QUARTER 3
Q3W1 January 7 - 10
MONDAY – TEACHER DUTY DAY, NO CLASSES
Tuesday
Objectives: Understand the purpose, capabilities, history, and mechanics of theatrical lighting design throughout history
Benchmarks: TH.68.C.3.1:, TH.68.H.2.5:, TH.68.H.2.6:, TH.68.H.2.8:, TH.68.H.3.1:, TH.68.O.1.2:, TH.68.O.1.3:, MA.K12.MTR.6.1:, MA.K12.MTR.7.1:
Questions: How have scenes been lit through history? How is light generated? What technologies influenced lighting over time? How is light shaped and filtered? How does angle affect modeling?
Activities: Lecture and Notes: Lighting Design Intro powerpoint “Lighting and Color” slides 1-18
Wednesday
Activities: Watch videos introducing Light Design principles and equipment
https://www.youtube.com/watch?v=2uHDlAFxhWo (up to minute 15 – after this point the video looks at a different light board system than the one at Ivy Hawn, so this section can be skipped)
Thursday
FL STATE FAST TESTING DAY – NO ASSIGNMENTS
Friday (MR KEARNEY ABSENT)
Objectives: Analyze lighting design choices to discover how certain effects are created; describe technical and aesthetic qualities of lighting design
Benchmarks: TH.68.C.1.3:; TH.68.C.3.1:; TH.68.H.1.5:; TH.68.O.1.2:; ELA.K12.EE.2.1:
Questions: How many light sources can you identify? Where are the lights placed? Which techniques are being used to manipulate the quality of light? What is the emotional content communicated by the lighting? How does the light create emphasis? How does the light communicate textual information?
Activity: Fill out worksheet as you View video production of Shakespeare’s A Midsummer Night’s Dream (BBC 2016)
Video plot summary available here: https://www.youtube.com/watch?v=Qs8bhga1Ikk
For each scene, evaluate one of the lighting cues/conditions. In sentences, describe specific lighting conditions with regard to effect (mood, emphasis, intensity, information from the text) and placement (front light, side light, back light, top light, gobos, focus, etc)
Q3W2 January 13 – 17
Monday
Objectives: Discover color theory (esp. light vs. pigment); identify different lighting instruments and their purposes; Understand the purpose, capabilities, history, and mechanics of theatrical lighting design throughout history
Benchmarks: TH.68.C.3.1:, TH.68.H.2.5:, TH.68.H.2.6:, TH.68.H.2.8:, TH.68.H.3.1:, TH.68.O.1.2:, TH.68.O.1.3:, MA.K12.MTR.6.1:, MA.K12.MTR.7.1:
Questions: What type of instruments are commonly used and what are their purposes? How does different colored light interact? How have scenes been lit through history? How is light generated? What technologies influenced lighting over time? How is light shaped and filtered? How does angle affect modeling?
Activities: Lecture and Notes: Lighting Design Intro powerpoint “Lighting and Color” slides 19-54
Tuesday
STATE FAST TESTING DAY - NO ASSIGNMENTS
Wednesday
Finish notes/powerpoint from Monday
Thursday
Objectives: apply knowledge of lighting design to create scenes; experiment with materials to create different filters for lighting effects; explain design choices
Benchmarks: TH.68.C.1.3:; TH.68.C.2.3:; TH.68.C.3.1:; TH.68.H.1.5:; TH.68.H.3.3:; TH.68.O.1.2:; TH.68.O.1.3:; MA.K12.MTR.5.1:; ELA.K12.EE.5.1:
Activities: Center 1: Mini-gobo design: using a razor blade and an index card, create a miniature gobo
Center 2: Lighting Design Lab - On laptops, go to: https://scenicandlighting.com/lightlab/ Play with controls to develop a light design for a specific genre
Friday
Objectives: apply knowledge of lighting design to create scenes; experiment with materials to create different filters for lighting effects; explain design choices
Benchmarks: TH.68.C.1.3:; TH.68.C.2.3:; TH.68.C.3.1:; TH.68.H.1.5:; TH.68.H.3.3:; TH.68.O.1.2:; TH.68.O.1.3:; MA.K12.MTR.5.1:; ELA.K12.EE.5.1:
Questions: What emotions/qualities should the light communicate for a given scenario? How do different filters change the qualities of the light? How does light positioning influence the effect?
