In This Unit You Will Use Basic Production Skills By

Paisley Grammar

3rd Year BGE

Drama Production Skills

Log Book

Name :______Class:______

Group:______

In this Unit you will Use basic production skills by:

• Responding to stimuli and generating ideas for a production
• Exploring production skills to communicate ideas
• Reflecting on the use of production skills

You will also develop production skills in drama by:

• Developing production skills within a production
• Applying production skills within a production
• Reflecting on their contribution to the drama

Theatre Production Skills

In this Unit, you will work in groups to devise and present two Dramas. In one drama you will take on an Acting Role and in the other you will be responsible for another theatre production skill of your choosing. In the first part of this unit, you will learn about the different roles in the theatre.

Acting

The responsibilities of the actor are to:

• read the script closely and make notes on the characters
• discuss the character with the director and do any research needed
• attend all rehearsals and take direction from the director

• experiment with character voice and movement as requested by the director
• learn lines and mark moves and instructions from the director
• meet with members of the production team as needed
• rehearse with and encourage the other actors
• Perform the part to the very best of the actor’s ability.

Set designer

The responsibilities of the set designer are to:

• read the script
• discuss the interpretation of the text with the director
• design a set in keeping with the director’s overall vision for the production
• create a ground plan and a model of the set
• consider the size and nature of the venue and any restrictions
• source and/or build materials for the set
• take health and safety regulations into consideration and ensure that the set can be moved as needed
• attend production meetings
• oversee the building of the set and ensure that it is suitable
• Strike the set at the end of the production.

Set Design Activity: Ground plan

A ground plan is a bird’s eye view of the set, showing furniture, entrances/exits and the position of the audience.

You can check that your ground plan is going to be effective by making sure you include the following:

A delineation of the acting area

This shows the boundaries of the acting area.

Position of audience

This may be indicated simply by the word ‘audience’ or ‘A’ in the appropriate place(s). There is no need for drawings.

Entrances/exits

These can be indicated by a door symbol where a door flat would actually be used or by arrows when walls/doors are imaginary or do not exist.

The viability of the set

Does your set work for the actors, designers and audience? The set must allow actors to move around the acting area, entrances/exits must be clear and the audience must have clear sightlines to be able to see the action and actors.

An indication of scale

Indicate the relative proportions of items on the set and the amount of acting area they occupy. NB. Exact measurements are not required.

A Key

The key is an explanation of symbols used to show the set on the acting area. Remember, you are looking at objects from above, and you should use simple but accurate shapes. The standard symbols are shown on the next page. If you want to include items of set which are not listed, you can make up your own symbols as long as they are included and explained in the key.

Standard Symbols in a Ground plan

Task:

In the space provided, draw a ground plan for the following scene. Use the notes on the following pages to help you.

Props: (short for properties) – items used or carried by an actor, or items on the set

The responsibilities of the props manager are to:

• study the text to discover what props are needed
• make a props list
• attend production meetings and liaise with members of the production team to make sure that the props list is complete and that all props are appropriate
• source props and note what is taken from where – in store, borrowed, purchased etc
• provide rehearsal props when required
• create and keep a props table
• check before, after and during performances that all props are where they should be
• repair damaged props
• Return borrowed props and store others carefully.

Task: Read the Script and note on the sheet below which props are:

Personal Prop: An item carried or worn by a character e.g. glasses, handbag, wallet

Set Prop: An item placed on the set, usually part of it e.g. a lamp, clock or picture.

“Mystery on the 5:40 from Paisley”

A boy and two girls enter the train. They are very tired and hold prizes from a fun fair. The boy holds an ice cream and one girl has a black bag which she clutches nervously.

David: It’s pure roastin’! Why didn’t you get an ice cream?

Shelly: Because I am just about to have my dinner. Watch, you’re going to get ice cream on my bag!

Hope: Calm down! Just find a seat. Not that one, it’s got rubbish on it Look, someone has left a wallet on the seat.

Shelly: Oh! No, that’s mine.

