Lights,Camera,Action for theatre breakdown.

​Hi, everyone.

 I wrote a theatre plan in which two students in each group created lighting, sound, and stage positions. This is because I want to teach my students how to produce a poetic and technical stage.

Lights,Camera,Action for theatre breakdown.

​The team structure in my lesson plan will have students divided 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 team structure in my lesson plan will have students divided 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. Dancing as one with the forests.

​The teacher will instruct each position to demonstrate appropriate behavior to suit the situation.

The teacher will review whether the three groups of positions are behaving appropriately for the presented scene. Once we decide everything is perfect, we 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. 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 5 colors.

Stage design manager: Arrange the seats so that the lighting matches the leaf area. Exit

Stage Manager: Gives a signal announcing the appearance of actors.

A few minutes later

​(Actor 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 (turn off the march), turn up (turn up the 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 (turn up the climax of the march)

Actor 1, Actor 2: (dance)

Lighting: (Psychic lighting is fired onto the bodies of Actors 1 and 2 to create a fantastic scene.)

Sound: (cue) dimming effect (march)

Stage Manager: Gives the signal to leave.

blackout