The students will demonstrate their knowledge of theatrical sound systems by locating, identifying, and defining its various components.
White board Dry erase
This time as the class enters the room, have prepared for them only a drawing of a stick figure in one corner of the white board. Explain that this is an exact portrait of one of them and you refuse to tell them who. (If one of them says something like “Me! Me!” than that person has volunteered to be the example.)
1. Instruction/Discussion/Checking a. Explain that our person here is on stage speaking, but nobody can hear. What do we do on our stage to make sure everyone on stage can be heard by large audiences? i. Discuss and draw the sound system. Ask questions to see what they already know and what they are capable of explaining.
1. Transducer 2. Mic 3. Receiver 4. Input 5. Mixer 6. Output 7. Equalizer/Compressor 8. Amplifier 9. Speakers a. Main b. Backstage c. Auxiliaries d. Audience Effect b. Take the students to the sound booth. i. Explain the different uses of the mixer and the compressor/equalizer. ii. Demonstrate the types of effect that can be done by having a student speak into a mic repeatedly and making him sound like a chipmunk, Darth Vader, etc. using the mixer. iii. Demonstrate using the tape deck to play sound effects. c. Have the students locate in the auditorium the different parts of the sound system that we discussed in class. i. When students locate them, have the students explain the function of that particular piece of equipment within the system.
Review what we have learned so far about stage terms and the sound system. If there is time, review how to participate in Fly Wars.
10 participation points possible. 8/10 proficiency. -2 for tardiness or repeated behavioral warning. 1. Adaptations a. Students with disabilities should be given the chance to participate. Remember to give them plenty of time to answer specific questions or to locate something by sight.