have students pay attention to the director's comments and the production staff's responses.
Encourage students who are seriously interested in the theater business to volunteer with ocal theater companies. Many community theaters need and appreciate volunteers.
References
Dean, Alexander, and Lawrence Carra. Fundamentals of Play
Directing. New York, N.Y: Holt, Rinehart & Winston, 1980.
Kelly, Thomas A. The Back Stage Guide to Stage Management. New York, N.Y: Back Stage Books, 1991.
Wolfe, Welby B. Materials of the Scene: An Introduction to Technical Theatre. New York, N.Y: Harper & Row, 1977.
Technology
Videotapes and Films
Borrowed Faces. 1980. McGraw-Hill Films. In this film, the audition and casting process of the Colorado Shakespeare Festival is viewed from the perspective of director and actors.
Internet
ArtsEdge. This is an Internet site linking arts and education through technology. The Kennedy Center's Education Department maintains it.
http://artsedge.kennedy-center.org
ArtsNet. This is an Internet site designed to provide clear access to a multitude of arts resources. The Carnegie Mellon University maintains it.
Created by: Ronnie Simmons and Delores B. Gray