WHS TECHNICAL THEATRE: LIGHTS & SOUND SYLLABUS

COURSE OVERVIEW

Lights GO! Roll sound. In this hand-on class, students will explore theatrical lighting and sound. Students will hang, focus, and program. Students will create mood, atmosphere, and storytelling throughout various lighting techniques and soundscapes. This includes: hanging and focusing lights, selecting gels and gobos, programing and operating boards, and sound editing. 

Students will…

• • Learn foundational concepts of lighting and sound for the stage

  • Apply dramaturgical research to the study of historical and cultural audio and visual practices

  • Engage in industry-standard practices to plan and prepare lighting and sound elements for theatrical productions

  • Interpret a light plot to hang and focus lights and cue sheet to program a light board

  • Record, edit, and program sound effects and soundscapes

  • Evaluate the effectiveness of the lighting and sound choices in a production

LIGHTS & SOUND UNITS

1. 1. Terminology

   2. Lighting Instruments

   3. Hang & Focus

   4. Audio Creation

   5. Patching & Programming

SUGGESTED COURSE MATERIALS

Below are some suggested materials to ensure student success within the course:

• • Writing utensil (pencil / pen / anything you enjoy writing with)

  • Charged district iPad

  • Notebook (place for course notes, if not on district iPad)

  • Folder for course handouts

  • Work clothes and personal work gloves

  • Close-toed shoes

REPORTING

This course’s final grade will be based upon competency demonstrated in six major skill areas. Some assignments will assess more than one skill and grades will be broken down into PowerSchool accordingly:

• • SKILL 1: Foundational Concepts: Students will be able to discuss lights and sound using appropriate industry vocabulary.

  • SKILL 2: Research & Dramaturgy: Students will apply basic research to develop ideas for the visual composition of a theatrical work and investigate how other theatre artists use creative processes to tell stories through research.

  • SKILL 3: Planning & Preparation: Students will analyze scripts to create light and sound cue sheets; interpret light plots, mic plots, and cue sheets; use researched elements to enhance impact; and refine design choices to enhance story and impact of a theatrical work.

  • SKILL 4: Program, Hang, & Focus: Students will hang and focus lights according to a light plot; create soundscapes based on a cue list; patch, program, and operate light and sound boards; and present technical elements that shape a production for a specific audience.

  • SKILL 5: Theatre Critique: Students will respond to what is seen, felt, and heard in a theatrical work to develop criteria for artistic choices.

Each assignment will be graded with a rubric that indicates the skills assessed within that assignment; each skill will be given a score using the tier below. This will equate to a traditional letter grade in PowerSchool. Because learning is a process that takes time, please know that your grade for the course may or may not begin where you had hoped at the start of the term; it is my fervent belief that as you grow and progress throughout class, your grade will increasingly become reflective of your skill set. My goal is that your grade ON THE LAST DAY OF CLASS is the one that most reflects your skill set. Remember - reteaching, reassessment, and continued learning will result in an increased understanding of skills.

• • SC – SECURE (97%): Student can apply the skill or concept correctly and independently. You can wake me up in the middle of the night and I will still be able to rock this task.

  • DV – DEVELOPING (80%): Student shows some understanding. Reminders, hints, and suggestions are needed to promote understanding. I can do this with a little bit of help.

  • BG – BEGINNING (60%): Student shows little understanding of the concept. Additional teacher support is needed. I can do this but I need a lot of help or re-teaching to do it better.

  • ID – INSUFFICIENT DATA (overall course grade changes to an ID until satisfactory work is submitted): Student has not provided enough information for the teacher to properly assess my level of understanding of the skill or concept. I don’t know how to do this yet OR I didn’t complete the work in a way that allows you to see that I know how to do this.

Assignments flagged with orange mark in PowerSchool are MISSING and have not been submitted. These are also given an 'ID' or '0' until submitted. Students consistently scoring at the “Secure” level will have an opportunity to develop a differentiated plan to move their skills to an “Exceeds” level. The district definition for this tier is defined as follows:

• • EE – EXCEEDS (100%): Student demonstrates above grade level understanding for the targeted skill or concept. I will absolutely blow you away with my ability to do this skill or apply this concept! (NOTE: Understand that the goal is to get EVERY student to a “Secure”, meaning they correctly understand and use the skills taught in class. An “Exceeds” will be reserved for a demonstration of skills that surpasses Lights & Sound standards.)

Course grades will accurately communicate only academic achievement of the standards. The areas of work completion and timeliness (missing and late work with Power School codes) will be reported through Power School. All assignments should be completed on time and with one’s best effort.

ONGOING PRACTICE, ASSESSMENT, & REASSESSMENT

Students will be asked to show their understanding of learning targets on a daily basis and in a variety of ways. These tasks will help Mr. Jorgensen determine a student’s progress. The expectation is that students will complete all work as assigned. 

Relearning and ongoing assessment are an important part of the learning process. Students will be given the opportunity to reassess at any time throughout the term. In order to reassess an assignment or project, a student must complete the following:

• • Complete all homework / prep work assigned during that unit.

  • Communicate with Mr. Jorgensen to get feedback on the initial assignment and schedule a due date for the redo assignment.

WAUKEE CSD 6-12 GUIDING PRINCIPLES

• • Responsive instruction and ongoing assessment are necessary for all learners to grow and progress.

  • A body of evidence is used to determine proficiency.

  • Course grades accurately communicate only academic achievement of the standards.

  • Equitable practices and opportunities exist across all classrooms.