Course Profile Technological Design, Grade 11, Workplace Preparation, Catholic and Public

Unit 4: Applications of Design

Time: 35 hours

Activity 1 | Activity 2

Unit Description

In this culminating unit, students apply learned communication, decision-making, and problem-solving skills to challenges in theatre and film production design. Students explore the development of design solutions through the development of technical drawings, illustrations, models, test models, fabricated products, proposals, and reports. Skills developed in this unit can be applied to a wide variety of careers in architecture, industrial design, and fashion or theatre/film production.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
4.1: Reproducing History for Film or Video	15 hours	TFV.02, TFV.03, TF1.03, TF2.01, TF2.02 SPV.01, SPV.02, SP1.01, SP1.02, SP1.03 ICV.03, IC2.03	Knowledge Inquiry Communication Application	Generate artefacts or costumes from a historical period as portrayed in film or video.
4.2: Theatre Set Design and Production	20 hours	TFV.01, TFV.02, TFV.03, TF1.01, TF1.02, TF2.01 SPV.01, SPV.02, SPV.03, SP1.01, SP1.02, SP1.03, SP2.03 ICV.03, IC1.01, IC1.02, IC2.03	Knowledge Inquiry Communication Application	Design and construct a theatre or video set.

Activity 1: Reproducing History for Film or Video

Time: 900 minutes

Description

Students develop drawings and models of costumes or props, based on a selected time period, for a film or TV production. This activity includes historical research, illustration, technical drawing, model building, and fabrication techniques. Skills acquired in this activity can be used in such fields as film or TV production, fashion, theatre production, or architectural restoration.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02W - create effective technical drawings using standardized drawing practices;

TFV.03W - determine appropriate solutions to design problems;

TFV.04W - describe manufacturing and construction materials and techniques related to their projects;

SPV.01W - illustrate their design solutions effectively using a variety of technical drawing methods that conform to industry drafting conventions;

SPV.02W - fabricate projects or displays using hand and power tools safely;

ICV.03W - use tools and materials safely to fabricate products.

Specific Expectations

TF1.03W - describe the historical development of a variety of designed products and services;

TF2.01W - use technical illustrations, drafting, computer graphics, and models to present ideas and solutions effectively;

TF2.02W - describe materials that are appropriate for the manufacture or construction of given projects;

SP1.01W - draw appropriate technical illustrations using industry-standard practices, including lettering techniques, scales, and symbols;

SP1.02W - produce correct orthographic or pictorial technical drawings (e.g., floor plans, perspectives and elevation views, section and assembly drawings) using traditional or computer-based methods;

SP1.03W - fabricate models and prototypes for analysis and testing using standard safety procedures;

IC2.03W - handle tools and materials safely.

Prior Knowledge & Skills

This activity builds on knowledge and skills obtained in previous activities. Students should know basic research techniques, modelling, drawing conventions and techniques (both manual and computer-based), basic material properties, and safe fabrication techniques. Safety should be reinforced throughout
the activity.

Planning Notes

· A commercial film depicting a specific time period is chosen and reviewed by the teacher before initiating the activity. Example genres may include westerns, medieval times, or films based on specific decades, such as the 1930s or 1960s. The teacher must review films beforehand to ensure suitability and select specific scenes to use. The teacher should also consult the Drama Department or community theatre groups for possible curricular tie-ins. Books or magazines related to the time period may be collected before initiating activity.

· The teacher determines the project focus (e.g., costumes, transportation vehicles, furniture, or public structures). The focus could include medieval armour, historical uniforms, early Canadian kitchenware, and 1800s farm implements. The teacher also predetermines the activity deliverables (e.g., the extent or scope of technical drawings and models, amount of required research, and whether the final products are scale models or full size). Artistic licence is allowable; the main idea is to retain the “flavour” of the time period.

· This activity can be used as the culminating performance task for the course. Teachers may decide to complete this activity after or during Unit 4, Activity 2. (Activity 2 is group-based and may make individual marking problematic). This project could be integrated into Activity 2. The teacher should ensure that students have individual deliverables to evaluate term marks.

