Theater+10

Discussion of Theatrical Design as a medium - all forms backstage Begin reading of "Theatrical Structures" handout || VAD1(9-12)-1b VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1eM(G&M)-10-7 T1(9-12)-2a || Lecture, question and answer, reading aloud from the handout || Class participation using Socratic method || -Stage Design Pgs. Syllabus || 3 || Paced reading both aloud and to oneself for reluctant readers Repetition of notes Summary of reading given orally for fuller understanding || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Lecture, Reading aloud, examples of measuring techniques, creation of basic page || Participation and cr4eation of a "blank" for future designs || -Stage Design Pgs. Instructor notes || 3 || Paced reading and explanation/summary, One on one help with understanding measuring parameters || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Draw a mock up of the Stadium Theatre stage || Participation and use of Socratic participation || -Direct instruction and classwide examples || 3,4 || One on one help with understanding measuring parameters || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || -Take notes on the types of stage design possibilities - Take notes and discuss the basics of composition || -Participation in discussion using Socratic Method -note taking || Stage Design Pgs. || 1,2,3 || Paced reading both aloud and to oneself for reluctant readers Repetition of notes Summary of reading given orally for fuller understanding || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Read aloud the script of //Sorry, Wrong Number// by Lucille Fletcher || Class Participation || //Sorry, Wrong Number// by Lucille Fletcher || 1,2,3 || Group reading and verbal performance while reading from the script || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using //Sorry Wrong Number// create a sketch of what a design may look like on a stage using the text as reference || Individual work || //Sorry, Wrong Number// by Lucille Fletcher || 3,4 || One on one help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using //Sorry, Wrong Number// create a top view schematic based upon the sketch completed on 9/17 || Individual work || //Sorry, Wrong Number// Instructor lecture || 3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using //Sorry, Wrong Number// create a top view schematic based upon the sketch completed on 9/17 || Individual work || //Sorry, Wrong Number// Instructor lecture || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using //Sorry, Wrong Number// create a top view schematic based upon the sketch completed on 9/17 || Individual work || //Sorry, Wrong Number// Instructor lecture || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using //Sorry, Wrong Number// create a top view schematic based upon the sketch completed on 9/17 || Individual work || //Sorry, Wrong Number// Instructor lecture || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using //Sorry, Wrong Number// create a top view schematic based upon the sketch completed on 9/17 || Individual work || //Sorry, Wrong Number// Instructor lecture || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the set design for //Lend Me a Tenor// spike the BTW floor || Class Participation || Instructor's plans || 3,4 ||  || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch and top plan create a front view schematic for the set || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch and top plan create a front view schematic for the set || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch and top plan create a front view schematic for the set || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch and top plan create a front view schematic for the set - Review and comment on Instructor's designs from 2000 - 2007 || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set || Class participation ||  || 3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set || Class participation ||  || 3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set || Class participation ||  || 3,4 || One on One help || -Sketchbook check || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class participation ||  || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class participation ||  || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class participation ||  || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class Participation ||  || 2,3,4 || One on One help || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || - Utilizing the sketch, front view and top plan create side or 3/4 view schematic for the set - sketchbooks for weekly assignment were handed in - Instructor review of set design issues pertaining to mathematical logic problems || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketches and computers/tablets, students will generate a 3-D model of a set piece || Class Participation || Instructor led design || 2,3,4 ||  || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Utilizing the sketches and computers/tablets, students will generate a 3-D model of a set piece || Class Participation || Instructor led design || 2,3,4 ||  ||
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8 || What is Theatrical Design || Introduction to the course
 * 9/9 || Beginning designs || Define types of stages and design a "blank" for future reference || VAD1(9-12)-1b
 * 9/13 || Designing the stage || Understand the areas of the stage and the significance of an initial layout of the stage prior to design || VAD1(9-12)-1b
 * 9/15 || Stage design as Visual Art || Begin to define and understand the elements and concept of composition || VAD1(9-12)-1b
 * 9/16 || Introduction of script || Introduce the script for use in the set design || VAD1(9-12)-1b
 * 9/17 || Concept development || Sketch the design for a set || VAD1(9-12)-1b
 * 9/20 || Top view drawing || Create a top view plan of the set || VAD1(9-12)-1b
