Lesson 1 Lesson Title: What is a Stage?

Lesson Author: Shanda Veatch Grade Level: 6, 7, 8 Subject Area: Theatre Time Allotted for the Lesson: 1 hour or 1 class period Short Description of Lesson: Students will, using their internet connection, preview the interactive web pages in order to learn about stages. Upon conclusion of this activity, they will generate their own visual of a proscenium stage, labeling the parts. Classroom Layout and Grouping of Students: This unit will take place in an open theatre classroom. Students will be led through the graphics by the instructor through whole group instruction. State Curriculum Standards met in this lesson: EALR 1 The student understands and applies arts knowledge and skills in theatre Component 1.1: Understands and applies arts concepts and vocabulary. Component 1.2: Develops arts skills and techniques. EALR 2 The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in theatre. Component 2.1: Applies a creative process in the arts (dance, music, theatre and visual arts.) (Identifies, explores, gathers, interprets, uses ideas, implements, reflects, refines, presents) Component 2.2: Applies a performance process. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, exhibits, produces, reflects, and selfevaluates) Component 2.3: Applies a responding process. (Engages, describes, analyzes, interprets, and evaluates) EALR 3 The student communicates through the arts (dance, music, theatre and visual arts). Component: 3.1: Uses the arts to express and present ideas and feelings.

Component: 3.2: Uses the arts to communicate for a specific purpose. Component: 3.3: Develops personal aesthetic criteria to communicate artistic choices. National Education Technology Standards for Students (NETSS) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Instructional Objective 1. Students will demonstrate understanding of the parts of the stage by verbally identifying the locations on the stage when prompted by the teacher 2. Students will demonstrate their understanding of the parts of the stage by creating a visual representation of a traditional proscenium stage on their own paper or in paired groupings. Materials, Resources and Technology: 1. Computer with broadband internet connection 2. Web based instructional materials 3. Computer projector 4. Projector screen 5. Printer 6. Writing tools (ie pen or pencil) 7. Blank drawing paper

Web Addresses needed for this lesson: 1. http://edtech2.boisestate.edu/veatchs/506/506%20homepage.htm 2. http://edtech2.boisestate.edu/veatchs/506/Blocking%20assignment.html 3. http://edtech2.boisestate.edu/veatchs/506/parts%20of%20the%20stage.html Students Present level of Performance and Knowledge:

Students need no theatrical or technology background knowledge in order to complete this lesson. This is a beginning unit which is designed for an introduction to the theatre course. Instructional Procedures Lesson Set: In order to communicate in the theatre, it is important for everyone to use the same language. This is especially important in directing movement on the stage. People involved in performance will often find written references to stage directions within scripts, and actors, directors, stage managers, production teams, and set designers use this simple form of scoring plays in order to communicate movement, stage layout and design. Students will be using these stage directions throughout the year in their Theatre class. So far, students have been involved in interactive exercises through improvisation. The stage terminology has been used for all instruction in the class. Students will be directing scenes using this same terminology at the conclusion of this unit. Techniques and Activities: 1. Introduce the unit using the Visual Design graphic. 2. Scroll through the graphics and discuss each image with the class as follows: 3. Decide on the structural elements that separate each type of stage: Proscenium, Thrust, Black Box, and Theatre in the Round. 4. Discuss the architectural elements that make up a typical Proscenium stage 5. Discuss audience orientation 6. Define Raked in both house and on the stage 7. Go over the parts of the stage 8. Review the slides for students and reteach if necessary 9. Display the Memory Load and Far Transfer Graphic 10. Discuss the different elements in the graphic. Talk about how each one relates to the actor. 11. In paired learning groups, have students draw their own version of a Proscenium stage labeling all the parts they can remember

Lesson Closure: Instructor will have students share their Proscenium stage pictures with the class and review the Memory Load and Far Transfer graphic for clarification. Adaptations for Special Learners: Students will be given the opportunity to work on this lesson with a partner in order to achieve the learner goals. Supplemental Activities: Extension and remediation: Students will be given the chance to review the material upon conclusion of this lesson, as well as ask for clarification throughout this process. Assessment/Evaluation:

There will be an informal assessment at the end of this lesson. Students will demonstrate their understanding based upon discussion participation and demonstrating understanding through the written portion of this lesson Student Products: What artifact(s) or products will result from the lesson? (such as a report, newsletter, diagram, slide show, drawing, etc.) 1. Students will draw and label the parts of a stage on their own paper.