Evidence/Judgements for achievement. achievement with excellence One

Transcription

1 Assessment schedule: Research, develop and apply a stage lighting design concept for a given work Task achievement achievement with merit achievement with excellence One Outcome 1 ER evidence of input from creative collaborators (such as the director, stage-manager; set designer, The student s provide evidence of their design concept being refined through considering and incorporating feedback from creative collaborators (such as the director, stage-manager; set designer, The student s provide evidence of their design concept being refined through evaluating and incorporating feedback from creative collaborators (such as the director, stage-manager; set designer, concepts were developed with input from creative collaborators. For - production meeting minutes or similar following a rehearsal that documents discussion between the creative collaborators and consideration given - production meeting minutes/action items or similar following a rehearsal that documents discussion between the creative collaborators and a New Zealand Qualifications Authority

2 example the annotated comment may indicate an aspect of their concept has been developed in collaboration with the costume designer and director in order to use shadow for effect. to the feedback. concepts were refined in response to feedback from creative collaborators. The student describes the links between their research, the given work, and their lighting design. range of options within the feedback being evaluated to achieve an agreed refinement. concepts were refined in response to feedback from creative collaborators that lead to an agreed option. The student justifies the links between their research, the given work, and their lighting design. include details on stage cues, channels, time and light level. includes details on stage cues, channels, time and light level include details on stage cues, channels, time and light levels. New Zealand Qualifications Authority

3 For this production of Daughters of Heaven the director, as part of her concept, wanted a motif of surrealism, highlighting the principal girls as representing a reality of belief against an oppressive background of physical setting and social climate. She wanted two key settings, one interior and one exterior. The student s researches the qualities of NZ bush and describes its foliage being dense and natural lighting being sharp angles of filtered light and there is little range within the dark green tones. The student s lighting design describes how a gobo with a forest pattern will be used to represent the trees and shutters on other rigged lights are moved to manipulate the light to shaft in a straight line. For this production of Daughters of Heaven the director, as part of her concept, wanted a motif of surrealism, highlighting the principal girls as representing a reality of belief against an oppressive background of physical setting and social climate. She wanted two key settings, one interior and one exterior. The student s lighting design is justified and links with his research to suggest that a strong contrast could be made between the exterior and interior worlds of the play, i.e. looking at the plotting versus the carrying-out of the murder. To do this he plans to use a contrast of directional key lighting and a contrast in the gel saturation of fill light. In the interiors the key lights could be on a sharp angle, almost vertical, creating pools of suggested conspiracy. The lighting plan also includes details of exterior angles being oblique, casting side shadows so that only part of the story was revealed at any one time. The interior fill could be a deep salmon, and the exterior 70% forest and 30% lime green to give the effect of an almost even green tone. New Zealand Qualifications Authority

4 Two Outcome 1 ER lighting design by following cues and/or calls. lighting design by following cues. The student demonstrates skilful technique in applying the lighting design during performance of the lighting design by following cues. The student demonstrates command of technique in applying the lighting design during performance of the verifies the lights are operated according verifies the student understands how to verifies the student understands how to New Zealand Qualifications Authority

5 to the performance requirements, safe working practice and the documented design concept for the work. position lights to ensure both the space and actors faces are adequately lit while the design is realised. The student operated the lighting equipment with control in terms of colour, lighting intensity, and timing for the performance. position the lights creatively to optimally light actors and space as well as to realise desired effects, shadows and mood. The student operated the lighting equipment with sustained control of colour, lighting intensity, and timing for the performance. New Zealand Qualifications Authority