Lights, Camera, Action
Cast Size: 10
Grade Level: 9th grade
The teacher will divide the students into three groups of two. Each group is assigned a lighting, sound, and stage design position. One will be the general manager, and the other will be the assistant director. Under the General Manager's plan, Assistant Directors must demonstrate behavior appropriate to their position.
The teacher first explains to the students the situation on stage before the two actors appear.
Stage situation: Night, stars are rising. It's getting brighter. The leaf buds slowly look at the stars and feel the wind They are dancing as one with the forests.
The teacher instructs each position to demonstrate appropriate behavior to suit the above-stage situation.
Lighting: When the cue sign for the night is visible, students will be asked to turn off all lights to create a night scene. To make the second cue, a star, the team will use a small flashlight to create a star, so they will instruct the audience to hold the flashlight in advance and shoot it at the ceiling. When the third cue, the stage, becomes bright, the lights will be turned on gradually using the dimming function. To create a fantastic scene when the fourth cue, the leaf buds, dance while looking at the stars, the student will prepare various colored psych lights to illuminate the leaf area.
Sound: When night falls and the stars come out, the team will turn on various insects sounds. As the day gets brighter, the stage gets more radiant with a cue sign, and when Leaf Bud looks at the stars and feels the wind, the sound of the wind will be played by assistant. At this time, play the sound effects previously saved on the computer. In the final cue, as they dance as one with the forests, a portion of Johann Strauss's <Radetzky March> will be played by general manager of the team.
Stage Design: Students will design a stage to create an unbelievable atmosphere in the forest. They will be able to borrow the set construction plans from SceneGraphics.com, presented in Chapter 5 of the previous textbook 'Real-World Theater Education.'
The teacher will review whether the three groups of positions are behaving appropriately for the presented scene. Once she/he decide everything is perfect, the students go into rehearsal.
Students will present the stage situation before the actors appear. On the actual audition day, under the direction of the stage manager, they will simultaneously reproduce the work before the actor arrives and the work while the actor is acting.
Stage design manager: Reorganizes the location of the stage background created in advance before the play begins. Exit
Stage Manager: Gives the signal for the opening.
Director's tone: Night, stars rise. It's getting brighter. The leaf buds slowly look at the stars and feel the wind. She was dancing as one with the forests.
Lights: (cue) Turn off. (Second cue) (Show text written on paper to the audience) "Put the flashlight you are holding at the ceiling and turn it on."
(Third cue) Dimming effect (surroundings become brighter)/ (Show text written on paper to the audience) "Please turn off the flashlight you are holding."
Sound: Insect sound (turn on), (looking at the lights) wind sound (turn on)
Lighting: (4th cue) Lighting the leaves with psych lighting in five colors.
Stage design manager: Arrange the seats so the lighting matches the leaf area. Exit
Stage Manager: Gives a signal announcing the appearance of actors.
A few minutes later
(Actors 1 and 2 appear)
Actor 1: Look! The leaves are dancing in the forest like a Midsummer Night's Dream.
Sound: Turn On (Johann Strauss's Radetzky March)
Actor 2: It's like a fairy dance!
Lights: (shake the psych lights as if dancing)
Actor 1: Wait, listen. What does this mean?
Sound: Turn off (the march), turn up (bug sound)
Actor 2: It's the sound of insects chirping. It's like crickets.
Actor 1: No, no… It's like the sound of twinkling stars.
Actor 2: (Looking at the stage) The world is dancing.
Actor 1 and Actor 2: Wow!! So cool! Let's dance together too!
Sound: Turn up (the climax of the march)
Actor 1, Actor 2: (dance)
Lighting: (Psychic lighting is scattered onto the bodies of Actors 1 and 2 to create a fantastic scene.)
Sound: dimming effect (march)
Stage Manager: Gives the signal to leave.
I like this sentence from Chapter 7 of the textbook "Real-World Theater Education by Rome":
" I think it's better than other soft sciences. "Because it integrates and develops skills incredibly useful in the real world: the ability to communicate, collaborate with others, and use critical thinking to solve various problems."
In other words, I realize once again that theatre teaches people the skills, they need to live in real world. Planning the roles of departments such as lighting, sound, and stage installation, which we studied through this module, is an effective way to develop these interactive cooperation and problem-solving skills. Above all, in planning for students to experience the roles of these three positions, I learned that this is a perfect teamwork. Therefore, you know how to imagine every situation, repeat it, improve problems through trial and error, and move toward unity gradually.
Designing this course was like drawing a picture; it was a fun and beneficial experience for me. Especially as an artist, stage design has always been one of the elements that aroused my curiosity. One of the most significant benefits of this class was discovering that there are various free sites for stage design and planning, as introduced in Chapter 5. Also, this work made it very interesting to visualize the text and create a form for actual rehearsal. Thank you for leading me to this meaningful experience.
Assessment or Checklist for Each Group: Total 15 point
Myungja Anna Koh