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Instructor - Doug Finlayson Class: T 2:30-4 Design For Actors Fall 2009 Office: Room 39 Office Phone: 968-6935 E-Mail: [email protected] Course Syllabus LEARNING OUTCOMES: The student will: Examine through readings and guest presenters, the role of design in the theatre: Develop a vocabulary for understanding the art of theatre production; Apply elements of the design process to their own final project. TEXTS: Design Handouts REQUIREMENTS: 1. Reading Assignments (Handouts and Plays) Theatrical Design and Production by Michael Gillette Designing and Painting for the Theatre by Lynn Pecktal Light on the Subject by David Hays Costume Design by Barbara and Cletus Anderson 20% Pick one of the following Tennessee William’s Plays. Each student will be part of a group working on one of the following plays. A Streetcar Named Desire A Cat on a Hot Tin Roof The Glass Menagerie 2. Word Collage 5% 3. Lady of Larkspur Lotion Worksheet 10% 4. Preliminary Design Presentation 15% 5. Final Design Preparation Given Circumstances Dealing with the Script Worksheet Research 10% 10% 10% 6. Final Design Presentation Design Elements 20% Each student will take on the role of director, set, costume, lighting or sound designer. The final presentation will vary depending on the position you take in the project. Approaches to this will include (See Attached Sheet). 1 CALENDAR – DESIGN FOR ACTORS (Calendar subject to change) August Tue. 25 September Tue. 1 WEEK ONE Class expectations. Visualizing language ASSIGNMENT – Collage Exercise WEEK TWO Present Collage Exercise/Creating a Visual Concept: The Director ASSIGNMENT - Read Theatrical Design and Production, Chapter 2 DUE: WORD COLLAGE Tue. 8 WEEK THREE Read Lady of Larkspur Lotion/Respond to Dealing With the Script Worksheet ASSIGNMENT - Read Designing and Painting for the Theatre, Chapter 3 Read Costume Design, Chapter 3 DUE: LADY OF LARKSPUR LOTION WORKSHEET Tue. 15 WEEK FOUR Set and Costume Designer’s Story Telling Tools/Create groups for final project ASSIGNMENT - Read Light on the Subject, Chapter 12 Tue. 22 WEEK FIVE Light and Sound: The Time Arts. Tue. 29 WEEK SIX Guest Dottie Marshall Englis/Sets and Costume Design COMPANY - Wednesday September 30 October Tue. 6 WEEK SEVEN Guest John Wylie Lights and Rusty Wandall/Create Groups for final project ASSIGNMENT - Read Tennessee Williams play Webster Works Worldwide – October 7 Tue. 13 WEEK EIGHT Discuss Analysis of Tennessee Williams plays/Themes and Visual Approach ASSIGNMENT – Given Circumstances of your project play. MID SEMESTER BREAK - OCTOBER 19-23 Tue. 27 WEEK NINE Present Analysis/Discuss Research Approach ASSIGNMENT - Groups Meet to settle on theme(s) for their productions. DUE: GIVEN CIRCUMSTANCES for your project play November Tue. 3 Tue. 10 WEEK TEN Research for Design/Library Day WEEK ELEVEN Present as a Group the Visual Inspiration and Research for Final Project DUE: DEALING WITH THE PLAY worksheet for your project play THE WINTER’S TALE - Wednesday November 11 Tue. 17 WEEK TWELVE Groups present Preliminary Design Presenations Tue. 24 WEEK THIRTEEN Groups present Preliminary Design Presenations December Tue. 1 WEEK FOURTEEN Final Presentations DUE: FINAL DESIGN PACKAGE THE HOUSE OF BLUE LEAVES - Wednesday December 2 Tue. 8 WEEK FIFTEEN Final Presentations DUE: FINAL DESIGN PACKAGE WEEK SIXTEEN NO CLASS/Showings ANALYSIS OF THE SCRIPT I. GIVEN CIRCUMSTANCES (Support this section with direct quotes from the script / dialogue) A. Environmental facts. Consider the following categories 1. Geographical & Date Location: Type of building, environment, neighborhood, city, country. Date: Period, date, era, time of day, seasons 2. Economic environment How do economic forces affect the world of the play? Does poverty or wealth play a role? Are characters under any stress because of economic elements? 