by Savannah Johnson
Standards:
Standard L1.T.CR. 6: Apply basic research and skills to construct ideas about the visual composition of a drama/theatre work.
Standard L1.T.CR.1: Develop imagination to create artistic ideas and work.
Essential Questions:
- What are the elements of design?
- What do these elements communicate?
Enduring Understandings:
Students will understand that the elements of Design gives us a universal design language that we can use to better communicate our ideas.
Objective:
Students will understand how shape, space, and mass/form affect the story that is being told on stage through note taking, viewing of images used to identify these items in a stage, and through a simple art project.
Materials:
Slide show: https://docs.google.com/presentation/d/1hRPLYXuGd29k8-jZHfBGQ4aEL3Ll_q2hd8QUPHmeiT4/edit?usp=sharing
Markers and Pencils and Crayons
Scissors
Instruction:
HOOK:
Pass the pencil game
Teach each student the following pattern
- Grab, pass, flat, grab.
- Practice this to a rhythm a few times as a group
- Then have the students get out a pencil or a pen.
Add this to the game.
- Grab the pencil, pass the pencil from one hand to your other hand, then flatten out your hand so someone else can grab it, then grab it.
- Do this a few times to clapping rhythms, it is tricky, and that is okay.
- Make sure that everyone gets their pencil back.
- Have them get out their notes and get supplies for their notes.
SPACE:
- Have the students take notes and read off of the slides
- Shape: the area between, around, or within objects and/or images
Example one: Waiting for godot
- What is this space saying?
- What feelings does it make you feel?
Example two: Beetlejuice
- What is this space saying?
- What feelings does it make you feel?
SHAPE:
- Have the students take notes and read off of the slides
Shape: any line that encloses a space
Explain the difference between geometric and organic shapes
- Geometric shapes are organized and mathematical
- Organic shapes are free flowing, most often found in nature
Example one: The Crucible
- What shapes are you seeing?
- What organic shapes do you see?
- What geometric shapes do you see?
- How do these shapes make you feel?
Example two: The huntsman
- What shapes are you seeing?
- What organic shapes do you see?
- What geometric shapes do you see?
- How do these shapes make you feel?
Example three: old buildings
- What shapes are you seeing?
- What organic shapes do you see?
- What geometric shapes do you see?
- How do these shapes make you feel?
MASS/FORM:
- Have the students take notes and read off of the slides
Mass/Form: Shape….but 3D
- A focus on creating depth and spatial arrangements
Example one: You’re a Good Man Charlie Brown
- How are they playing with size?
- How are they playing with depth?
- How does this make the cast look?
- How does this make you feel?
Example two: no idea, but cool set design
- How are they playing with size?
- How are they playing with depth?
- How does this make the cast look?
- How does this make you feel?
ACTIVITY:
- Have everyone go and get scissors
Pass out a paper to each student.
- This paper will have a simple set design on it.
Have the students cut out the box.
- IT IS KEY that they just cut out the outside lines, not each shape.
Then have them fold the “legs” of the “platform” to create a 3D shape that can stand on its own.
- Point out that this shape has formed into a mass/form
- Have the students then cut out a rectangle from the left over paper and fold it to create stairs for the platform.
- If time permits, have them cut out a flat (a long thicker rectangle) and put it on the back to make a backdrop for the set.
CLEAN UP:
- Put away all of the crayons, the markers, the scissors, ect.
- Throw away scrap paper
- Clean up the room
- Sit in your seats!
- Release them at the bell.