This course is an introduction to and a continuation of the terminology, techniques, and practices used in technical theatre and stage design. This course examines two-dimensional and three-dimensional scenery; the physical theater; lighting effects, color, and design; sound design, Foley, effects, technology, and recording; the use of stage and scene shop equipment; the integration of computer-based 3-D modeling; accompanied by technical theatre tools, materials, theatrical design, and construction techniques. This course is designed to provide students with a basic understanding of the theatrical aesthetics and practical application of all phases of stage design and technical production, as well as provide some of the fundamental life skills that accompany production design and construction (such as the basics of sewing, computer and hand-based drafting, facilitating live performance, exercising carpentry skills, working with electrical systems, etc.)
*When onsite, students will be introduced to and allowed to operate the school’s sound and lighting systems, and they will have the opportunity to build sets, props, and costumes for the school’s staged productions and theatre-based projects.
*When offsite, the students will have an opportunity to learn and use 3-D modeling software while building projects online, cut and hand sew from a pattern, discuss and research Foley sound design projects, and, hopefully, develop and run a live radio broadcast.
Students in this course will be actively involved in Performing Arts Department productions. Enrollment in this course constitutes an agreement to fulfill all curricular and extracurricular requirements. If school is onsite (not hybrid or distance-learning), each student will be required to undertake and execute the necessary in-school responsibilities for ONE production role during both the Fall Musical and the Spring Play. If school is moved to a hybrid or distance-learning model, all production responsibilities will be subject to change according to the adopted learning model and in discussion between each student and the teacher. (One production role is defined by the title of the role chosen by the student and in agreement between student and teacher at the outset of the semester as to what responsibilities that role must encompass.)