Set Design Unit Plan
Drama 20 (Art integration)
Maren Coates
Set Design Rationale
This unit is a focus on the designing process of creating stage scenery with
some exploration into the different styles of creating mood and symbolism
through the creation of flats and ground paint. This unit encourages students to
look at themselves as creative artists to strengthen their confidence in making
artistic decisions and sticking to it. Students begin to analytically look at their own
ideas and learn how to expand on their ideas to create a world that matches their
artistic decision in every aspect. Students will learn to problem solve as they
attempt to be consistent in atmospheric moods and themes throughout this unit.
Drama Objectives
Art Objectives
Students will…
Students will…
1. Understand the purpose of using sets.
2. Understand the importance of effectively
using illusion in set design.
3. Understand the function of artistic unity.
4. Use the correct terminology in talking about
proscenium stages.
5. Know safety procedures implemented
around set construction.
6. Be familiar with the various types of stages.
7. Demonstrate knowledge of symbolism and
its psychological implications (colour, line,
texture, mass, form).
8. Know the difference between different
types of sets (bare stage, curtain set, drop and
wing set, box set, unit set, suggestive or
selective set, flats, projections, scrims,
-Work with personal modes of expression.
- Select themes that can provide inspiration
for expressive style investigations.
- Will understand that viewing many styles or
artistic movements will develop their ability to
critique their work and others.
-Understand that discussing the compositions
effectiveness is a step in interpreting one’s
own artwork.
- Work with different possibilities and
limitations of different materials to develop
Imagery.
cyclorama.)
9. Correctly make scale drawings.
10. Demonstrate understanding and use of
ground plans.
11. Demonstrate understanding of scenery
placement.
Lesson Summaries
Lesson 1
Hand out unit outline to students. Students will be shown examples of
different types of stages. Students will then think, pair, share about the pros and
cons of each type of stage. Pick Play
Lesson 2
Introduce the concept of Artistic Unity show examples. Discuss
symbolism and mood. Students pick a scene from their chosen play. Students
decide on the mood and style.
Lesson 3
Ground Plans. What is scale drawing? Practice drawing ground plans. Draw
stage to scale. Create ground plan for scene. Students will then Mix & match
types of scenery definitions. Show examples of each type of scenery. Placement
of scenery.
Lesson 4
Illusions & textures. Intro to flat painting techniques. Experiment with
creating paint textures and illusions. Decide on style for a flat in the scene and the
paint for the floor.
Lesson 5
Students receive time to finish their floor and flat sample and wrap up
project loose ends. Students will write their defense paper.
Drama Essential Questions
Art Essential Questions
Date:
Period:(Lesson 1)
Grade: 11
Unit: Tech: Set Design
Maren Coates
Length: 80mins
OBJECTIVES
LESSON OBJECTIVES: Understand the purpose of using sets. Use the correct terminology in
talking about proscenium stages Be familiar with the various types of stages. Will understand
that viewing many styles or artistic movements will develop their ability to critique their
work and others.
ASSESSMENT
-Think, Pair Share (teacher observation)
MATERIALS
-Outlines
-Scripts
-Powerpoint -Sticky notes
INTRO
- Handout Unit Outline- Have students read through and ask any question they may have about
the unit. (10mins)
BODY
Activity 1-Show the students different types of stages
Theatre in the Round (riverside community
players)
Proscenium Theatre
Ask the students what makes these two theatres fundamentally different? (10mins)
Activity2- Show a powerpoint with examples of all types of stages. With a partner have the
students think, pair, and then share with the class about what the pros and cons of each stage
might be. (15mins)
Activity 3- Tell students that they need to pick a play that they will base the rest of their
set assignments on for the unit. (5mins)
Activity 4- Have students look through scripts and pick a play (35mins)
CLOSURE
- Ask students to write their name on a sticky note, put the sticky note on the script they have
chosen and hand the script in. (5mins).
SPONGE
-Have Students get together with a partner and share their top two scenes picks in their plays.
REFLECTION
Date:
Period:(Lesson 2)
Grade: 11
Unit: Tech: Set Design
Maren Coates
Length: 80mins
OBJECTIVES
LESSON OBJECTIVE: Understand the function of artistic unity. Demonstrate knowledge of
symbolism and its psychological implications (colour, line, texture, mass, form). Work with
personal modes of expression. Select themes that can provide inspiration for expressive style
investigations. Understand that discussing the compositions effectiveness is a step in
interpreting one’s own artwork.
ASSESSMENT
-Small group discussion
MATERIALS
-Scripts
-Set Picture
INTRO
Both of these sets are for the same play. Why are
they different? What makes them different? Have students
(10mins)
BODY
Activity 1- Look through the Director’s Kaleidescope –Find pictures of actual sets and
print them out onto large pieces of paper in colour. Break students into groups and they
go to a “set design station” which has one of the pictures. Underneath the picture leave
a bit of space for the student’s to add their thoughts about mood, atmosphere, any
other elements of drama or elements of design. (30mins)
Activity 2- Pick scene- Have students grab their scripts and pull out a blank piece of
paper. Tell students they have half an hr to narrow it down to their top two scenes, use
the blank piece of paper to brainstorm and sketch, choose their scene and decide what
sort of a mood the want to create. (35mins)
CLOSURE
-
Have students return their scripts back to you. (5mins)
SPONGE
-With a partner brainstorm set ideas for your scenes.
