Classroom Documents
Courses Taught and Syllabi
Since starting at Point Park University in 2019, I have taught a wide variety of Theatre Production classes. I teach all classes related to lighting design and technology, some production technology, professional preparation courses. I also coordinate production practicum assignments and mentoring.
The following is a full list of courses I have taught. Please click on the course name to see a sample syllabi:
PROD 227: Lighting Design 1
PROD 222: Computer Applications for Designers
PROD 327: Lighting Design 2
PROD 450: Professional Prep for Design/Tech
PROD 395: Lighting Design 2.5
PROD 100/101: Production Practicum 100/101
PROD 427: Lighting Design 3
PROD 200-401: Production Practicum 200-401
PROD 395: Vectorworks
For a full list of courses taught by semester, including number of students in each course, please click here:
PROD 400: Senior Project PROD 400
THEA 109: Elements of Stagecraft
THEA 140: Production 1
PROD 343: Electricity for the Theatre
PROD 392: Video Production
Classroom Documents
Assignments and Assessments
When creating assignments, I focus on aligning learning outcomes with practical, hands on work. I aim to give students practice using the skillsets we worked on throughout the week, while also adding a fun and whimsical flare to the assignment. I find that a combination of creativity and humor goes a long way to help information stay with students.
The following are examples of some of my favorite assignments, along with assessment sheets I give students as feedback.
PROD 227: Lighting 1
Seven Deadly Sins
Assessment Sheet for first presentation: Click Here
For the first half of the semester, Lighting Design 1 learns about the different elements of Light that can be controlled: color, angle, intensity, form, and timing/movement. With each element, we do an in class assignment to practice communicating an idea using that element. Once we have learned color, angle, intensity, and form, I assign the “Seven Deadly Sins” project, where students split into two groups and research the Seven Deadly Sins. Based on the emotion and underlying causes of the sin, each group lights a mannequin in the Light Lab, focusing on what each element of light can convey to their audience. Each group presents to the full class, and the other group has to guess what Sin they are looking at. Once they have guessed, we discuss each color, angle, intensity, and form choice, then do a revision where the entire class offers suggestions on what to alter so that the story becomes even clearer. We try each suggestion, decide if it communicated the Sin better or took us farther away from the feeling. Then the initial group gets to decide whether to keep the suggestion or not.
This project aligns with the course learning outcomes of collaborating with fellow designers; creating a design based on a simple story; implementing their ideas through a technical process of hanging, focusing, and cuing the lights in the light lab; and going through a feedback and evaluation process where they adjust their looks.
Pride
Project Turned In: Click Here
Assessment Sheet: Click Here
Sloth
Collaboration Project
The Lighting Design 1 class partners with Scenic Design 1 to walk through the full process of designing a show. This is the first time both classes are implementing the skills they learned in the first half of the semester, and we emphasize the importance of a collaborative process. Working in groups, the designers read the scripts, discuss the themes, metaphors, symbols, and deeper meanings of the play. They decide who their target audience is, create a design concept together, and continue to meet regularly as they work on their designs. In the end, they create visual research packets. The lighting students light their partner’s model boxes, creating a story board of lighting looks. They then create a light plot for the show in our Rauh Theatre. At the end of the semester, the students finish with a full lighting packet for their first show.
Some years we have used a Greek Myth that the students have to set in a historical era (example: Icarus in the computer age, or Pygmalion and Galatea during the AIDS crisis). Some years we have used a myth from another culture, such as Anansi the Spider. We continue to look for strong and diverse stories to practice collaboration.
This project aligns with the full set of learning outcomes for the course: Students analyze a script/story; they collaborate and communicate with a director as well as another designer; and they create lighting for a full production complete with research, story boards, and lighting the model. They then translate their designs into a light plot and channel hookup for the lighting supervisor, and implement their designs by programming their cues on the ETC Element console.