Teaching/Learning Strategies

· The teacher previews a commercial film depicting a particular time period and may, in the interest of time, find clips that best illustrates the time period and the selected design elements (e.g., architecture, costumes, transportation devices, etc.).

· The teacher initiates discussion of the task of historical re-creation and how designers examine past designs to make effective designs in the present. The teacher discusses how elements in past designs are being incorporated in present and future designs, e.g., post-modern architecture (AT&T Building, New York) or car design (Chrysler PT Cruiser).

· The teacher describes the selected task and presents the design brief (Appendix 4.1A). Students view the film or film clips, having been instructed to pay close attention to details of fashion and design of the time period. After initial viewing, students are given the opportunity to continue to review selected film clips. The use of video capture to print scenes would be helpful, if available.

· Students either work independently or are divided into partners or small teams. Students are given the challenge to reproduce, in drawings and models, elements of the historical time as shown in the film. A detailed description of this challenge is presented (Appendix 4.1A). Students are instructed to pay close attention to materials, joinery, and fabrication techniques specific to the original and to the reproduction or model. Students must verbally discuss the materials used historically as part of their assessment/evaluation.

· The teacher establishes a timetable of required element completion to ensure timelines and activity pacing are maintained. A possible timeline may be:

· Stage 1 (2 hrs): Research, thumbnails, and initial rough sketches;

· Stage 2 (8 hrs): Presentation of drawings, pattern, plan layouts, and CAD drawings;

· Stage 3 (5 hrs): Model making is completed.

Stage 1: Research (approximately 2 hours, individual task)

· Students watch video clip(s), sketch items, and compare their sketches to others.

· The class discusses the chief characteristics of the time period.

· Students are directed to reference materials including films, books, and on-line information sources.

· Students choose an item to design.

· Students develop individual Design Brief/Proposal.

· The teacher conducts a review of sketching techniques, including thumbnails, roughs, comprehensives, and presentation drawings.

· Students begin sketching details, including rough dimensions of model or artefact.

Stage 2: Presentation Drawings (approximately 8 hours, team work if desired)

· Students prepare colour presentation sketches.

· Students prepare initial layouts of CAD or board drawings (may include flat patterns for garments, section drawings and/or fully dimensioned working drawings for the vehicles or artefact).

Stage 3: Model Building (approximately 5 hours, team work if desired)

· CAD drawing standards are reviewed; pattern-making and material layouts are discussed.

· The teacher approves sketches, test models, and drawings before students move to the artefact development phase;

· Students build models of artefacts using working drawings; students sew or tape costumes
using flat patterns.

· Students assemble their portfolios, including design brief, rough sketches, presentation drawings, models, and/or finished products.

Students present and showcase their work. The teacher discusses features and evaluates student work.

Assessment & Evaluation of Student Achievement

Assessment should reflect completion of all elements and processes required. Portfolio elements include all thumbnails, roughs, and related research. Assessment and evaluation are based on, evidence of depth of research, and quality of portfolio. Costumes and props should reflect time period accurately, referenced to their research. Model construction should reflect attention to detail and scale. Presentation drawings, working drawings, and sketches are evaluated for attention to detail, evidence of research and attention to standards. The rubric (Appendix 4.1B) should be used in evaluating individual student work.

Accommodations

· The teacher may provide varying levels of requirements of research or project ideas, (e.g., could be more or less prescriptive in tasks, products could be prescribed or left open to proposals). The teacher may provide more direction to students in selecting and detailing assignments, particularly with respect to historical details. Drawing and/or modelling details and research reference requirements can be reduced or increased in scope and number to suit student abilities.

· The teacher should ensure that students with disabilities have access to specific equipment and tools to perform required tasks (e.g., table-top power tools, simplified modelling or drawing
equipment or resources).