 * 9/21 || Top view drawing || Create a top view plan of the set || VAD1(9-12)-1b
 * 9/22 || Top view drawing || Create a top view plan of the set || VAD1(9-12)-1b
 * 9/23 || Top view drawing || Create a top view plan of the set || VAD1(9-12)-1b
 * 9/24 || Top View Drawing || Finish top view schematic || VAD1(9-12)-1b
 * 9/27 || Practical application of top plan || Spike a stage deck || VAD1(9-12)-1b
 * 9/28 || Front Plan Drawing || Draw the front plan of the top view of the design || VAD1(9-12)-1b
 * 9/29 || Front Plan Drawing || Draw the front plan of the top view of the design || VAD1(9-12)-1b
 * 9/30 || Front Plan Drawing || Draw the front plan of the top view of the design || VAD1(9-12)-1b
 * 10/1 || Front Plan Drawing || Draw the front plan of the top view of the design || VAD1(9-12)-1b
 * 10/4 || Begin 3/4 or Side view drawing - Front drawing due || Submit drawing plan - learn new technique || VAD1(9-12)-1b
 * 10/5 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/6 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/7 || 3/4 or Side view drawing
 * 10/8 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/12 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/13 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/14 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/15 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/16 || 3/4 or Side view drawing || Continue with determining the 3/4 or side view drawings for the set design || VAD1(9-12)-1b
 * 10/18 || Utilize Google Sketch Up to design set components || CAD drawings of set pieces || VAD1(9-12)-1b
 * 10/19 || Utilize Google Sketch Up to design set components || CAD drawings of set pieces || VAD1(9-12)-1b
 * 10/22 || Begin Understanding of the concept of lighting || Lecture on the basics of lighting || T1(9-12)-2a || Lecture on the drawing and functions of lighting || Class Participation || Instructor Lecture || 2,3 ||  ||
 * 10/21 || Begin Lighting study || A Guide through basics of lighting instruments and their functions || T1(9-12)-2a || Lecture and practical showcase of lighting instrument functioning || Class Participation ||  || 2,3 ||   ||
 * 10/22 || Watch "Sunday in the Park with George" || View a Broadway show video concentrating on lighting effects || T1(9-12)-2a || View the film and take notes on lighting || Class Participation ||  || 2 ||   ||
 * 10/25 || Arrange and hang lighting instruments || Hang and prepare the lighting for Senior Arts Night || T1(9-12)-2a || Hang and focus several instruments || Class Participation ||  || 3,4 ||   ||

10/26 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation || Instructor Lecture || 2,3,4 ||  || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Using Sorry Wrong Number create a lighting plan and plot || Class Participation ||  || 3,4 ||   || - Fashion illustration lecture || Students will sketch initial thoughts on costumes using the script //the Ugly Duckling// by A.A. Milne and learn basic fashion design from instructor lecture || VAD1(9-12)-1b VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Take notes on the lecture and begin to apply the lesson learned || Class Participation || Instructor lecture || 2,3,4 || One on One help with illustration guidelines || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will draw fashion illustration || Class Participation ||  || 3,4 || One on One help with illustration guidelines || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will learn from each other by highlighting successes and failures and try to process problem solving || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will learn from each other by highlighting successes and failures and try to process problem solving || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will learn from each other by highlighting successes and failures and try to process problem solving || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will learn from each other by highlighting successes and failures and try to process problem solving || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will learn from each other by highlighting successes and failures and try to process problem solving || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will note and draw the differences highlighted in lecture || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   ||
 * 10/27 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 10/28 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 11/1 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 11/3 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 11/4 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 11/5 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 11/8 || Work on Lighting plans and plots || Create a stage plan for lighting and lighting plot || VAD1(9-12)-1b
 * 11/9 || Read and review one act plays for Drama Festival || Read and analyze scripts ||  ||   || Class Participation ||   || 2,3 ||   ||
 * 11/10 || Choose colors and apply to lighting plans || Create a stage plan for lighting and lighting plot Utilize || VAD1(9-12)-1b
 * 11/12 || Begin completion of lighting plans || Individual critiques and lessons || VAD1(9-12)-1b
 * 11/15 || Lesson on circuiting || Lesson on how to assign channels and dimmers || T1(9-12)-2a || Description of wattage and how is works within a circuit || Notes and Class Participation || Instructor Lecture || 2,3 ||  ||
 * 11/16 || Practical Lesson in Stadium Cove and at the dimmer board || Lesson on what colors and focus do for scenic design by setting up the show at Stadium || T1(9-12)2a || Students gelled and circuited lights as well as learned the proper programming of the Stadium Lighting Control Board || Class Participation || Instructor Lecture and Practical experimentation in the Stadium || 2,3,4 ||  ||
