Notes

Consider:

• the different types of plays and their locale
• demands of the script for various plays
• interpretation of the director
• desired results
• styles of sets (realistic sets, suggested sets, period sets).

Divide students into groups of 2-4. Students will create a working model of one style of set:

1. realistic set - construct box set
2. suggested set - outdoor scene, street scene or forest scene
3. period set - Greek, Medieval, Elizabethan, Restoration or Modern.

For each style, students should consider:

The Box Set

Focus on:

• demands of the script
• demands of the stage and/or acting space
• sight lines – effect
• elevations - purpose: to show decorative detail
• depth and breadth of stage - effect
• wing space
• effect and location of lighting instruments.

Students build a shoebox set for a given single-set play. Foam Core is very useful for this activity.

Flat Construction

Considered the following:

• framing a basic 4x8 flat
• framing a door flat
• framing a window flat
• covering a flat
• anchoring and combining flats to create a box set
• safety.

Under teacher leadership, build any or all of the flats listed.

With the aid of a computer, students could expand their preliminary sketches and model sets into a fully developed design.

Various types of scenery are divided into two groups: two dimensional and three dimensional.

Divide the students into groups to construct scenery construction. As an example of two dimensional scenery construction, students may construct the following:

• standard wooden flat (4 x 8)
• door flat or window flat
• flat with profile edges; e.g., bush or tree.

As an example of three-dimensional scenery construction, students may construct:

• tressel frame platform
• slanted platform or ramp
• stairs with at least three steps
• rock form
• column or tree trunk.

In order to make elements of a set look as if they belong to the play, scenic artists use paint. Develop an awareness of various kinds of scenic paint and colour. Students could choose one element of the set: wall, furniture, rock, floor, or a tree and make it look like it belongs in the play. Using colour and texture techniques, create a finished product.

Discuss set decoration including:

• making and mixing set paints
• painting techniques
• brush
• roller
• sponge
• stenciling
• textured surfaces (stippling)
• paper maché
• spattering
• special effects
• ragging on/off
• smooshing.

Consult Interior Design 30 Curriculum Guidelines about Treatment of Walls and Ceilings.

Caution should be taken to ensure students are working in well ventilated areas, wearing masks, etc. Determine if students have allergies or are asthma suffers and take necessary precautions.

Experiment with making, mixing, and applying set paint by creating miniature samples.

Discuss safety practices when handling tools and equipment for building and decorating sets.

Consideration should be given to the following:

• goggles
• dust masks
• clothing
• ventilation
• gloves
• fire hazards
• safe paints and other substances.