· For enrichment, students design and produce promotional material, such as posters for a proposed sequel, or artefacts requiring mechanisms for movement (including physical or engineering parameters). Activity deliverables may include artefact models that are functional (e.g., a catapult that works, a carriage that has moving wheels and a steering mechanism).

Resources

Books

Cummings, V. The Visual History of Costume Accessories. London: BT Batsford, 1998.

Hill, M. The Evolution of Fashion: Pattern and Cut from 1066 to 1930. New York: Reinholt, 1967.

Hollen, Norma. Pattern Making by the Flat Pattern Method, 4th ed. Minneapolis, Minn.: Burgess Publishing Co., 1975.

Jackson, S. Costume For Stages. New York: New Amsterdam Press, 1978.

Motley. Designing and Making Stage Costumes. London: Studio Vista, 1978.

Peacock, J. Costume 1066-1966. London: Thames & Hudson, 1986.

Peacock, J. The Chronicle of Western Fashion: From Ancient Times to Present Day. New York: McGraw Hill Ryerson, 1991.

Kenton, W. Stage Properties and How To Make Them. New York: Pitman, London, 1978.
ISBN 0910482977

Video

Please preview all films carefully. There may be some situations and language that are not acceptable in the classroom. Several commercial films that would be useful for this challenge, followed by possible design products that could be researched and modelled from these films include:

· Young Sherlock Holmes (costumes, carriages)

· The 3 Musketeers (costumes, carriages)

· Those Magnificent Men and Their Flying Machines (costumes, aircraft)

· Dragonheart (costumes, tents, armour)

· Robin Hood (costumes, carriages)

Websites

Theatre Set Design Links – http://www.artslynx.org/theatre/design.htm

http://www.theatron.co.uk

Theatre Technical Glossary – http://www.ex.ac.uk/drama/tech/glosslx.html

http://collectorspost.com/catalogue/medramalinks.htm

Activity 2: Theatre Set Design

Time: 1200 minutes

Description

Students design and build a theatre stage set (or stage set elements), based on the film examined in Activity 1 or a school or community-based play. Students research specific play requirements, previous stage work, and the director’s requirements. Students draft working drawings, build models, and construct props and required structures. Students learn construction and design techniques specific to the stage and applicable to a wide variety of architectural and industrial design problems.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - demonstrate an understanding of how the design process is used to create products or services for the marketplace;

TFV.02 - create effective technical drawings using standardized drawing practices;

TFV.03 - determine appropriate solutions to design problems;

SPV.01 - illustrate their design solutions effectively using a variety of technical drawing methods that conform to industry drafting conventions;

SPV.02 - fabricate projects or displays using hand and power tools safely;

ICV.03 - use tools and materials safely to fabricate products.

Specific Expectations

TF1.01 - describe user requirements, design criteria, and ways of developing and testing solutions;

TF1.02 - justify design decisions that involve alternative approaches;

TF2.01 - use technical illustrations, drafting, computer graphics, and models to present ideas and solutions effectively;

SP1.01 - draw appropriate technical illustrations using industry-standard practices, including lettering techniques, scales, and symbols;

SP1.02 - produce correct orthographic or pictorial technical drawings (e.g., floor plans, perspectives and elevation views, section and assembly drawings) using traditional or computer-based methods;

SP1.03 - fabricate models and prototypes for analysis and testing using standard safety procedures;

SP2.03 - evaluate design solutions to determine how well they suit the design criteria;

IC1.01 - assess project solutions in terms of safety, ergonomics, and efficiency;

IC2.03 - handle tools and materials safely.

Prior Knowledge & Skills

This activity builds on knowledge and skills obtained in previous activities. Students should know basic research techniques; modelling, drawing, and testing conventions and techniques; basic material properties; and safe fabrication techniques. Safety should be reviewed before initiating
workshop activities.

Planning Notes

· When possible, the teacher should co-ordinate this activity with the Drama Department or local community theatre groups. The teacher may choose to continue Activity 1 by adapting this activity to commercial film or TV production sets, or students may develop sets for video productions in Communications Technology.

