Technical Theatre: How to Create a Prop List

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

9, 10, 11, 12

Overview

Students will learn how to analyze a script, create a prop list based on script needs, break down the prop list into props that we have, or will borrow, build, or buy. The digital tool will provide an example of a prop list.

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

During/Explore/Explain
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.3

Use script analysis to generate ideas that represent a character who is believable and authentic in a drama/theatre work.

UP:AE17.TH.PRO.3

Vocabulary

Analysis
  • Contextual Reading
  • Characterization
  • Dramaturgy
Design
  • Using information in plays to inspire design choices.
  • Using technology to influence design and prepare students for career pathways.
Research
  • Using historical facts and images for ideas and inspiration
  • Using cultural facts and images for ideas and inspiration.

Theatrical Hierarchy and how it works in the classroom.

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Students will design the set, sound effects or costumes for the play To Kill A Mockingbird. They will use historical images of that time period to create the visual aspects of the play.
  • Students will participate in a lecture on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period.
  • Students will create a visual character board for the character that they are representing in a class play or assigned monologue.
  • Students will write a scene. They will break into roles of Director, Actors, Designers and Writer.
  • Students will use their written scenes in rehearsal. Designers will use provided supplies to create a set for their scene.
  • Students will memorize lines, make character choices, perform for the director for notes and finish creating their set.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.12

Use researched technical elements to increase the impact of design for a drama/theatre production.

UP:AE17.TH.PRO.12

Vocabulary

Research
  • motivation
  • origin
Analysis
  • rising actions
  • climax
  • protagonist vs antagonist
Vocal
  • Alexander Technique
  • diction
  • consonants
  • vowels
Movement
  • motivated movement
  • blocking
Characterization
Design
Theatrical production

Essential Questions

EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?

Skills Examples

  • Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
  • Students will have improvisational scenes using those roles as starting points in the scenes.
  • Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
  • Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
  • Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Learning Objectives

1) Students will analyze a script and identify props that are necessary for a successful production. 

Specifically, they will be selecting props for specific characters; attempting to introduce or select props that would help the authenticity of a given character.

2) Students will make an organized and concise list of props (with a spreadsheet) that we have or will need to borrow, build, or buy. This list will be created by doing research on the play's time period and types of props individual characters will need.

Pictures could also be submitted within this spreadsheet to show the director what the prop might look like.

Activity Details

  1. Ensure that students understand what they are looking for in the script: props.  Each group should have a copy of the prop list template (digital tool).

  2. Give a copy of the script to all students in your props crew. Ensure that they all have a pencil and a highlighter or two.

  3. Each student should comb through the script, one line and one page at a time and search for props that are used, referred to or seen by the audience. Each prop should be highlighted and a props list begun on the template provided (digital tool).

  4. Each prop should be listed on their Prop List and marked under a scene name/number.

  5. Every time a new scene/song/section begins, a new section of the prop list should begin (example: Act I, Scene 1; followed by Act I, Scene 2).

  6. After all props are recorded for the entire play, each member of the prop crew should gather and share their notes. The props master should make sure that all props are accounted for on one Master Prop List.

  7. In the "Notes" column of their template, they should list the status of the prop:  Have, Borrow, Build, or Buy.

  8. Any props that can be borrowed by students involved in the theatre or their parents should be marked as Borrowed as they come into the theatre.

  9. Each prop that is borrowed should be inventoried on a separate spreadsheet, including the name of the person who loaned it, and the prop should be labeled with masking tape or a label maker, so it can be returned. The props master should also check as items come in if they are being donated to the program or are being loaned and need to be returned at the close of the show. No items of great worth should be loaned to the theatre at any time without permission from the technical director.

  10. Another separate props list of items that can be Built should be created.

    1. Within this list should be a "Buy List" for a local department store, fabric store, or hardware store for items necessary to build the props.

    2. This list should be given to the Technical Director or purchaser of needed items.

  11. Another separate props list of items that must be Bought because they would be too expensive to build and must look a certain way should be created. Depending on the way the theatre functions, this list could be created within a spreadsheet with links to all needed items (from Amazon or wherever you get your props) sent to the Technical Director or the purchaser of items. Make certain you look at sizes of the items before ordering. For example, you might be ordering a fake gun, but it is made for Barbie dolls and not human beings.

    *After all props have been listed on the template provided (digital tool), the list should be turned into the teacher for assessment.

     

Assessment Strategies

The teacher can evaluate the effectiveness of the student's script analysis by comparing the student's selected props with props used for the character in a previous production. Previous production photos could be found online and used as a reference. The teacher can also have formative assessments regarding how the props could assist in creating authenticity/believability within a character. The teacher can also check the description of the props (on the list or through formative assessments) to ensure that students are meeting the demands of the time period in the play.

The teacher can check the research completed by the student through formative assessments by asking students to describe their process and how/why they chose select props for select characters. By generating discussion about their artistic choices, the student is trained on how to defend their artistic choices while also explaining their research methods to the teacher. It also allows for an open discussion about prop choices that might be correct while addressing choices to might need to be modified to fit the production.

Extra steps for assessment might include:

Additional script analysis assessment would include cross checking the students' Prop List with a Prop List that might be printed off from the back of the script (if available); if there is a Prop list on the back of the script, do not let them have a copy of it while completing this activity, but use it as a guide to ensure they have everything the play needs. If a Prop List is not available in the back of the script, the teacher, stage manager, props master or student aide would need to create a prop list from the script as a Key.  

Do not count off for extra props listed, but ask the students about these props and see when/where they saw the need for it (page or scene number). Some of these props could turn into set dressing if actually producing the show [or possibly even used in the play].

Variation Tips

Break up this learning activity based on scenes. Let a small group do a prop list for Scene 1, another small group do a prop list for Scene 2, etc. If there are not enough props in the show you have read for all students to participate, give each group of students a short play to read and then create a prop list for that specific short play.

Background / Preparation

Before: Before this activity takes place the entire class or individual students must read the entire play. The play can be a full length, a one-act, or a ten-minute play, whatever works for the class level. The play will be the basis for the prop list that will be built later by the students. The play can be as prop heavy (or prop light) as required, depending on the detail/time you have to complete this activity.

Print off Prop List Template (digital tool) for each group who is doing this learning activity.

Downloadable Prop List
https://0.tqn.com/z/g/performingarts/library/PropsSheet_2012.pdf

Approved Date

Owner (Author)

mcmerritt
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