The students will demonstrate their knowledge of theatrical lighting systems by locating, identifying, and defining its various components and instruments.
White board Dry erase Double-Plano Convex Lens Train Fresnel Spotlight Ellipsoidal Reflector Spotlight Parabolic Aluminum Reflector Can Strip Light Iris Shutter Gobo Gel Barn Doors PAR Can without a lens
After quickly taking roll, have the TA bring turn off the overhead lights and bring up the ERS stage lights.
1. Instruction/Discussion/Checking a. In a manner similar to previous lesson, explain the lighting system while asking questions to assess what they already know. i. Light board operator ii. Light board iii. Multiplexing cable iv. Dimmer v. Circuit breaker vi. Patch panel vii. Circuit viii. Lighting instruments b. Using the lighting instruments in the room discuss the function of typical stage lighting instruments. i. (See Materials Needed) ii. As these are discussed, allow the students to see the instruments up close and have the TA tern on examples of what that particular type of lighting instrument can do. c. Once again, take the students to the auditorium and see if they can identify the various lighting instruments. i. Ask students why they think the lighting instruments are hung where they are on stage. What about that instrument do you think makes it ideal to be used where it is?
If time allows, once again review the previous lessons in the unit.
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.