Unit Plan - Intro to Production Process
.pdf
School
Southern Utah University**We aren't endorsed by this school
Course
THEA 4900
Subject
Statistics
Date
Dec 18, 2024
Pages
4
Uploaded by MatePrairieDogPerson1270
Intel® Teach ProgramEssentials CourseUnit Plan Template Unit AuthorName Jessica LoftusSchool DistrictIron CountySchool NameCedar HighSchool City, StateCedar City, UTUnit OverviewUnit TitleIntroduction to the Production ProcessUnit SummaryThis unit explores the collaborative nature of theatre, focusing on the production team’s roles, technical elements, and essential terminology. Students learn how each team member contributes to a successful show, the importance of technical theatre, and the distinction between live theatre and film. Activities such as team-building, terminology quizzes, and research projects help students answer key questions about theatre’s structure and processes. The unit culminates in a designer presentation, allowing students to demonstrate their understanding of the production process and the value of individual contributions to a theatrical production.Curriculum LinksYear/Form Grades 9-12Approximate Time Needed 4 - 77 minute class periodsUnit FoundationTargeted Curriculum Specifications and Standards ○ Perform L1.T.P.2/Create L1.T.CR.4: Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.○ Create L1.T.CR.7: Recognize that participating in the rehearsal process is necessary to refine and revise.○ Perform L1.T.P.8: Identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and blocking techniques.Student Objectives/Learning Outcomes○ Investigate and understand the roles and collaborative process of a production as a whole. ○ In this unit, students learn the appropriate terminology used in technical theatre productions and how it is used by directors to articulate the artistic vision of the set. Team building is also a necessary skill learned in this unit, as it impacts the work for the entire course.© 2000-2007 Intel Corporation. All Rights Reserved.Page 1 of 4
Intel® Teach ProgramEssentials CourseCurriculum-Framing QuestionsEssential Question Who is part of the production process when putting on a theatrical production?Unit QuestionsWho does the production team consist of?How does each person in the team contribute to the overall show?What is theatre?Why is the technical element of theatre important?Content QuestionsWhat is the terminology I need to know about the theatre?Assessment PlanAssessment TimelineBEFORE PROJECT WORK BEGINS-Introductions of each student, why they are taking the class, and their background knowledge of the theatre.STUDENTS WORK ON PROJECTS AND COMPLETE TASKS-Terminology assessments-Hierarchy of the production team fill in the blank-Research notes and Presentation DraftAFTER PROJECT WORK IS COMPLETED-Presentation of a theatrical designer of their choice–summative assessment of their knowledge and work put into the presentationAssessment SummaryAt the beginning, informal assessments, such as personal introductions and discussions, help determine students' prior knowledge and set learning goals. During project work, terminology quizzes and fill-in-the-blank activities on the production team hierarchy allow for formative assessment of foundational concepts, while regular check-ins, research notes, and presentation drafts enable the teacher to provide targeted feedback. The final summative assessment involves a research-based presentation on a theatrical designer, evaluated using a rubric that considers content accuracy, terminology application, creativity, and presentation skills. Throughout the unit, students reflect on their progress through written or verbal reflections, fostering self-assessment and metacognition. Artifacts of learning include written documents (quizzes, research notes, and reflections), presentations, and observed processes (peer discussions/feedback and class participation), providing a comprehensive view of student growth and understanding.Unit DetailsPrerequisite Skills/Prior KnowledgeNot much knowledge on theatre specifically, just basic skills of working with others and researching online.Instructional Procedures/Teaching-Learning Activities© 2000-2007 Intel Corporation. All Rights Reserved.Page 2 of 4
Intel® Teach ProgramEssentials Course● Day 1: Team Building○ Team building exercises■ Personal Introductions■ “This is a what?”○ Creating Classroom Expectations■ Collaborative process to create classroom expectations as a class.● Day 2: What is theatre?○ Live theatre vs film○ Why tech is important in theatre○ Terminology of the theatre● Day 3: Roles and Responsibilities○ Production Team Hierarchy○ ”Who, What, When, Where, Why” Design Process○ Homework: Research a professional designer (set, lighting, sound, makeup) and prepare a brief presentation● Day 4: Work Day for Designer Presentations● Day 5: Presentation Day for Designer Research PresentationsAccommodations for Differentiated InstructionStudents with Special NeedsPair students with a peer buddy, allow alternative participation in discussions (writing responses, drawing), provide simplified/visual version of production team hierarchy and offer guided template for the homework to help with research organization, allow flexible presentation formats and ways of presenting (reading from notes, using visuals, or presenting just to the teacher).Student that ExcelsEncourage leading small group discussions, assign a deeper task of analyzing different production team structures, encourage exploration of designers who work across multiple disciplines, encourage students to include multimedia elements in their presentations, ask them to moderate feedback sessions.ESL StudentUse visuals and demonstrations to explain activities, pair with supportive peers to help clarify instructions, provide bilingual resources for the terminology, allow verbal responses in first language paired with translations, provide translated resources, allow them to research designers from their cultural background, allow them to present in their native language with a summary in English, offer presentation templates.Materials and Resources Required For UnitTechnology – Hardware(Click boxes of all equipment needed) © 2000-2007 Intel Corporation. All Rights Reserved.Page 3 of 4
Intel® Teach ProgramEssentials Course☐Camera ☐Computer(s) ☐Digital Camera ☐DVD Player☐Internet Connection ☐Laser Disk☐Printer ☐Projection System ☐Scanner ☐Television ☐VCR ☐Video Camera ☐Video Conferencing Equip.☐Other Technology – Software(Click boxes of all software needed.)☐Database/Spreadsheet ☐Desktop Publishing ☐E-mail Software☐Encyclopedia on CD-ROM ☐Image Processing ☐Internet Web Browser ☐Multimedia ☐Web Page Development ☐Word Processing ☐Other Printed Materials- The first chapter of the textbook, The Fundamentals of Stagecraft.- Printed copies of fill in the blank worksheets on the hierarchy of the production team.- Printed copies of worksheets that have the terminology of the theatre.SuppliesnoneInternet ResourcesPresentations on “what is theatre” and the terminology.Videos on the roles and responsibilities Other ResourcesnonePrograms of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.© 2000-2007 Intel Corporation. All Rights Reserved.Page 4 of 4