In this lesson plan, students will be introduced to theatrical concepts as they apply to creating time and character appropriate props for a theatrical production. The Elements of Art and Principles of Design will be further explored and reinforced in the prop construction process. This lesson supports the TIDES Lesson "Father of Texas."
Created by Alisa Ripley, August 2007
Creative expression/performance. The student expressively uses the voice and body to interpret character and creates dramatizations. The student is expected to: clearly describe characters, their relationships, and their surroundings.
TEKS §117.16.Theater(4.2)(B)
Creative expression/performance. The student applies design, directing, and theater production concepts and skills. The student is expected to: demonstrate the safe use of props, costumes, and visual elements to define character, environment, action, and theme; and alter space to create suitable environments for play-making.
TEKS §117.16.Theater(4.3)(A)(B)
Historical/cultural heritage. The student relates theater to history, society, and culture. The student is expected to: explain theater as a reflection of life in specific times, places, and cultures.
TEKS §117.16.Theater(4.4)(A)
Response/evaluation. The student responds to and evaluates theater and theatrical performances. The student is expected to: define visual, aural, oral, and kinetic aspects of both informal play-making and formal theater and discuss these aspects as found in art, dance, and music; compare and contrast the ways ideas and emotions are depicted in art, dance, music and theater, and select visual elements to enhance classroom dramatizations. The student will also make informed judgments about personal artworks and the artworks of others.
TEKS §117.16.Theater(4.5)(B)
The student communicates ideas about self, family, school, and community, using sensory knowledge and life experiences.
TEKS §117.14. Fine Arts (4.1)(A)(7,8)
The student learns and selects appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.
TEKS §117.14. Fine Arts (4.1)(B)
The student expresses ideas through original artworks, using a variety of media and at an appropriate skill level. The student is expected to: integrate a variety of ideas about self, life events, family, and community in original artworks; design original artworks; and invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
TEKS §117.14. Fine Arts (4.2)
The students will make informed judgments about personal artworks and the artworks of others.
TEKS §117.14. Fine Arts (4.4)(A)
Technique Discussion:
The student will create a bowl using sawdust clay. Once the bowl is dry the student will paint it. The bowl will be used to hold fruit as part of the set in the production.
Paper Mache Logs, Fruit and Picture Frame
Technique Discussion:
Paper Mache has been used for sculpture, piñatas, and crafts for many years. In this activity, newspaper is used for the paper and the glue is made from a flour and water mixture. When working with wet Paper Mache you must move quickly. The forms, which are being covered in the wet Paper Mache, are constructed from paper and will wilt when wet. Each object must be covered with 3 layers of Paper Mache. This project requires teamwork and patience. Just like clay, the objects will need time to dry. Once dry the objects will be hard, making them easy to paint.
Technique Discussion:Glassware
Tissue paper is thin and delicate. Take your time when separating the tissue paper and handle the material gently or else it will rip. Color selection should focus on the values of one or two colors per flower. This will provide a realistic appearance on the stage.
Technique Discussion: In order to create glass props for the production, the class will be enhancing glass found among old supplies or in our homes. This is a typical prop technique used with a multitude of objects. Imagination is an important part of prop construction. Recycling objects or old props is a successful option in the theater.
Technique Discussion:
Props are placed onto the set once the set is completed. Have the students come to the stage with the finished props. Have the students sit so they can view the stage. Lead a discussion about where some of these props should be placed. Have selected students place the prop and then view the prop from a distance. Ask the students: Does that prop look real? Can you see it from different parts of the audience? Would it be in the way of the actors? Make any necessary adjustments and repeat with each prop. Props that need to set aside for the actors should be carefully arranged on a table backstage.
Focus Activity Discussion:
Once the props have been placed on the set, the students should stop and view their work from a distance. Ask the students what they think about the set now that the props are in place, whether they like or dislike what they see and why, if the props meet the needs of the written production, the set, and the actors, and if the props assist in making the set appear as if it is from the appropriate time period. Ask the students to identify Elements of Art used in the creation of the props. Refresh the students on the Principles of Design. Begin a discussion identifying the principles in the overall set. Have the students participate.
Prop Design Extensions:
Have the students view images of theatrical set design. Identify props in the sets and create a list.
The Federal Theater Project has compiled numerous photographic examples of Theater Arts. Browse the selection by subject, then, select Set Design Drawings, Theaters. Here you will access stage settings and scenery and drawings and photographs. http://www.aladin.wrlc.org/gsdl/collect/ftpp/ftpp.shtml
Have the students identify their favorite TV show. As homework ask the students to watch this show and create a list of the props they see during the show. In class, draw some new props for your TV show. Make sure to describe the purpose of the prop, and the use of the prop. What character will handle the prop? Is the prop used in an “action” scene? These descriptions could be written or verbally discussed in class. Overall the purpose is to reinforce identification of props, and creative design.
Once a set designer has completed research, drawings, models, and consultations, the construction of props can begin. Traditionally the set designer will designate an individual, known as the “prop master,” to be in charge of prop construction and organization. Actors/actresses will use, touch, wear, carry, and interact with most props used in the production. While props are being constructed actors are asked for input on the usability of the prop. Once props are created they must be organized for pre-production storage and production use. Some props will have a permanent place on the set and others will be used by actors and must have a designated place from which the actors can retrieve them.
Have the students discuss the play they will be writing and the set design for the theatrical production. Ask the students: What are some time appropriate objects for the designed set? What kind of props would help the “reality”of the set? How would the props assist in the “reality” of the set? What kinds of objects do the actors/actresses need to relay the mood or time period of the production? What should the props look like? Why? Have the students respond with ideas. Keep notes and work together to develop a list of props to be constructed.
Included in this lesson plan are prop ideas and instructions for construction. These activities were created in support of the play written by Thomas J. Rusk Elementary 2006/07 4th grade class. The students wrote their play using the Father of Texas lesson plan on the TIDES website. These lessons can be used to provide ideas and inspiration for individual classes as they create their own productions.