· The teacher must decide on the scope of the activity and the budget; a play may require several sets or set changes. The teacher may decide to have all students develop the same set in a comparative or competitive situation or may ask individual teams to build separate sets for individual acts in a play, depending on the time and resources available. The teacher may also elect to limit the deliverables to scale models of the stage set or to specific elements of a stage set, such as backdrops to increase affordability or reduce storage requirements. The important aspect of this activity is that students develop an awareness of designing for the unique world of stagecraft, which provides a series of quick problem-solving challenges that can be applied to a wide variety of industrial and
architectural situations.

· The teacher may decide to develop specific props or other devices such as camera dollies or lighting rigs that can be used annually by the Drama Department or community theatre group. It is important to note that this activity does not specify such elements as lighting plots, screen painting, or curtain designs, as developing these elements would take much longer than the time allotted. For example, the teacher should prearrange the painting of backdrops, (based on design students’ drawings), to the Art or Drama Department if time or project scale does not permit the completion.

· The teacher should be aware of storage requirements and waste produced in project materials. Proper design should include take-down methods, moving, waste reduction, and storage considerations.

· It is important that students understand the terminology and techniques in set design (see Resources). The teacher should prearrange a visit by the Drama teacher or a local personality involved in theatre, TV, or film production at the outset of the activity. If this activity is based on a specific play or production set, students should be directed to research the artistic style of the play, mood to be evoked, director’s vision of the set, etc., through discussions with directors and/or art directors.

· Students initiate a daily log of their project activities, (if not already started). This is used during discussions with students on their progress and assessment/evaluation. Students develop a portfolio of their work, (if they have not already done so), collating all important sketches,
photographs, videos, etc.

Teaching/Learning Strategies

The teacher provides the Design Brief (Appendix 4.2A) and discusses the challenge. The teacher describes to students the situation and requirements for the activity, including deliverables and timelines. Students participate in discussions on set designs from example movies, plays, or concerts. The teacher introduces the principal terminology of the stage and design criteria that must be considered in the specific project (see Appendix 4.2B). The teacher presents and discusses a checklist of considerations or design criteria (see Appendix 4.2C). The teacher arranges for a visit from the play’s director, or other production staff, as required.

Stage 1: Research and Proposals (approximately 4 hours, individual and team assignment)

· The teacher organizes students into design teams.

· Student teams study the specific scene requirements and brainstorm possible set layouts.

· Students prepare thumbnail sketches, rough detail sketches and/or presentation drawings of set proposals. Ideas and sketches are shared among the class. Sketches and drawings should be posted on the classroom walls, and drama or production personnel should be invited to hear student proposals.

· After design decisions are made, each student provides a written proposal, outlining the proposed role in the set production, the team the student is working with, and details of a plan of action.

· The proposal must detail the process used to arrive at possible solutions, such as how to determine requirements, how to test for functionality and optimal solutions, and how to adapt solutions
through the procedure.

Stage 2: Drawing and Modelling (approximately 8 hours, individual and team assignments)

· Students are assigned individual responsibilities. They are given the task of developing designs from initial idea generation in Stage 1.

· Students develop dimensioned and/or scaled drawings of design solutions, along with any models or maquettes necessary to test and work out ideas. (Models can be constructed of paper, cardboard, modelling clay, etc.)

· Working drawings detailing part dimensions, joinery details, and assembly details are prepared.

· Drawings include industry standard symbols and details. These drawings may also be produced in tandem with the fabrication stage, outlined in Stage 3.

· The teacher should ensure that every student has been assigned to produce CAD or board drawings for evaluation.

· Drawings, or detail sketches, are examined for accuracy and approved before students
begin fabrication.

Stage 3: Fabrication (approximately 8 hours, individual and team assignments)

· After approval of design details and dimensions, students fabricate structures and props based on models and drawings.