David: No it isn’t. Your purse has One Direction on it! Look! (David removes the wallet from Shelly’s back pocket.)

Hope: That’s a man’s wallet and it was on the seat when we got here. We should call the police. (Hope moves to get her phone, but Shelly stops her.)

Shelly: Look, it’s not mine, OK? But I am supposed to pick it up, and leave this bag.

David: Why, what’s in the bag?

Hope: Yeah, What’s in the bag?

Shelly: Well... (Shelly empties the bag over the floor of the train)

Costume designer

The responsibilities of the costume designer are to:

• read the script and list all characters
• discuss requirements for costume with the director
• research the setting of the drama, the time and the place
• attend production meetings to liaise with the production team
• make, hire, buy or borrow costumes for all characters
• rack and label all costumes
• be available during performances to make repairs and help with changes if needed
• check that all costumes are present and in good repair before and after performances
• clean costumes if needed
• Return all costumes to the correct place after the final performance.

Circle one of the characters below and design a costume for them. Draw the costume in the space below.

An Heiress A Time Traveller A Business Person

What colours would your character wear, why? ______

What does the costume tell you about the character? ______

What is the quality of the characters costume and why?

______

Make-up designer

The responsibilities of the make-up designer are to:

• read the script
• discuss each character with the director and the costume designer
• discuss and record any allergies that cast members may have to specific make-up
• design the make-up for all the characters that require it
• complete a make-up chart for any characters that need make-up
• create any special make-up effects required, such as injuries
• apply make-up or oversee the application of makeup for dress-rehearsals and performance and ensure that it is effective
• Be available during the performance.
• Keep make up tidy and hygienic.

Make up demonstration

Your Teacher will demonstrate make up application to create an old person. Label how this effect is created using make up on the face below.

Sound designer

The responsibilities of the sound designer are to:

• read the script and note down requirements and ideas for sounds effects and music
• discuss the sound effects requirements with the director
• research the period and location to ensure the sounds create the right setting
• have knowledge of the equipment and how it is used
• attend production meetings to liaise with all design staff
• organise sound and music during rehearsals to help the actors know their cues
• complete a sound cue sheet
• source effects, voice-overs and music requested by the director
• operate the sound during technical rehearsals and performances
• Monitor during the performance for any changes or improvements needed.

Task: Read the script on the next page and fill in the Sound cue sheet.

Sound Vocabulary

‘Don’t go in the Attic!’

It is a dark, windy and rainy night. We see the attic, with boxes and other stored objects around the room, covered in dust. Footsteps can be heard from behind the door CSR. It slowly opens.

Sean: This door is so stiff! It could do with some oil.

Bobbie: I don’t like it up here. Let’s just get the suit case and go.

Beth: Wait, this is cool! Whoops! (As she turns around she knocks a glass vase to the ground. It breaks)

Sean: Nice one Beth! (a thunder clap)

Bobbie: Aaargh! Lets go! (She bumps into a large pile of boxes. As the boxes fall, there is a low groan)

Beth: Will you calm down Bobbie! And stop that groaning.

Bobbie: It’s not me, its Sean!

Sean: I’m not groaning!

Beth: Well, it’s not me!

All: Well who is it!

Snap to blackout. Music.

Sound Cue Sheet

production: ______

Lighting designer

The responsibilities of the lighting designer are to:

• read the script to develop an understanding of the play as a whole
• work with the director to design the lighting for the performance
• attend production meetings and liaise with the design team to ensure the lighting design works with other aspects of design
• assess the equipment available
• book and arrange for hired equipment to be delivered if needed
• create a lighting plot and cue sheet
• rig and focus lighting according to the design (or instruct a technician to do this according to your plans)
• adjust and plot lighting at the technical rehearsal
• flash through the lights before each performance to check the lamps and focus
• operate lighting during the shows
• strike the lighting rig after the last performance if appropriate
• return loaned equipment
• Demonstrate an understanding of health and safety when operating lighting equipment

Lighting Vocabulary

Task: Label the lighting equipment shown below.