Activities: Review of goals of lighting design (visibility, emphasis, mood, reinforcing the text) PPT. Show and discuss examples of gobos. Distribute index cards, razors, and cardboard cutting mats for Mini Light Design project. Students work in teams of 2-4 to design and photograph 3 different lighting scenarios, using a provided toy or figurine as a model. Stationary lights, handheld flashlights, and cell phone lights can be used in conjunction with colored gel or fabric to color and filter the light. Students must make and incorporate at least one gobo in their design. Present images to class.
Q3W3 January 21 - 24
Monday – NO SCHOOL
Tuesday
Continue work on Mini Light Design Project
Wednesday
Finish and Present Mini Light Design Projects
Thursday
Objectives: Analyze lighting choices, evaluate role of technology in design, discover limits of single point source lighting
Benchmarks: TH.68.C.1.3:; TH.68.C.3.1:; TH.68.H.2.6:; TH.68.O.1.2:; TH.68.O.1.3:; TH.68.O.3.1:; TH.68.O.3.3:
Questions: How does the light influence your focal point? How can mood be created with naturalistic lighting conditions? How does placement and emphasis affect story telling?
Activities: Review and discuss Mini Gobo Light Design activity from last week. Describe practical difference between naturalistic, single point source lighting (ex: the sun) and abstract, multi point source. View opening sequence from “Gravity” with running commentary on light design choices and effects. View “making of” featurette for the film “Gravity” and discuss technical aspects of creating the light design. Fill out reflection sheet (handed out in class).
Friday
Objectives: Interpret a story using simple figures, establish setting with subtle indicators, construct models that correspond to your designs, use light and shadow to create narrative
Benchmarks: TH.68.C.1.3:; TH.68.C.3.1:; TH.68.H.3.1:; TH.68.H.3.3:;
Questions: What is the difference between gobos and shadow puppets? How does distance affect sharpness of focus? How do small details on a silhouette communicate information to the viewer?
Activities: Shadow Puppet Show. In teams of 2-4 people, construct and perform a shadow-projection puppet show. Using cardboard, cardstock, paper, popsicle sticks, plastic straws, glue (and other household craft items as needed) create a story using backlit puppets projected on to a paper screen.
Your shadow puppet show will need to feature at least 3 characters, at least 1 indication of setting, (this can be anything indicating the setting, such as a crescent moon to tell us we are outside at night, or a tree to indicate the forest, a clock to indicate an interior space, etc) an 1 special lighting effect (this can be colored gel, a gobo, a strobe or fade, moving LED lights, etc).
Q3W4 January 27 - 31
Monday - Friday
Continue work on Shadow Puppet Show
Q3W5 February 2 - 7
Monday - Tuesday
Continue work on puppets
Wednesday - Thursday
Perform Shadow Puppet Show
Friday
Examine different cultural styles of shadow theater
Q3W6 February 10-14
Ellipsoidal Reflector Spotlight: review terms and instrument functions
Catwalk safety lesson and video
ERS Lab (transport full size ERS instrument across simulated catwalk, hang and focus the light on a target)
Q3W7 February 18-21
Laser Week!
Intro to science, tech, and applications of lasers
Laser Maze activity
Q3W8 February 24 - 28
Review Lighting Unit terms and concepts
Study Hall
Lighting Unit Kahoot Contest
Lighting Unit Exam
Q3W9 March 3 - 7
Workshop: independent woodwork projects and production tasks for school play (can remediate or pursue extra work as needed)
Q3W10 March 10 - 13
Workshop: independent woodwork projects and production tasks for school play (can remediate or pursue extra work as needed)
END OF QUARTER!
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