· Sets should be tested with actors on an ongoing basis to ensure viability of designs. Some modifications to designs may have to be incorporated based on this user testing.

· The teacher assesses and evaluates students’ progress during fabrication.

Assessment & Evaluation of Student Achievement

The daily log helps in determining the individual student’s achievement in team/group work. The teacher evaluates students’ performance through individual discussions and evaluating individual contribution to drawings and products. Key assessment/evaluation considerations are quality, cleanliness, adherence to standards in drawings; demonstration of an application of a methodical design procedure; effort in research, effort and safe procedures in fabrication. The rubric (Appendix 4.2D) and the checklist (Appendix 4.2C) should be used in evaluating individual student work.

Accommodations

· The teacher may provide varying levels of requirements of tasks (e.g., could be more or less prescriptive; end product requirements can be reduced or increased in scope and number to suit student abilities). The teacher may limit this activity to a model building task. Written reports may be given to reinforce concepts and process understanding. 3-D modelling may be added as an enrichment activity (e.g., walk-through presentations using programs such as Lightwave or 3D Studio Max, or modelling programs such as Rhino or TurboCad.)

· The teacher ensures that students with disabilities have access to specific equipment and tools to perform required tasks (e.g., table-top power tools, simplified modelling or drawing equipment or resources). The teacher ensures that activities involving lifting large or heavy objects or involving heights are fully supervised at all times.

Resources

Books

Kenton, W. Stage Properties and How To Make Them. New York: Pitman, London, 1978.
ISBN 0910482977

Miller, J. Small Stage Sets on Tour. Colorado: Meriwether Publishing Ltd., 1978. ISBN 0030894468

Parker, O. and H. Smith. Scene Design and Stage Lighting. New York: Holt, Rinehart & Wilson, 1974.
ISBN 0030894468

Websites

DMOZ Open Directory: Stagecraft (pages of links on all aspects of theatre set design) – www.dmoz.org/Arts/Performing_Arts/Theatre/Stagecraft/

Theatre Set Design Links – www.artslynx.org/theatre/design.htm

Theatre Technical Glossary – www.ex.ac.uk/drama/tech/glosslx.html

Other

Drama Department teachers

Local amateur theatre organizations

Local community groups and childcare facilities

Appendix 4.1A

Designing for Film

Sample Student Handout

Title: Historical Reproduction

Activity: Students design and build an artefact or costume for a period film.

Course: Grade 11 Technological Design Workplace

Time Required: 15 periods

Date:

Situation

You have been hired to design and build a __________________________ for a sequel of the film:

_______________________. The director has asked that this work be of the utmost historical accuracy,

including materials used and fabrication techniques employed.

Challenge

You must examine how this [artefact or costume] was constructed in the time period of this film. You must then construct this artefact (or model thereof) within the time constraints allocated.

Criteria & Constraints

· Research notes must be included, including bibliography of references.

· Design sketches must be completed, including thumbnail sketches and rough layouts.

· Presentation drawings are prepared complete with colour and all pertinent detail.

· Dimensioned CAD drawings of pattern pieces or constructed components of project are prepared.

Evaluation

No.	Deliverable	Time Limit (periods)	Mark (%)	Notes
1	Design brief/proposal	2	20
2	Sketches/presentation drawings	5	20	Evidence of research
3	Completed model or artefact	6	40	As directed by teacher
4	Working drawings	2	20
	TOTALS	15	100

Appendix 4.1A (Continued)

Sample Student Handout

Notes

Considerations in Design (identify and be prepared to comment on each):

· History and social significance of project

· Materials (historical accuracy)

· Materials (ease of manufacture, assembly, strength of structure, durability, finishes, etc.)

