Lighting design

Project requirements: Lighting design

The NESA website lists the following requirements for the individual project: Design (Lighting).

This project will include:

  • a 300-word rationale in the form of a director’s concept/vision

  • a lighting plan for 2 scenes in the play where the lighting contributes to the dramatic impact of significant moments

  • a cue sheet and running script indicating the lighting state changes and cue points in the 2 scenes.

The lighting plan must be drawn to a scale of 1:25 and may be presented as a computer-aided design submitted as hard copy. It should include:

  • a floor plan of the stage indicating significant set features

  • a plan showing the location of the lantern positions

  • an indication of gel colours and lanterns used for the production and the area that each light covers

  • a list and description of the lanterns and gels used for the lighting of the 2 chosen scenes and a description of their impact on the dramatic action, mood and style

Learning from other students

There are several reasons why learning from your peers is effective. You share a similar language and perspective. Seeing what other students have done to achieve success can support your understanding.

In this lesson students will respond to the ideas and experiences of a successful HSC drama lighting design student.

'I was able to visit a theatre and sit in the lighting booth and watch a performance and watch the lighting, which was super helpful.'

Annesley Wye discusses her IP lighting design for 'Toy Symphony', Student Interviews about Stage 6 Drama.

Student activity 1 - Example of a successful approach

The interview above is part of a series in which Year 12 students discuss the development of their individual projects - including their use of the drama logbook. Each student reflects on their journey towards the successful completion of their individual project.

On a new page in your individual project logbook or in a new digital document create a concept map to summarise the successful student's approach to their chosen individual project. You might use one of the concept mapping tools in the digital learning selector on the NSW Department of Education website to record your responses.

  • View the interview with Annesley Wye above.

  • Summarise the experience of the student in concept map format. Make notes on your concept map as you watch the video. Stop the video so that you can jot down ideas. Add more branches to your concept map where appropriate.

  • Share and discuss your summary in pairs or in a small group. Consider: What were some of the strongest messages that came out of the interview? What new information did you learn about the process of developing this individual project? What was already familiar and reinforced through the interview?

Criteria for examining the Individual project: Lighting design

The NESA website lists the following criteria for examining the lighting design project.

For the Individual Project: Design (Lighting), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Design concept/vision (10 marks)

  • effective interpretation of the play realised in a directorial concept/vision

  • integrity, originality and clarity in the design concept/vision

  • effective visualisation of the lighting design to contribute to the dramatic impact of significant moments.

Criteria 2: Appropriateness (10 marks)

  • effectiveness of the lighting states and changes that enhance the dramatic action, mood and style

  • choice of lantern, position, gel colour and intensity to realise the purpose of the illuminations

  • effectiveness of the lighting in enhancing visual elements of the set (where appropriate).

Criteria 3: Execution (10 marks)

  • realisation of the design concept/vision in the presentation

  • clarity and accuracy of the lighting plan, cue sheet and prompt copy.

Assessment and Reporting in Drama Stage 6, NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2020, date accessed 20/09/2021.

Student activity 2 - Strategies for success

Look back at the project requirements for lighting design. This project requires very specialised skills, knowledge and resources. When undertaking this project, you will need to develop some clear strategies for success.

Looking carefully at all the components of the project, highlight in yellow all the components you feel you already have the skills to confidently complete without extra support or resources. Then highlight in pink the components for which you know you could easily access support or resources. Finally, highlight in blue any components that you have neither the existing skills or readily available support/resources to complete.

Divide your logbook page into 3 columns, with the following headings.

  • I know how to

  • I know how to develop

  • I don't know how to develop yet

Using your highlighted words, add the project components to each column.

Share and discuss your work with your teacher. They can help you to decide whether lighting design is the right choice for you and/or support your strategies for success in this project.

Hands held up with the words 'yes' and 'no' written in white on palm of each hand.

Student activity 3 - What's in it for me?

Considering everything you now know about the project requirements, peer approaches, and marking criteria, how do you feel about this individual project option? Keep a record of your response in your logbook or in digital form and then let your teacher know what you are thinking by completing the individual project questionnaire at the end of this module.

References and images