SRJC Course Outlines

10/23/2021 1:28:33 PMTHAR 23 Course Outline as of Fall 2008

Changed Course
CATALOG INFORMATION

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 Scheduled3.0017.5 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:  34 - 4 Enrollments Total
Also Listed As: 
Formerly: 

Catalog Description:
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Means, methods, and materials utilized in designing scenery for the stage.

Prerequisites/Corequisites:


Recommended Preparation:
Course Completion of THAR 1 and THAR 20

Limits on Enrollment:

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

Prerequisites:
Recommended:Course Completion of THAR 1 and THAR 20
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:34 - 4 Enrollments Total

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

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

Certificate/Major Applicable: Certificate Applicable Course



COURSE CONTENT

Outcomes and Objectives:
Upon completion of the course, students will be able to:
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Upon completion of the course, the student will 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 three-dimensional scale model.
 
Repeating students will be able to:
1.  Analyze a play to assess its stylistic, technical, and blocking needs at
    increasingly complex levels.
2.  Perform technical scenic design skills with greater proficiency and
    confidence.

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
           2.  Elevations
     D.  Renderings
           1.  Mixed media
           2.  Computer-generated
     E.  Model building
           1.  Materials and techniques
           2.  Scale
           3.   Types of models
                 a.  White model
                 b.  Painted model
VI.  Presentation of a completed design
 
Repeating students will:
1.  Develop higher proficiency in each of the techniques listed above.
2.  Apply techniques to different plays each semester.

Assignments:
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1.  Complete assignments in sketching, drafting, painting and model building.
2.  Complete 2-4 set design projects:
     A.  Read and analyze 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.
     D.  Prepare a sketch or collage of design concepts for each play.
     E.  Prepare ground plans, elevations, and renderings for one or more of the plays.
     F.  Prepare and give an oral/visual presentation on the completed design
           for each play.  At least one presentation will include a three-dimensional
           model.
3.  Instructors may choose to require quizzes on lecture topics, reading and/or lab techniques.
 
Repeating students will be assigned:
1.  Sketching, drafting, painting, and model building assignments addressing areas
    requiring individual improvement or more advanced skill development.
2.  Design projects on 2-4 different plays each 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
0 - 0%
None
This is a degree applicable course but assessment tools based on writing are not included because problem solving assessments and skill demonstrations are more appropriate for this course.
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 40%
Homework problems; design exercises
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
40 - 60%
Skills assignments in sketching, drawing, and painting; 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
20 - 40%
Attendance and participation


Representative Textbooks and Materials:
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Plays representing different periods and styles, such as:
 
M Butterfly by David Henry Hwang
The Importance of Being Earnest by Oscar Wilde
A Midsummer Night's Dream by William Shakespeare
 
Theatrical Design and Production:  An Introduction to Scene Design and
    Construction, Lighting, Sound, Costume, and Makeup.
    Gillette, Michael and Gillette, J. Michael.
    McGraw-Hill:  2007
 
Instructor prepared materials

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