Design Concept Presentation–High School Accomplished MCA

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Task: Students will create a design concept presentation for a published play. They will describe the theme of the play, think about and write a clear design concept and respond to questions from peers and teachers. They will describe two elements of theatrical design – scenic & lighting or costume & make-up – in their design concept presentation. They will create a presentation of the design concept that must include written documentation and visual/audio samples, multimedia and/or digital artifacts. The purpose of this exercise is not to generate actual designs but to demonstrate the learner’s ability to analyze the design requirements of the play and to create an overall concept for expressing the theme of the play through design.

Student work:
2016-HS-II-P (presentation video) and 2016-HS-II-D (student design PowerPoint) and 2016-HS-II-R (student reflection)
Teacher Tool: 2016-HS-II-MCA
Grade Level:
9 -12

National Theatre Standards:

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.
Essential Question: How do theatre artists transform and edit their initial ideas?
Anchor Standard: # 3. Refine and complete artistic work.
Grade Level Performance Standard: TH:Cr3.1.II.a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.
Essential Question: What can I do to fully prepare a performance or technical design?
Anchor Standard: #5. Develop and refine artistic techniques and work for presentation.
Grade Level Performance Standard: TH:Pr5.1.II.b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.

Enduring Understanding: Theatre artists’ interpretation of a drama/theatre work is influenced by personal experiences and aesthetics.
Essential Question: How can the same work of art communicate different messages to different people?
Anchor Standard: #8. Interpret intent and meaning in artistic work.
Grade Level Performance Standard: TH:Re8.1.II.a. Develop detailed supporting evidence and criteria to reinforce artistic choices when participating in or observing a drama/theatre work.

Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions as a way to inform their own work.
Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Anchor Standard: #11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Grade Level Performance Standard: TH:Cn11.1.II.a. Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic.

National Core Arts Standards © 2015 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. www.nationalartsstandards.org

Student Performance Video:

Teacher Tools

EdTA Teacher Tool 5: High School Accomplished MCA--Design Concept Presentation

This teacher tool provides a High School Accomplished Theatre Model Cornerstone Assessment for the artistic processes of Creating, Performing, Responding, and Connecting.

Students will create a design concept presentation for a published play. They will describe the theme of the play, think about and write a clear design concept and respond to questions from peers and teachers. They will describe two elements of theatrical design – scenic & lighting or costume & make-up – in their design concept presentation. They will create a presentation of the design concept that must include written documentation and visual/audio samples, multimedia and/or digital artifacts. The purpose of this exercise is not to generate actual designs but to demonstrate the learner's ability to analyze the design requirements of the play and to create an overall concept for expressing the theme of the play through design.

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EdTA Teacher Tool 23: High School Accomplished MCA--Sample of Student Design Concept Analysis

This student tool provides an example of a design concept analysis that accompanies EdTA Teacher Tool 5: High School Accomplished MCA--Design Concept Presentation.

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EdTA Teacher Tool 24: High School Accomplished MCA--Sample of Student Design Concept Brochure

This student tool provides an example of a design concept brochure that accompanies EdTA Teacher Tool 5: High School Accomplished MCA--Design Concept Presentation.

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