· Historical accuracy

Project Steps

Step	Student Activities
1	Stage 1: Situation Analysis (approximately 2 periods) (Individual) · Watch the film clip and make the required sketches. · Read design scenario. · Analyse requirements and research current and historic solutions. · Develop list of possible themes for design criteria. · Hand in personal Design Brief/Proposal.
2	Stage 2: Sketches, Presentation Drawings (approximately 5 periods) (Individual or Teams) · Discuss and brainstorm design criteria, and possible solutions. · Develop thumbnails, roughs, and detailed sketches of possible solutions. · Choose appropriate design features for further work. · Prepare detailed presentation drawings including multiple views, cross sections, and colour. · Seek teacher approval for continuation.
3	Stage 3: Implementation (approximately 6 periods) (Individual or Teams) · Determine team responsibilities and assign a Project Manager. · Fabricate structure to accurate scale and proportions. · Assemble and record.
4	Stage 4: Working Drawings ( 2 periods) (Teams and Individual) · Produce drawings including multiple views and isometric views. · Exterior elevations only, c/w proper dimensions. · Hand in Report/Portfolio.

Appendix 4.1B

Assessment/Evaluation Rubric – Designing for Film

Categories	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Knowledge/ Understanding Knowledge of historical facts and materials TFV.04, TF1.03, TF2.02	- reflects limited attention to historical accuracy - demonstrates limited knowledge of materials used in historical artefact	- reflects some historical accuracy in shape, form or material - demonstrates some knowledge of materials used in historical artefact	- reflects considerable historical accuracy through shape, form and material - demonstrates considerable knowledge of materials used in historical artefact	- thoroughly reflects historical accuracy and attention to detail - demonstrates thorough knowledge and quality research in materials used in historical artefact
Thinking/ Inquiry Design analysis TFV.03 Material Analysis IC1.02	- demonstrates limited rationale of solution of design problem - demonstrates limited research into historical methods and materials	- demonstrates some rationale for solution of design problem - demonstrates some research into historical methods and materials	- demonstrates considerable rationale for solution of design problem - demonstrates considerable research into historical methods and materials	- demonstrates thorough rationale and in-depth research for solution of design problem - demonstrates in-depth analysis of typical construction materials and methods of time period
Communication Drawing Conventions TVF.02, TF2.01, SPV.01, SP1.01, SP1.02	- presentation drawings and models reflect time period in limited way - CAD or board drawings are dimensioned in limited fashion - CAD or board drawings follow few CSA standards	- presentation drawings and models somewhat reflect time period details - CAD or board drawings are dimensioned with few minor inaccuracies - CAD or board drawings follow some CSA standards	- presentation drawings and models accurately reflect time period through use of colour and finishing details - CAD or board drawings are dimensioned accurately - CAD or board drawings follow most CSA standards	- presentation drawings and models reflect time period with a high degree of accuracy through use of colour and finishing details - CAD or board drawings are dimensioned accurately to industry standards - CAD or board drawings follow all CSA standards
Application Safe model or artefact fabrication work habits SPV.02, SP1.03, ICV.03, IC2.03	- artefact construction shows limited care and attention to detail - requires constant supervision to maintain focus and work safely in a limited way - uses procedures, technology, and equipment safely and correctly in a limited way	- artefact construction shows care and attention to detail - maintains focus and work safely some of the time - uses procedures, technology, and equipment safely and correctly with some frequency	- artefact is neatly constructed with care and attention to detail - usually maintains focus and work safely - uses procedures, technology, and equipment safely and correctly	- artefact is constructed with a great deal of care and attention to detail - always maintains focus and helps maintain safe practices and facility - demonstrates and promotes the safe and correct use of procedures, equipment, and technology

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 4.2A

Theatre Set Design

Title: Theatre Set Design

Activity: Students design and build a set from a movie or play.

Course: Grade 11 Technological Design, Workplace Preparation

Time Required: 20 periods

Date:

Situation

Your company has been selected to design the stage set for the latest production of .
Your task is to research previous productions, talk to the producer and/or art director about requirements, and propose a design for the production by next week. If approved by the client, you then develop working drawings for set production and assist in the construction of the set design.

Challenge

Research, sketch, propose, plan, develop drawings, and build a set design for a play or movie/video production.

