Stagecraft Lesson Plan

Instructor: Sharon Linde

Sharon has a Masters of Science in Mathematics

Teach your students about stagecraft with this lesson plan. Students will read a text lesson that outlines set design and then work on a cooperative project to put learning into action. Follow up with a quiz to test understanding.

Learning Objectives

After this lesson, students will be able to:

  • provide the history of set design
  • explain the task and process of set design
  • compare and contrast set design in film and television
  • design a set

Length

1 hour for core lesson, plus two to three class periods for activity

Curriculum Standards

  • CCSS.ELA-Literacy.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

  • CCSS.ELA-Literacy.RST.9-10.3

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

  • CCSS.ELA-Literacy.RST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Materials

  • Copies of the lesson What is Set Design? - History & Process, one for each student
  • Video clip from a television show
  • Short script samples for students to use for their project in set design; one for each small group or partner pair
  • Construction paper
  • Scissors
  • Glue
  • Cardboard
  • Colored pencils
  • Poster board

Key Vocabulary

  • Box sets
  • Thumbnails
  • Ground plan
  • Working drawing

Warm-Up and Preparation

  • Show students a clip from a television show and ask them to pay attention to the set design.
  • After the clip, divide students into small groups and discuss the set. What did they notice? What materials were used to make the setting realistic and believable? What items were used as props?
  • Ask students to imagine the scene without these stage items. How would the removal take away from the piece?

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