SRJC Course Outlines

4/12/2024 7:29:56 PMTHAR 23 Course Outline as of Fall 2021

Changed Course

Discipline and Nbr:  THAR 23Title:  INTRO TO SCENIC DESIGN  
Full Title:  Introduction to Scenic Design
Last Reviewed:1/25/2021

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled2.0017.5 max.Lecture Scheduled35.00
Minimum3.00Lab Scheduled3.008 min.Lab Scheduled52.50
 Contact DHR0 Contact DHR0
 Contact Total5.00 Contact Total87.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  70.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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An introduction to the means, methods, and materials utilized in designing scenery for the stage.


Recommended Preparation:
Course Completion of THAR 1 and THAR 20

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
An introduction to the means, methods, and materials utilized in designing scenery for the stage.
(Grade Only)

Recommended:Course Completion of THAR 1 and THAR 20
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Inactive:
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:

Certificate/Major Applicable: Certificate Applicable Course


Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Apply fundamental concepts, techniques, and terminology in the conceptualization,
communication, and visual presentation of a scenic design at an introductory level.

Objectives: Untitled document
At the conclusion of this course, the student should be able to:
1. Identify and apply the general concepts, techniques, and terminology
    related to scenic design.
2. Assess the function of a stage designer and discuss this function in
    relation to the entire production staff in the creation and
    implementation of a particular design for a particular play.
3. Analyze a play to assess its stylistic, technical, and blocking needs.
4. Conduct historical and stylistic research on a play.
5. Make a conceptual sketch for a play in collaboration with others.
6. Demonstrate sufficient technical skills to draft stage ground plans,
    perspective drawings, detailed elevations, and painted renderings.
7. Construct a virtual or hand-constructed three-dimensional scale model.

Topics and Scope
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I. Overview
    A. Brief history of scenic design
    B. Role of the scenic designer
    C. Potential educational and career paths
    D. Major movements and theories in scenic design
II. Script Analysis for Scenic Design
    A. Identifying staging demands
         1. Style
         2. Essential elements
         3. Number of sets
         4. Set changes, methods and flow
    B. Working with plays from major historical periods
III. Conceptualizing
    A. Sketching a design concept
    B. Conceptualizing with others
IV. Research
    A. Research techniques
    B. Research resources for scenic designers
V. Basic Design Communication Techniques
    A. Sketching and Drawing
    B. Collages
    C. Drafting
         1. Ground plans
              a. Hand-drawn
              b. Computer-generated
         2. Elevations
              a. Hand-drawn
              b. Computer-generated
    D. Renderings
         1. Mixed media
         2. Computer-generated
    E. Model building
         1. Hand-constructed models
              a. Materials
              b. Techniques
         2. Virtual models
              a. Software and apps (such as CAD)
              b. Techniques
         3. Scale
         4. Types of models
              a. White model
              b. Painted model
VI. Presentation of a Completed Scenic Design
    A. Presentation tools and techniques
    B. Design Concept papers and Artist's Statements
VII. New Developments in Scenic Design
    A. Projections and computer-generated imagery
    B. Incorporation of multi-media technology
    C. Other developments, such as use of 3-D printing
All topics are covered in the lecture and lab portions of the course.  Topics are introduced during lecture instruction and actively expanded upon during lab instruction.

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All assignments below apply to both lecture and lab.
1. Complete a variety of homework assignments and in-class exercises in sketching,
     drafting, painting and model building.
2. Complete 2-4 set design projects.  Each project will include the following:
     A. Script Analysis and Research
           a. Read a different stage play for each project.  (Plays may be
                 selected by the instructor or by individual choice.)
            b. Analyze the staging demands of each play, considering its historical
                 period, technical needs, blocking, and style.
           c. Conduct research appropriate to the historical period and style of each play;
                 gather research and conceptual images for collage and/or presentation.
           d. Written Documentation:
                i. Analysis Summaries - For each project, the student will prepare three brief
                     lists covering mood, symbols, themes, and other script analysis elements.
                ii. Concept Paper - For the final design project, the student will prepare a
                     500 word paper summarizing their analysis, research, and design concept.
      B. Design Project Support Materials
           a. Prepare a sketch or collage of design concepts for each play.
           b. Prepare ground plans, elevations, and renderings for one or more of the plays.
           c. At least one presentation will require preparation of a virtual or
                 hand-constructed three-dimensional scale model.
     C. Design Project Presentation
           a. Prepare and give an oral presentation on the completed design for each play.
           b. The oral presentation will include a selection of research and conceptual
                 images, as well as the design's support materials.
3. Maintain standards of Professionalism (including timely attendance to all class
     meetings, participation in individual and collaborative class exercises, and
     respectful, supportive communication.)
Optional Assignments:
1. Instructors may choose to require quizzes on lecture topics, reading and/or lab
2. Instructors may require students to maintain a sketchbook of class exercises
     for the semester.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
5 - 10%
Design Projects - concept paper; short analysis summaries
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 40%
Homework problems & analytical exercises; Design Projects - analysis, research, conceptualizing
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
40 - 55%
Skills assignments (sketching, drawing, painting, CAD); completed model
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 15%
Quizzes - matching, multiple choice, true/false
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
15 - 35%
Design Projects - oral/visual presentations; Professionalism (incl. attendance & participation)

Representative Textbooks and Materials:
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Plays representing different periods and styles, such as:
    M Butterfly by David Henry Hwang (classic)
    The Importance of Being Earnest by Oscar Wilde (classic)
    A Midsummer Night's Dream by William Shakespeare (classic)
Theatrical Design and Production: An Introduction to Scenic Design and Construction, Lighting, Sound, Costume, and Makeup. 8th ed. Gillette, J. Michael. McGraw-Hill Higher Education. 2019
Instructor prepared materials

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