Criteria and Constraints

· The play or movie must be carefully analysed to accurately portray the story.

· The director and/or art director have requirements regarding the production.

· You need to take into account set transportation, movement of stage elements, movement of actors, lighting, durability, and storage of sets.

· Initial sketches of your research and ideas must be prepared, reflecting identified themes of the play, use of symbols and concepts, and initial ideas for the set layout.

· Detailed presentation drawings, including information on dimensions, must be completed.

Evaluation

No.	Deliverable	Time Limit (periods)	Mark (%)	Notes
1	Design brief/proposal	4	15	Must be approved before next stage
2	Sketches/working drawings	8	45	Must use CSA standards for drawings
3	Completed set elements	8	40	Individual effort and quality of work
	TOTALS	20	100

Appendix 4.2A (Continued)

Sample Student Handout

Notes

Considerations in Design (identify and comment on each):

· End user requirements (director, art director, actors, stage hands);

· Theme, stylistic interpretation;

· Materials (durability, ability to masquerade as another material);

· Materials (effect of lighting, ability to be painted, hung, cleaned, reused);

· Shape/style (symbolism, location, size, use of colour/graphical elements, and material considerations);

· Functionality of set (actors’ ability to move about, speed and ease of set-up by stage crew, storage, ability to be dismantled for storage).

Project Steps

Step	Student Activities
1	Stage 1: Research and Proposals (approximately 4 periods) (Individual) · Analyse given scene(s) and read carefully. · Read design scenario and interview director, art director, actors, etc. · Research current and historic solutions. · Develop list of possible themes and ideas for design criteria. · Hand in personal Design Brief/Proposal.
2	Stage 2: Drawings and Modelling (approximately 8 periods) (individual and teams) · Discuss and brainstorm design criteria and possible solutions. · Develop thumbnails, roughs, detailed sketches, and models of possible solutions. · Choose appropriate design features for further work. · Prepare detailed, dimensioned drawings including appropriate views. · Seek teacher and/or director’s approval for continuation.
3	Stage 3: Fabrication (approximately 8 periods) (individual and teams) · Determine team responsibilities and assign a Project Manager. · Fabricate set according to working drawings. · Test and correct as required.

Appendix 4.2B

Handout: Definitions and Terms

Some Criteria for Stage Set Design

Performers define a theatrical performance as a presentation of ideas to an audience. Set design is a critical ingredient to communicating these ideas. Students evaluate the criteria list below and incorporate these criteria in their solutions.

Functions of Set Design

Functions include conveying such things as:

Action:	Set design must accentuate, not detract from, the action in the presentation.
Characterization:	Set design should reflect characters’ personalities and circumstances.
Time & Place:	Sets should authentically reflect the time and place in which the presentation is set.
Mood:	The mood of the presentation should be clear. (Lighting is also critical in establishing mood.)
Reinforcing the Theme:	All aspects of the set should reinforce the presentation’s theme.
Staging:	Sets must incorporate economy and efficiency for movement and placement during performances.

Principles of Set Composition

Initial designs and layouts of a set should include elements of composition (i.e., how the set pieces are put together to achieve a desired function or effect):

Harmony & Balance:	Bringing order to disorder, ensuring that everything on stage fits together and ‘flows’ in the eyes of the audience.
Contrast:	Contrasts in shape and colour create and accentuate form.
Variation:	Care in not repeating too many elements, as repetition is bland, boring.
Pattern/Rhythm:	Borders and backdrops used to ‘frame’ a scene.
Centre of Interest:	Ensure a focal point is achieved where needed.

Types of Constructed Sets

Wing & Drops: Drapery and cloth hanging from battens. The drops can be easily lifted out or lowered into place as necessary. Cloth or translucent material in drops can be painted to reflect stylized or illusionary backgrounds.

Box Sets: Scene sets are framed with wood and constructed to support itself. Wall sections may include operating doors and/or windows. Sections often fold together as screens for easy set up on stage during set changes.