For assignments that contain several parts or stretch over more than 2 weeks, I break the assignment into multiple due dates to help students with time management. This collaboration project had several elements due each week, along with built in design meetings with their scenic design collaborators.
“Eye of the Tiger” in the style of Contemporary Ballet
Full Research Presentation: Click Here
“Let The Games Begin” by AJR, designed by Austin Eaton
Light Plot: Click Here
Assessment Sheet: Click Here
Light Plot: Click Here
Assessment Sheet: Click Here
Project Turned In: Click Here
Assessment Sheet: Click Here
Pride
Project Turned In: Click Here
Assessment Sheet: Click Here
Monet Haystack Project
After studying the elements of light, we turn to learning how to recreate specific looks, both realistic and more emotional. While studying realism, we look at how light can communicate time of day, season, weather, and other realistic environmental elements. To practice lighting “realism”, I pair students in groups of two, and ask them to select one of Monet’s beautiful Haystack paintings. They may choose any one that speaks to them. They work with each other to create a color key (the diagram of colors and angles) that represents the light they saw in the painting. I ask them to pay close attention to the main source of light (check where the shadows are!) and look carefully at any bounce or shadow fill. I ask them to recreate the colors and angles as accurately as possible. Next, they set the lighting diagram up in the light lab and light a piece of fabric over a chair to represent the haystack. As with all projects, we then give feedback and adjust the look to get as close as possible to the original painting.
This project aligns with the learning outcomes of collaborating with new partners; communicating a story based in time/season/weather; implementing their ideas through the full technical process of research, creating a color key, focusing, dropping color, and programming on the ETC Element console. They also go through a full revision process of their designs.
Project Turned In: Click Here
Assessment Sheet: Click Here
Another Group’s Project: Click Here
Assessment Sheet: Click Here
Final Research Presentation: Click Here
Assessment Sheet: Click Here
Icarus and Daedalus during the Information Age
Final Research Presentation: Click Here
Icarus and Daedalus on the Titanic
PROD 327: Lighting 2
Dance Lighting Collaboration Project
My absolute favorite project from any of my classes is the Lighting 2 Dance Project. After studying lighting design techniques for plays and music, we begin learning about lighting for dance. Lighting designers are paired with dancers from Marc Spaulding’s choreography class. Each group draws a dance style out of a hat and then draws a song out of another hat. These pairings are completely random. The dancers must choreograph a 2 minute piece in that style to that song. The lighting designers will light the piece using techniques common to that dance style, while staying true to the emotion of the song. The designers are asked to create a visual research board showing the standard lighting aesthetic of their dance style, then a mood board showing an emotional reaction to their song. We then use the GRW Studio 1 space, already equipped with a dance repertory light plot, and the students cue their piece with their dancers. When it is due, we have a lively dance concert and present all the research and the dance pieces.
This project is beneficial for both the dancers and the lighting designers before they participate in the Student Choreography Project the following semester. The project has built a much stronger foundation for collaboration during SCP. It also aligns with almost every learning outcome for the course: students demonstrate their ability to collaborate with others; they design to music as well as dance; they implement their ideas through cuing on an ETC Ion with a full lighting rig; they evaluate and adjust their designs as they do a rehearsal with their dancers; and they offer feedback to each other.
Assessment Sheet: Click Here
“Last Friday Night” in the style of Post Modern Dance
Full Research Presentation: Click Here
James Dworek’s Coffee Lair by Emmaline Naud
Assessment Sheet: Click Here
Assessment Sheet: Click Here
Patrick Costello was a Technical Direction student looking to work for a regional theatre.
Click here for RESUME
Click here for PORTFOLIO
Assessment Sheet: Click Here
PROD 427: Lighting 3
Concert Design Project
Lighting Design 3 has a student favorite project: The Concert Design Project. We discuss how the lighting design process applies to a variety of other parts of the entertainment industry, including concert design. Students select an artist they would like to work with (alive or dead), and they must design the artist’s next tour. They create a tour pitch, proposing a purpose for the concert; an overall aesthetic; and stage and truss design. They create lighting renderings for three of the artist’s songs to try to “get the job”. Once hired, each student drafts their concert design in Vectorworks in 3D, allowing us to import it into Capture - a pre-visualization software. In Capture, the students are able to use ETC Eos software to program designs for three songs. Capture will allow them to see their moving lights turn on and shine as if they are using a real lighting rig.