______

______

______

Stimulus: The Seven Deadly Sins

Some followers of Christianity say that there are sins that are worse to commit than others. There are seven sins that it calls deadly. Although the Bible never actually states that there are seven deadly sins, these are the sins that are stated in the Divine Comedy.

Ranked in a growing order of severity (worst sins listed last), the seven deadly sins are:

• Lust— "excessive love of others," or a very strong desire for anything that is not rightfully theirs, including money, cars, alcohol and drugs or another person.
• Gluttony— Wasting of food, either through eating too much food or drink. Misplaced desire for food for its taste, or not giving food to the needy.
• Greed— Greed is when somebody wants more things than the person needs or can use. Dante wrote that greed is too much "love of money and power".
• Sloth— Laziness; idleness and wastefulness of time that a person has. Laziness is hated because others have to work harder and it makes life harder for oneself, because useful work does not get done.
• Wrath (anger, hate) — Inappropriate or excessive feelings of hatred and revenge.
• Envy(jealousy) — hating other people for what they have. Thinking that the person himself should have more, even if it means someone else will have less because of him.
• Pride (vanity) — A desire to be important or attractive to others or excessive love of self

The opposite of these sins are the seven virtues (chastity, moderation, charity, zeal, meekness, generosity, and humility) in corresponding order to the above seven deadly sins.

Task 1: In your group decide on two sins that you think would be interesting to explore in a drama.

Sin 1: ______

Why do you think this is an interesting stimulus?

______

Sin 2: ______

Why do you think this is an interesting stimulus?

______

Which role?

Now you have chosen the sins for your stimulus, you can now plan your drama.

Before you do this, decide who will be acting in one drama, and who will be filling in the other theatre production roles. Discuss this in your group and decide now.

Sin 1: ______

Actors: 1______2______3______

Production Team:

Team member Production role

______

______

______

Sin 2: ______

Actors: 1______2______3______

Production Team:

Team member Production role

______

______

______

Once you have chosen your production role other than acting, collect a workbook for this role. This will guide you through the tasks you will be expected to undertake.

Continue using this booklet for the Drama in which you are Acting.

Respond to stimulus, offer ideas, discuss and select ideas for situations and roles.

• Thought shower /discuss/share ideas around the stimuli. Put all ideas down in a diagram, list, mind map or on sticky notes or a poster.

• Start a storyboard – has the story got a beginning, middle and end?

–Who are the characters?

–What are their relationships?

–Where does the action take place?

• After your discussions, start improvising some scenes. These don’t have to be in any particular order at this stage, but they will help you with the structure and style.

Time

Place Characters

Briefly describe two different ideas for your drama.

Scenario 1:

Time: ______

Place: ______

Characters: ______

Action: ______

Scenario 2:

Time: ______

Place: ______

Characters: ______

Action: ______

Task 4:

• When you feel you have all of the drama planned and structured, start rehearsing it from beginning to end. Does it all work and make sense? Have you looked at your success criteria and ensured you meet them all?
• Rehearse, review, modify.

Who are characters in your Drama?

Character Role in the Drama Played by

______

______

______

When you feel like you are ready, complete this brief scenario of your drama. This should be a short drama of only 3 scenes.

Scene1

Time: ______Place: ______

Action: ______

Scene2

Time: ______Place: ______

Action: ______

Scene 3

Time: ______Place: ______

Action: ______

Character Card

Complete this Character card for the Character you are playing.

1. What is your character’s name?

______

1. What is your character’s job/hobby?

______

1. Personality: what is this character like? Have the events of the drama changed them?

______

1. Physical description: what do they look like? What clothes do they wear?

______

1. Voice: What does your character’s voice sound like? How would you alter your voice to sound like them?

______

1. What is this characters relationship to other characters in the drama?

______

Evaluation of Acting

1. Describe one problem you had in carrying out your tasks.

______

2. Describe one strength you had in carrying out your tasks.

______

3. Describe an area for improvement for the future.

______

Completed by (Date)______

Teacher Signature:______