REFLECTION
Date:
Period: (Lesson 3)
Maren Coates
Grade: 11
Unit: Tech: Set Design
Length: 80mins
OBJECTIVES
LESSON OBJECTIVE: Know the difference between different types of sets (bare stage, curtain
set, drop and wing set, box set, unit set, suggestive or selective set, flats, projections, scrims,
cyclorama.) Correctly make scale drawings. Demonstrate understanding and use of ground
plans. Work with different possibilities and limitations of different materials to develop
Imagery. Understand that discussing the compositions effectiveness is a step in interpreting
one’s own artwork.
ASSESSMENT
-Sample ground plans
-Scene ground plan
MATERIALS
-Scripts
-Terms and Definitions
-Large sheets of paper
-Rulers
INTRO
purpose in theatre? (5mins)
What is this? What is its
BODY
Activity 1-. Ground Plans- Show the ground plan powerpoint and discuss how to draw a ground,
what sort of scenery is reasonable for different stage types. Have the students take notes to
remember drawing symbols.(15mins)
Activity 2-Practice ground plans- have the students practice creating ground plans. Use the four
ground plans at the end of the powerpoint. (20mins
Activity 3- In small groups or partners give the students either a card with a scenery Term or
Definition on it have the students wander around the room trying to find the group with the
term or definition that matches theirs. Then have them read it out.(10mins)
Activity 4-Show examples of each types of scenery and discuss placement of scenery and
balance. (5mins)
Activity 5- Have students create a scale drawn stage ground plan of their scene on a large piece
of paper. (20mins)
CLOSURE
-
Have students hand in their groundplan (5mins)
SPONGE
-
Have students start thinking about colours and themes for their set to match their
choice of mood.
REFLECTION
Date:
Period: (Lesson 4)
Grade: 11
Unit: Tech: Set Design
Maren Coates
Length: 80mins
OBJECTIVES
LESSON OBJECTIVE: Understand the importance of effectively using illusion in set design.
Understand the function of artistic unity. Demonstrate knowledge of symbolism and its
psychological implications (colour, line, texture, mass, form). Select themes that can provide
inspiration for expressive style investigations. Work with personal modes of expression. Work
with different possibilities and limitations of different materials to develop Imagery. Will
understand that viewing many styles or artistic movements will develop their ability to critique
their work and others.
ASSESSMENT
-Paint Samples
MATERIALS
-Scripts
-small canvas -paint -brushes
INTRO
pictures
Have students look at these sets. What illusions
are being portrayed? (dirt, grime, stone, brick, sky, shadows) How are they done?(10 mins)
BODY
Activity 1-.Introduce to the students different types of painting techniques for painting set
pieces and creating illusions (cross-hatching, scumbling, spattering, feather dusting, dry-brush,
stenciling)http://www.youtube.com/watch?v=422t4dodQSM,http://schooltheatre.org/education/maki
ng/painting-scene
(20mins)
Activity 2- Students will each be given a couple canvas’ to try each style of painting, and
experiment with colours. (20mins
Activity 3- Students will decide on a style and colours for one flat in their scene and what the
floor will look like and paint a canvas to look like such. (20mins)
CLOSURE
-
Get students to clean up paint and messes.(10mins)
SPONGE
-.N/A
REFLECTION
Date:
Period: (Lesson 5)
Grade: 11
Unit: Tech: Set Design
Maren Coates
Length: 80mins
OBJECTIVES
LESSON OBJECTIVE: Demonstrate understanding of scenery placement. Know the difference
between different types of sets (bare stage, curtain set, drop and wing set, box set, unit set,
suggestive or selective set, flats, projections, scrims, cyclorama.) Understand the purpose of
using sets. Understand the function of artistic unity. Understand the importance of effectively
using illusion in set design. Use the correct terminology in talking about proscenium stages.
Be familiar with the various types of stages. Demonstrate knowledge of symbolism and its
psychological implications (colour, line, texture, mass, form). Work with personal modes of
expression. Select themes that can provide inspiration for expressive style investigations.
Work with different possibilities and limitations of different materials to develop Imagery.
Understand that discussing the compositions effectiveness is a step in interpreting one’s own
artwork.
ASSESSMENT
-
Floor and Flat Sample, Defense paper
MATERIALS
-Scripts
-Paint -Brushes
-canvas
-computer room
INTRO
What has been added to these stone paintings to make them look real?(5mins)
BODY
Activity 1-.Give the students a quick reminder of all the things that they need to accomplish by
the end of the class such as both flat and floor samples and if they aren’t finished their defense
paper it’s for homework (10mins)
Activity 2-Give students the rest of the time to work. (55mins
CLOSURE
-.Have students clean up and hand things in. (10mins)
SPONGE
-.N/A
REFLECTION