“The biggest constraint I have is that I don’t have any sort of lighting rig set up in my classroom,” says Karla. “The same goes with my sound set up. In liaising with the music department I could arrange to have all the sound equipment set up. Likewise for the lighting rig that we use at Presentation Night. I do find, however, having these constraints forces you to be creative and still conveys the intended message of the lesson without having to go through lengthy set-ups and organization.” A few simple resources are needed and away you go.
Some things you might like to try in your classroom are:
1. What’s the Purpose?
Discuss with your students what they think the purpose of stage lighting is. There are generally speaking, four main purposes:
- To help the audience see the actors clearly;
- To concentrate attention on a particular part of the stage (focus);
- To create a particular atmosphere (incorporate colour, lighting direction);
- To create special effects (e.g. strobe, UV, gobos).
Break down some of the technical words here, like “gobo,” “strobe,” “specials,” “hanging plot,” “rig” etc. More often than not, students know what they are they just don’t know the technical term for it.
2. The Importance of Colour
Spend time looking at the symbolic meaning behind the use of certain colours. Ask students to consider what mood or effect is created on stage when these colours are used. You may like to show clips to assist the students understanding of this. Karla has found, that teaching this in the senior school, many students have been learning about the meaning of colour in their visual literacy units in English when in junior school so their background knowledge is more often than not, more than substantial on this.
3. Experiment with Lighting Direction
One day, Karla was rummaging through her resource room when she found a light on a tripod stand. She thought it was meant to be used for photography classes. Suffice to say, Karla now uses it for Drama lessons 😉 It works well because it is light and portable. If you don’t have something like this, torches (flashlights) are also an excellent way to explain the effect of lighting direction and its effect on meaning. Choose a student to be your actor and have them stand in the centre of the space. Make sure your light has a reasonable extension cord attached to it and move around the room to show lighting the actor and its effect on meaning from:
- Upstage/Downstage Angle.
If you have more than one light/torch also try lighting the actor from:
- High angle, side backlight, front;
- Two high, front lights.
Bring in coloured cellophane as a cheaper alternative to actual lighting gels to show the effects of lighting from these angles and the effect using particular colours has on the scene with considerations made in terms of colours, angles and parts of the stage to be lit.
Lighting is a real artform in itself! Karla tends to shy away from a lot of the technical and rigging aspects because she feels that fundamentally the students only need a conceptual understanding with which to support their directorial concept. It can become confusing for both teacher and student if you start to delve into types of lights, how to rig, colour combinations on the face etc. It’s good that you as the teacher have an understanding of that but it is not always necessary to share that with your students. If one of your student’s is doing Lighting for the Individual Project in the HSC, that is a little different however and some more in depth knowledge will be needed.
4. Light a Scene
Select a script excerpt, read through it as a class and ask the students to pair up and design the lighting for the scene. They should consider the parts of the stage to be lit, the colours to be used, the angles and the intended atmosphere and mood. They should also consider how their choices reflect the intention of the scene.
5. Cue and Call
In continuing the exercise above, students can fill out a lighting cue sheet and have one of their pair call the cues, whilst the other operates the lights. Get other members of the class to act out the scene on stage. Karla often breaks down the cue sheet into parts beforehand and uses it as my scaffold to get the students to understand the purpose of the cue sheet so that they can very carefully and clearly fill it in.
By Karla with the Drama’s Teacher’s Network
Karla is a Drama/English teacher at a comprehensive, co-educational high school in Sydney, NSW, Australia. She works as a teacher to build awareness and passion in children and the community for the subject of Drama which she loves.