Learning Activity

Technical Theatre: How to Create a Prop Table

Subject Area

Arts Education

Grade(s)

9, 10, 11, 12

Overview

Props tables are used backstage during productions of any scale. A props table is where the props for any theatrical production will live during the rehearsal and production run. This learning activity will help your students understand how the props should be organized and labeled on the prop table. The digital tool will provide information about a prop table. 

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

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.6

Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

Unpacked Content

UP:AE17.TH.PRO.6

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.8

Create and refine the technical design choices to support the story and emotional impact of devised or scripted drama/theatre works.

Unpacked Content

UP:AE17.TH.PRO.8

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 refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

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 3: Refine and complete artistic work.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

1) Students will understand how to organize a prop table in a way that collaborates with the cast/crew demands.

This organization would be based on the chronological order of use of the props in the play or arranged by the character that uses the prop. This collaborative work would also include figuring out which side of the stage the actor enters/exits and placing props in a location that assists the actor in focusing on his/her role; while also having access to the things they need for the performance. The props crew and the director or actors must collaborate to organize the prop table.

2) Students can create a prop table that will support the demands of the play. Students can also refine those choices made while creating the table based on director/teacher feedback and the content from the play. 

The design of the prop table and the location/logistical planning of said table will assist in the flow of the play for the actors.

Activity Details

  1. Each prop should be listed on their Prop List (see the Notes or Recommendations section for a prop list template) and marked under a scene name/number on the Master Prop List (this should be prepared prior to the learning activity). As a class, read over the Props and the Prop Table (digital tool) at the beginning of this activity to help familiarize students with the process.

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

  3. All students in a group should then go and check the prop storage area to see what props are currently on the premises. Students should pay special attention as they select the props and make certain that they fit the time and environment of the play. The director will have final say on if a prop is acceptable.  Sometimes temporary props will be used until the actual prop can be secured.

  4. Find two to three available tables to use as prop tables. Line them up against the wall in an area without heavy traffic.

  5. Gather masking tape and some Sharpies so students can tape off the tables in chronological order of scenes.

  6. Tape off a space that is the appropriate size for every prop in every scene, moving from left to right on the table. Divide each scene with a piece of tape and then continue taping off boxes for each prop within this scene.

  7. Label each prop box (made from the scotch tape on the tabletop) with the name of the prop that will live there. You can include the character name, as well, if you wish.

  8.  Place available props in their appropriate boxes.

Assessment Strategies

Assessment Strategies

Through formative assessments with students on the props crew, discuss what type of collaborative work took place while designing the prop table specifically for THIS show. Props crew members should provide examples of their collaboration with the actors, director, and the prop designer (if applicable) and build a prop table that accommodates all artists' needs. 

Explanations of why the prop table was created in this manner should be given by students. Formative assessments regarding where props are placed on the prop table should be had and the props crew should be able to defend their reasoning for designing the prop table a certain way. If the prop table does not align with the actor/director needs, it becomes necessary for the props crew to refine their choices and revisit their process, possibly even starting the prop table over, if needed.

Variation Tips

When developing actual prop table(s), the props master/mistress would need to work directly with the stage manager or director and place props on the appropriate sides of the stage based on actors entrances/exits. The props would likely not be simply in one central location unless there is a physical opportunity in the middle of a backstage area where actors would have room to gather and grab their props and get back to the wings quickly. Usually, there will be a prop table or two stage right and another one or two stage left.

*This would only be required if the prop table is getting set up for an actual performance.

Background and Preparation

Background / Preparation

  1. Read the script with your class or assign it as homework for students to read (less effective for understanding).

  2. Ensure the class understands the script and the definition of prop within the theatre.

  3. Explain the difference between props and set pieces or scenic elements within a play.

  4. Gather some masking tape.

  5. Gather some Sharpies.

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 table that will be built later by the students. The play can be as prop heavy (or prop light) as required, depending on the detail or time you have to complete this activity.

The prop list should already be generated prior to beginning this activity. This prop list might be in the back of the script, or it might be created by a student or the teacher after the play has been read.

Digital Tools / Resources

Props and the Prop Table
https://setdesignandtech.wordpress.com/2016/10/29/props-and-the-prop-table/

Approved Date

Owner (Author)

mcmerritt
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