3, Political environment Political as in government, interpersonal power, society 4. Social environment Societies’ role in the play, what role does the society play on the characters? How does the play’s setting (time/ place) affect the world of the play? 5. Religious/Spiritual environment Beliefs, spirituality, religious (not necessarily just church) II. APPLYING THE GIVEN CIRCUMSTANCES 1. Given the TITLE, what does it mean? 2. Given the period in which the play is WRITTEN, how might this have influenced the author/play? Is there anything in the life of the author that may have influenced the play? (MAY REQUIRE SOME RESEARCH) 3. Given the period in which the play is SET, how might this have influenced the author/play (MAY REQUIRE SOME RESEARCH) 4. Given WHERE the play is set (geographically), how might this influence the play? (MAY REQUIRE SOME RESEARCH) 5. What are the issues in the play? (Set these up as x vs. y - pick 2 or 3 major ones). What Philosophical statements are made in the play to clue us in to these? (Use quotes) 6. Create an economical sentence that summarizes the plays central themes. (Think telegrams) DEALING WITH THE SCRIPT 1. What style is the play? (abstract, theatrical, realism, comedy, tragedy) 2. What relationship between performer and audience does the script imply? Character to character? (realistic illusion) Character to audience? Actor to audience? 3. What useful information is stated or alluded to in the script concerning (quote specifics): Temperature, Seasons, Atmosphere? Colors, Textures, Shapes? Movement, Tempo, Rhythm? Sounds/ Music? 4. Are there any specific visual allusions / Images / Metaphors? 5. How does the play feel in terms of: Atmosphere? Temperature? Colors? Textures? Shapes? Seasons? Movement? Sounds / Music? Tempo/ Rhythm? 6. Does the play remind you of anything? Visual Allusions? Images / Metaphors? Other media? 7. Do the characters remind you of anyone or anything? 8. Is there an artist or work of art in any medium that feels the way the play feels to you? DESIGN FOR ACTORS FINAL DESIGN PACKAGE Director: • Develop a strong statement of the themes being explored in the play. Provide quotes from the play to support these themes. • Research time period and visual references. • Create a clear, concise statement of your visual approach to the production, supported by five pieces of artwork that reflect the way you see the production. • Work in collaboration with your designer(s) to find a common approach to the play. • Create a prompt book for scene showing blocking on the groundplan to show how the design assists the direction of the play. • Be prepared, with your team, to present your ideas to the class. Set Designer: • Create a clear statement of a design concept in harmony with the director’s concept. • Research time period and visual references. • Develop a statement of the major design metaphor being employed. • Create statements detailing how set design elements will help in the revelation of physical, psychological, emotional and environmental world of the play and the characters in it. • Discuss the role of props in this play. • Create sketches, drawings, or create a collage of pictures or other visual aids to present and illustrate design goals. • Be prepared, with your team, to present your ideas to the class. Costume Designer: • Create a clear statement of a design concept in harmony with the director’s concept. • Research time period and visual references. • Develop a statement of the major design metaphor being employed. • Create statements detailing how costume design elements will help in the revelation of each character. Consider biological, physical, psychological, social, emotional and environmental aspects of the characters and the world of the play. • Create sketches, drawings, or create a collage of pictures or other visual aids to present and illustrate design goals. • Be prepared, with your team, to present your ideas to the class. Lighting Designer: • Create a clear statement of a design concept in harmony with the director’s concept. • Research time period and visual references. • Develop a statement of the major design metaphor being employed. • Develop statements detailing how lighting design elements will help in the revelation of physical, psychological, emotional and environmental world of the play and the characters in it. • Create a collage of pictures or other visual aids to illustrate each scene of the play. • Be prepared, with your team, to present your ideas to the class. Sound Designer: • Create a clear statement of a design concept in harmony with the director’s concept. • Research time period and visual references. • Develop a statement of the major design metaphor being employed. • Create statements detailing how your sound design will help in the revelation of physical, psychological, emotional and environmental world of the play and the characters in it. Give examples • Create sound effect examples, select music and be prepared to present and illustrate design goals as they relate to the play. • Be prepared, with your team, to present your ideas to the class.