Finding the Setting and Props, Lights and Sound, and Costumes at School: preparing for a performance
http://artswork.asu.edu/arts/students/tb/06_04_props.htm and http://artswork.asu.edu/arts/students/tb/06_05_costumes.htm#finding

1. Use:
2. For the children and you to set up a playing space for a classroom exercise
3. For you and the children to select and arrange a space, props, lighting and sound, and costumes for a more formal presentation, or videotaping

Standards

1. Theatre: Envision, select or create, and arrange physical elements for a performance

Your Role:

Technical elements for classroom work

1. Keep it as simple as possible so the focus will be on the acting. A few chairs are usually all that is needed. Use pantomime to suggest props. If a prop or two will help children focus, by all means use them - a cup, a bit of silverware, a walking stick for an older character (one that fits the size of your students), etc.

Technical elements for school performances

1. Setting
   1. Keep it simple so that precious school time can be spent on the content of the drama
   2. If you have not done the "Making an Environment" or the Setting Collage activites with the class, read the Environment Introduction through to 'Making an Environment.' http://artswork.asu.edu/arts/students/tb/06_01_environment.htm
   3. Discuss what the setting should look and feel like. For video we use the school campus as our settings. Read, with the students, Finding the Setting and Props at School http://artswork.asu.edu/arts/students/tb/06_04_props.htm#find
   4. If doing a video, discuss where they would like to place the scene or scenes in the school and what arrangements will need to be made. For instance when we use the library, we must book the space with the librarian.
   5. If the scene will be for an audience in the classroom, auditorium, or cafetorium, etc., discuss with the students what they might to do suggest the setting.
   6. There are all sorts of theatrical traditions that make suggesting a setting fun and possible. A student can hold a branch to suggest an outdoor scene. Students can be trees in a forest. A long length of blue cloth with a student holding each end and waving the fabric can suggest water.
   7. Having a neutral background helps. If you don't have curtains or a plain wall perhaps some plain fabric can be affixed behind the playing space. Then a few set props (chairs, tables, etc.) may be all you need to suggest the locale.
      
   8. If you want to do flat, use 1 x 3 clear pine for the outside frame and the toggle (middle brace) bar. Use 1/4th inch plywood for the cornerstones and keystones. When we've made flats we've made them only 6-7 feet high since the students are usually quite short and small is good! Usually a flat is no wider than 4 feet. Make two flats and hinge them on the side that faces the audience. This will make a book and that will make it possible for the flat to stand. This corner background can then suggest a larger background. After the frame is constructed, cover it with canvas, or paper. The students can paint the background.
   9. Now you're ready to look for props.
2. Props - setting and hand http://artswork.asu.edu/arts/students/tb/06_04_propsfinding.htm#lightandsound
   1. Read the definitions for set and hand props with the students.
   2. Ask them what they will need for their scene. Remind them to keep it as simple as possible; to use objects from school if at all possible.
   3. Give the students a copy of the Print Props List copied from the site. Have the groups write down the props they will need, where they will find them, or who will bring them. (We usually have a few extra things around in case a child forgets something.)
3. Lights and Sound http://artswork.asu.edu/arts/students/tb/06_04_props.htm at the end of the web page
   1. With the students, read the section on lights and sound at the end of the props page
   2. Discuss what the lights and sound should be for their scene. Discuss how they can achieve this. The students are usually pretty inventive and more than willing to use what they can create.
   3. Have a student write a list of what needs to be done - or found
4. Costumes
   1. Read The Costumes http://herbergercollege.asu.edu/artswork/arts/students/tb/06_05_costumes.htm with the students.
   2. Discuss what can be done to suggest the costumes, keeping in mind the ideas from the web site.
   3. Have a student write a list of who will bring what items.
   4. If you or parents are willing to sew a few costume pieces, Simplicity Patterns has simple costumes for a number of periods. We have relied on skirts with elastic bands that can be worn by girls of several sizes and a few caps and aprons. Trips to the Good Will have given us some shirts, a few hats and suit coats. The shirts help because to our students a tee shirt with a logo is a shirt for all times. They need help thinking period clothing!!

Collect the student lists for set and hand props, sound and costumes, making a copy for yourself. Have lists for the students to take home if they are to bring objects. It is pretty essential for you to carefully arrange a list of what will be needed, when. Then have the props and costumes arranged in the order of use before the rehearsal or performance begins.

Following is a partial list we drew up for videoing scenes about Ellis Island for our most recent immigration play. We also collected the costume pieces for each scene for each child and pinned the student's name on it. We then found a couple of very reliable students to help the actors find and put on their costumes. Note, that in the list, though we had some 20 students from 3 classes in the scenes, we worked with many smaller groups. This assured that each student was very involved when he or she was out of the classroom to be a part of the shooting. As much as possible, avoid students having to wait to be in their scene. They become restless and can cause discipline problems.

This coming year, a classroom teacher will do an Immigration play on her own and will get a parent to do the videotaping.

Assessment:

1. Were the students inventive and imaginative in solving the production problems?
2. Were the students reliable, bringing what they promised, etc.?
3. Did the students work well together, attending to the project at hand, doing their share, helping others?