T.T419

Lighting Design

After reading William Shakespeare’s A Midsummer Night’s Dream, students will research and analyze the play and create a lighting design. Students will create a research resource and reference collection, a lighting cue description, a lighting plot, and a written design statement. Students will also prepare and present a justification of design concepts and choices in a five- to ten-minute oral presentation that will be recorded.

This assessment has six parts:
o Part 1–Assessment Questions (Day 1)
o Part 2–Read, Research, and Create Reference Collage (Days 1–3)
o Part 3–Create Lighting Plot (Days 4–5)
o Part 4–Create Lighting Cues Design Statement (Day 6)
o Part 5–Prepare Presentations (Day 7)
o Part 6–Record Presentations (Days 8–10)

This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Student Booklet

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These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension

  • Design Presentation

  • Design Statement

    Director’s point of view of the play and his or her wishes; designer’s goals and visions for the design; major messages or themes in the play to be emphasized; and, if any, unique challenges of the production or theatre space

  • Research

  • Cue Description

  • Lighting Plot

    Drawn to scale, directional focus, channel(s), gel color and patterns, additional equipment, indication of set and masking, Unit Key for clarification of the type(s) of stage fixtures used, and complete Title Block

  • 1
  • 2
  • 3
  • 4

  • Student fails to present minimum expected requirements for the script, production concept, and design elements. Overall project is lacking.

    N/A at this time.

  • Student shows minimal understanding of the script, production concept, and design elements. Overall project is lacking but shows effort.

    N/A at this time.

  • Student shows basic understanding of the script and whole production concept. Student provides some explanation and justification of design elements and different types of lighting used. Overall project is acceptable.

    N/A at this time.

  • Student expresses exceptional knowledge of the script and understanding of the whole production concept. Student provides detailed explanation and justification of design elements and different types of lighting used. Overall project is exceptional.

    N/A at this time.

  • Student fails to present minimum expected requirements.

    N/A at this time.

  • Student vaguely or inaccurately explains or omits some of the criteria.

    N/A at this time.

  • Student adequately explains most of the criteria.

    N/A at this time.

  • Student shows exceptional insight and clearly explains all of the criteria.

    N/A at this time.

  • Student fails to present minimum expected requirements for research on the play. Minimal inclusion of photos, sketches, or renderings.

    N/A at this time.

  • Research information illustrates basic research on the play but is lacking. Minimal inclusion of photos, sketches, or renderings.

    N/A at this time.

  • Research information illustrates adequate research on the play including any sources of inspiration. Some inclusion of photos, sketches, or renderings.

    N/A at this time.

  • Research information illustrates in-depth and exceptional research on the play including any sources of inspiration. Comprehensive inclusion of photos, sketches, or renderings.

    N/A at this time.

  • Student fails to present minimum expected requirements.

    N/A at this time.

  • The description of light cues is not organized and/or the purposes of some of the cues are not explained.

    N/A at this time.

  • An adequate description of light cues is organized by scene, but the purposes of some of the cues are not explained.

    N/A at this time.

  • An exceptional description of light cues, organized by scenes, includes and clearly explains the purpose (outcome) of each cue.

    N/A at this time.

  • Student fails to present minimum expected requirements.

    N/A at this time.

  • The plot is not drawn to scale and/or is missing four or more of the criteria. The included criteria are adequately executed.

    N/A at this time.

  • The plot is drawn to scale but is missing two or three criteria. The included criteria are well executed.

    N/A at this time.

  • The plot is drawn to scale and includes all criteria in a well-executed manner.

    N/A at this time.

TEACHER SCORING RUBRIC

  • Dimension

  • Student explains four functions of lighting and gives examples of each.

  • 1
  • 2
  • 3
  • 4

  • Student makes little or no attempt at explaining the functions of theatrical lighting.

    N/A at this time.

  • Student clearly explains two functions of lighting and gives detailed examples of each function.

    N/A at this time.

  • Student clearly explains three functions of lighting and gives detailed examples of each function.

    N/A at this time.

  • Student clearly explains four functions of lighting and gives detailed examples of each function.

    N/A at this time.
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