 * 11/17 || Practical lesson on Spotlight functioning at the Stadium Theatre || Lesson on the intricacies of Followspot usage || t1(9-12)2a || Students learned the functioning of Followspots and the techniques used during shows || Class Participation || Instructor Lecture and Practical experimentation in the Stadium || 2,3,4 ||  ||
 * 11/18 || Finish Lighting design work || Individual Critiques and lessons || VAD1(9-12)-1b
 * 11/19 || Begin Reading of //The Ugly Duckling// || Class readthough ||  || Read //The Ugly Duckling// || Class Participation ||   || 2,3 ||   ||
 * 11/22 || Finish //Ugly Duckling// || Class readthough ||  || Read //The Ugly Duckling// || Class Participation ||   ||   ||   ||
 * 11/23 || Begin concept sketches for costume designs
 * 11/24 || continue costume design work || Students will sketch initial thoughts on costumes using the script //the Ugly Duckling// by A.A. Milne || VAD1(9-12)-1b
 * 11/29 || Class critique of initial concepts || Students will work to constructively criticize each other's homework || VAD1(9-12)-1b
 * 11/30 || Work on costume concepts || Students will work to constructively criticize each other's homework || VAD1(9-12)-1b
 * 12/1 || Work on costume concepts || Students will work to constructively criticize each other's homework || VAD1(9-12)-1b
 * 12/2 || Work on costume concepts || Students will work to constructively criticize each other's homework || VAD1(9-12)-1b
 * 12/3 || Work on costume concepts || Students will work to constructively criticize each other's homework || VAD1(9-12)-1b
 * 12/6 || Make up Lecture and samples || Learn the basic anatomy of the face and the difference in makeup styles through lecture and example || VAD1(9-12)-1b
 * 12/7 || Begin Make up designs || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/8 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/9 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/10 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/13 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/14 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/15 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/16 || Design make up for characters || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b
 * 12/17 || Finalize and hand in Designs of make up for characters

Begin brainstorming Final || Design make up for at least two of the characters in //the Ugly Duckling// || VAD1(9-12)-1b VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e T1(9-12)-2a || Students will design make ups on blanks provided by the instructor || Class Participation ||  || 3,4 ||   || //Olympiaganza// || read aloud the script ||  || Reading as a group || Class Participation ||   || 2,3 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   || VAD4(9-12)-1b VAD4(9-12)-1f VAD4(9-12)-1e M(G&M)-10-7 T1(9-12)-2a || Students will design the three main elements of the production as a team || Class Participation ||  || 2,3,4 ||   ||
 * 12/20 || Read script for final - //The Greek Mythology//
 * 12/21 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Divide into groups of three and determine the jobs of each design team member || VAD1(9-12)-1b
 * 12/22 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Begin work on designs || VAD1(9-12)-1b
 * 12/23 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designsWork on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/4 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/5 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/6 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/7 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/10 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/11 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/14 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * 1/18 || final - Design set, lights, makeup and costume for //The Greek Mythology////Olympiaganza// || Work on set, lighting, costume and makeup designs || VAD1(9-12)-1b
 * ||  ||   || Beginning of Second Semester: Advanced Technique ||   ||   ||   ||   ||   ||
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 * 2/28/11 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 3/1/11 || Rehearsal for Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/2/11 || Rehearsal for Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/3/11 || Rehearsal for Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/4/11 || Rehearsal for Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/5/11 || Rehearsal for Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/7/11 || Rehearsal for Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/8/11 || Rehearsal for Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/9/11 || Sophomore Arts Night ||  ||   ||   ||   ||   ||   ||   ||
 * 3/10/11 ||  ||   ||   ||   ||   ||   ||   ||   ||
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 * 3/21/11 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 3/22/11 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 3/23/11 || Monologue Rehearsal ||  ||   ||   ||   ||   ||   ||   ||
 * 3/24/11 || Monologue Rehearsal ||  ||   ||   ||   ||   ||   ||   ||
 * 3/25/11 || Last Day of Monologue Performance ||  ||   ||   ||   ||   ||   ||   ||
 * 3/28/11 || Complete Monologue Performances ||  ||   ||   ||   ||   ||   ||   ||
 * 3/29/11 || Exploring Relaxation ||  ||   ||   ||   ||   ||   ||   ||
 * 3/30/11 || Exploring Dance Improvisation ||  ||   ||   ||   ||   ||   ||   ||
 * 3/31/11 || Movement Techniques ||  ||   ||   ||   ||   ||   ||   ||
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 * 4/15/11 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * 4/25/11 || Choreography/Relaxation ||  ||   ||   ||   ||   ||   ||   ||
 * 4/26/11 || Choreography/Relaxation ||  ||   ||   ||   ||   ||   ||   ||
 * 4/27//11 || Incorporating both Movement and Voice using Viewpoints ||  ||   ||   ||   ||   ||   ||   ||
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