Platforms & Stairs: Raise and lower stage appearance.

Set Pieces: Props constructed for set décor such as free form (irregular shapes such as rocks or trees with surface contours).

Wire Frame & Covering: Useful in creating masks, historical artefacts, stylized animals and plants.

Wood & Metal Replications: Historic armour and weapons.

Skeletal Set: Wire frame only (not covered).

Appendix 4.2C

Assessment/Evaluation Checklist

Student:

Class:

Theatre Set Design	Level 1 limited	Level 2 moderate	Level 3 considerable	Level 4 exceptional
Considered lighting
Considered movement of actors
Considered interaction with actors
Considered director’s requests
Tested end-user
Considered play requirements
Considered movement of scenes/props
Considered transportation of sets
Considered joinery methods
Considered striking of sets
Considered storage of sets
Considered wear and tear
Considered strength of structure
Considered economy of materials
Considered safety in handling/installation
Considered fire safety
Considered tripping/falling hazards
Considered mood
Considered colour
Considered symbolism
Considered harmony/balance
Considered focal point
Considered pattern/rhythm
Considered contrast
TOTALS

Appendix 4.2D

Assessment/Evaluation Rubric – Theatre Set Design

Categories	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Knowledge/ Understanding Design Methods TFV.01, TF1.01	- articulates limited knowledge of the process to arrive at effective solutions - demonstrates limited understanding of theatre set requirements	- articulates some knowledge of the process to arrive at effective solutions - demonstrates some knowledge of theatre set requirements	- articulates considerable knowledge of the process to arrive at effective solutions - demonstrates considerable knowledge of theatre set requirements	- articulates insightful knowledge of the process to arrive at effective solutions - demonstrates in-depth understanding of theatre set requirements
Thinking/ Inquiry Developing solutions TFV.03, TF1.02, SP2.03, IC1.01	- demonstrates limited rationale for solution of design problem - demonstrates limited development of alternative approaches and decision making skills - demonstrates limited attention to issues of safety, ease of use, and efficiency of operation of sets	- demonstrates some rationale for solution of design problem - demonstrates some effort to develop alternative approaches; shows promise in decision making - demonstrates moderate attention to issues of safety, ease of use, and efficiency of operation of sets	- demonstrates considerable rationale for solution of design problem - demonstrates considerable development of alternative approaches; demonstrates effective decision making - demonstrates considerable attention to issues of safety, ease of use, and efficiency of operation of sets	- demonstrates thorough rationale for solution of design problem - demonstrates thorough analysis and considerable development of alternative approaches; demonstrates highly effective decision making - demonstrates thorough and insightful attention to issues of safety, ease of use, and efficiency of operation of sets, illustrates effort to apply concepts to wider situations
Communication Drawing Conventions TFV.02, TF2.01, SPV.01, SP1.02	- drawings convey necessary information, but limited detail - drawings are dimensioned in limited manner; follows few CSA standards	- drawings adequately convey all necessary information - drawings are dimensioned; follows most CSA standards	- drawings effectively convey all necessary information - drawings are dimensioned accurately; follows CSA standards	- drawings effectively and creatively convey all necessary information, including detail - drawings are dimensioned accurately to industry standards; follows all CSA standards
Application Safe model or artefact fabrication work habits SPV.02, SP1.03, ICV.03, IC2.03	- artefact construction uses limited care and attention to detail - seldom maintains focus and work safely - uses procedures, technology, and equipment safely and correctly	- artefact construction uses moderate care and attention to detail - requires reminders to maintain focus and work safely - sometimes uses procedures, technology, and equipment safely and correctly	- artefact constructed with care and attention to detail - generally maintains focus and work safely - usually uses procedures, technology, and equipment safely and correctly	- artefact is constructed with thorough care and attention to detail - always maintains focus and helps maintain safe practices and facility - always demonstrates and promotes safe and correct use of procedures, equipment, and technology

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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