This project aligns with every learning outcome for the class. It also builds on all the skills and projects the students did in Lighting 1 and Lighting 2. The Concert Project asks each student to have design discussions with directors/tour managers, as well as other designers. They must produce paperwork for a tour electrician as well as 3D drafting so the PreViz software works appropriately. They are designing for a Concert, which includes skills used in designing plays, musicals, and dance. They are required to use all the technical skills they have learned throughout Lighting 1 and 2. They “perform” a dress rehearsal and react to feedback. And they provide feedback for their classmates.
“Cruel Summer” by Taylor Swift, designed by Hope Debelius
Assessment Sheet: Click Here
Assessment Sheet: Click Here
Cat Wilson’s Chesire Cat Lair by Theodore Lay
Assessment Sheet: Click Here
Jim Utz’s “Dr FrankenUtz” Double Story Evil Lair by Marissa Fisher
PROD 395: Vectorworks
Evil Lair Project
For the first half of Vectorworks, students learn about the program’s interface, the different toolsets, navigation, resources, and how to draft ground plans. Then we begin learning how to draft in 3D and apply materials and textures to create descriptive renderings that could be used to communicate with a director. As a midterm project, students are given the following:
“You have just discovered a syndicate of evil theatre practitioners. In order to join the family you must appease the boss, Doctor Ballyhoo, by treating his evil minions to brand new Evil Lairs. Your mission, should you choose to accept it, is to pick one of the Evil Villains (Playhouse Staff or Faculty) and design a new lair that reflects their personality, interests, and most importantly, their evil super power.”
Students are then given a set of parameters, elements they must include, and structural guidelines. They are asked to draft their chosen staff member’s actual office with added design elements to create a new Evil Lair.
This assignment aligns with the course learning outcomes of being able to implement basic functions of Vectorworks to communicate through drafting; utilizing the software to create ground plans; and merging information from other CAD programs.
Nick Smith’s Star Wars Lair by Cassidy Burke
Assessment Sheet: Click Here
PROD 450: Professional Preparation
Theatre Production Portfolio Showcase
Throughout the semester, students in Professional Preparation learn how to put together materials needed to interview for jobs in the entertainment industry. This includes a resume, a CV, a portfolio that can be curated towards several different job types, and a business card. We also conduct several types of mock interviews, allowing students to practice different styles of interviewing. We do a “friendly face” interview where they meet with someone they already know one on one. We do a panel interview where they have ten minutes to talk to three people at the same time. And we do an industry interview where we invite artistic directors, shop leads, and other professionals from the theatres in town to come interview the students.
The final interview is a culmination of everything students learned over the semester. I have created the Point Park Theatre Production Portfolio Showcase, emulating the famous Yale Clambake, where we invite the entire theatre, dance, and opera community from around Pittsburgh to Point Park in order to view the students’ portfolios, mingle and talk to them about the industry, and give them feedback and advice as they are about to graduate. The past few years we have had over 60 guests, and each year several students receive actual job offers.
The Showcase aligns with the course learning outcomes of creating and maintaining their business cards, resumes, and portfolios; targeting their materials to a specific situations; preparing for interviews; creating and managing a professional website; developing professional contacts; and demonstrating that they can receive and adapt to feedback.
Teagan DeGroen was a Stage Management student interested in working for regional theatres, touring shows, or cruise ships.
Click here for RESUME
Click here for PORTFOLIO
Hope Debelius was a Lighting Design student who wants to be a freelance lighting designer for regional theatres and dance. She is currently in her last year of grad school at Boston University.
Click here for RESUME
Click here for WEBSITE