DMP Visual and Mediascape Draft

https://docs.google.com/document/d/1DcE29xlFCJwdVgpK2BQn-KWf9dph0zUok7ig16U3LjQ/edit?usp=sharing

VISUALS: We are thinking of having these two ideas pulled up on the computers all around our classroom. (every other or so) We can have different versions of slow flower blooming time lapses and such, but just so you know...

• Time lapse of flower blooming
• https://www.youtube.com/watch?v=HnbMYzdjuBs
• Maybe even slow it down to take the full 25 minutes
• https://www.youtube.com/watch?v=6IX7CBbflQM
• This one is a flower embroidery time lapse
• Visual pencil drawing/embroidery video

Soundscape

Sound links and ideas in the table.
https://docs.google.com/document/d/1DcE29xlFCJwdVgpK2BQn-KWf9dph0zUok7ig16U3LjQ/edit?usp=sharing

Draft Script

https://docs.google.com/document/d/11-HE5GiDwJUWeOLV9IM-nQGR3OaA2el-bBKxtSDEKnI/edit?usp=sharing

Common Questions-- Interview

Kenzie
- BYU college graduate. BYU employee, Lighting Supervisor Assistant. Served her mission in New Zealand.
- Friendly, Shy, loves hugs, and kind.

What is a pattern from your past that you want to change?

• "What is a pattern from my past I want to change. Like? Okay. A pattern from my past that I want to change... My Exercise Habits, that suck right now. I would like to... change and get back to the pattern that I used to be on. (laugh) Of actually exercising... ya know, not necessarily daily but at least like four times a week would be nice. ."

What is a pattern from your past that you want to continue?

• "That one would be... um also kind of one I want to continue improving on but...uhhh... pattern of like scripture and prayer, morning and night. Derek and I have started reading together at night and that's really nice."

Did you get these patterns from anywhere?

• "Umm... the exercise pattern... I mean both of them I feel like I gained on my mission. Like, I did them before that, but mostly on my mission is really what put them into me. Um But with exercise also- Just before my mission when I was training to do half marathons and crap. Uh that got me in a routine. That was nice and I want to get back to."

Tell me about someone who has helped you transition or move past something important in your life?

• "Okay. Okay. Mmm there are many people. Uh. Well Derek has helped me transition away from anxiety. Um

• But I also think back to... when I first started um at BYU, in Wyview actually right there, I was super...uh... there's a lot of anxiety in my life... because making big changes in my life have always... I never realized that I had like anxiety and depression until I went on my mission and then I realized had those things for a really long time. (laugh)

• But, when I moved into Wyview it was a week before school started, I.. my sisters helped move me in.And I still remember literally that day, like I walked in my apartment and sat on the couch and my sisters helped put everything away, and like unpacked me. Because I was so stressed out and just like in shocked of what was happening. That I... there was no like... I was.. pretty depressed, but I didn't realize it back then. Um But they definitely helped me transition.

• Then talking to my mom everyday. Literally I emailed her everyday. Literally I emailed her everyday probably my first year of college. But um.Yeah but my sisters and my mom have helped me transition in a lot of things in my life."

What specifically did Derek do? Or specifically what others did to help with that?

• "Um. My sisters.. yeah helping me move in. They're always just very supportive, or everything I do. So I think that helps. Um Derek.. uh he's a very calm person, so it pulls my levels of anxiety back down. Um and he makes me laugh.. always, which keeps me calm. Uh.. And I think also a big part of any transition in my life when I have like physical like contact with people. Um I think that was one thing that was really hard for me on my mission was going from a job where I worked with so many guys and males going into my mission where I couldn't touch them. Cause I went from a Theatre life, to.. of hugging and touching everyone, to a life of I can't touch you. That's when I realized how much of a physical touch of a person I am. Um cause I connect with people better on that level and I understand them better. Um Yeah so physical touch also helps with Derek back to the whole love languages thing. It's also funny because he's not a touchy person, at all. But with me, he's like Oh You've changed everything and I'm like Yeah."

What was the defining moment or turning point in your life?

• "defining or turning point in my life... I think it was... I mean. Uh. There's a new one now, but ...before this whole meeting Derek, marriage thing, it was the week... well the day I decided to go that I needed to go on a mission... or that I realized I needed to go on a mission because I had had like for two years prior to the day I finally decided I had had impressions that I needed to go on a mission. but it was never something that I.... wanted to do, one. and two, ever felt like it was.. I never felt like it was something I needed to do right now. In my head I was like Oh I'll go on a couple's mission when I am older, ya know.
  
  Um. But then there was one day, Well in my last semester at byu. I...um I was literally halfway through the semester. I... Marianne had already talked to me about taking the job after i graduated as her assistant essentially. and so I had like all of these things lining up, perfectly. Yes, I'm gonna graduate, I'm gonna work here, and everything was just fitting perfectly. But there was something inside me that nothing felt right. And...um I....even though I was graduating and and doing all of these great things I felt like I was going nowhere with my life. And I was like this doesn't make sense. And I was like, uh so frustrated.
  
  But then I was reading a talk one night to help one of my friends with a.. a forum devotionally thing for theatre, that next day, and um... this was Logan. Did you meet Logan? Anywho..um.. he.. but yeah. I was reading this talk by Elder Holland called "The first great commandment." And In it, it says... He's telling the story of Peter and uh catching the fish with nets. And um,  it's in Elder Hollands words, and he said, in part of it, it says, um 'Peter if I wanted fish... I can get fish. What I need are disciples.' So that was the main line that hit me, like YOU need to go on a mission! (laugh) He has his fish! um... and so... yep.

• And then that next day, after I decided that that night, I still remember that  next day was the first snow of the season. and everyone was super depressed... and irritated with life. And I was like, "Life is great! I'm going on a mission!" It was one of the happiest days of my life. That was my turning point.

Tell me about someone outside your family

• I was having a depressing day. My friend, who was nice but I didn't know super well ran up and handed me a flower.
• 
  
• "Or I mean like people you meet on the mission. Okay there's one. There was this one day where um... it was toward the end of my mission... and once again a day that everything sucked and nothing was going according to plan and everything. And we were literally like walking around. It was right as the kids were getting out of school. and We were walking around this area, and I don't even know what to do right now, because everything is not working. And we were kind of just walking in this general area, and there were these two little girls that passed by us and said "HI", and I was like "Oh, hi" One of them stopped in her tracks and just stared at us and said, "Have you guys ever come to my house?" and I was like "I don't know." and she's like, "You guys should come to my house." and I was like, "Well, we don't know where you live." and she's like, "Well I'll show you" and I was like"Okay" it sound creepy but Okay. So she's like, just follow us. And so we started walking with these little girls, and we started talking with them. One was probably about 10, the one that started talking to us was probably about 10 and then other one was maybe 7. And we were asking them what their names were. and she was like, "Oh my name's miracle." (laugh) Literally a miracle.(laughs) I was like Okay.
• And Then as we started walking we were going to this area that we had been to MULTIPLE times, because we had a lot of less active members in the area. The farther she walked, I was like Oh my gosh, she's going to this house that we have been trying to get in contact with for a super long time. And she did, it was this less active member, that we had been trying to get in contact with, and it was her mom. Then we went up to the door and just chatted with them for a little bit. But I was like, your name was literally miracle. So, yeah. that was a big turning point."

My Story - focus on other people

Experts from "To the child who gets my little brother’s heart" by Jason Longhurst
https://medium.com/@jasonmlonghurst/to-the-child-who-gets-my-little-brother-s-heart-766d5fb209da

"Eric’s heart was the biggest part of him. He loved more than normal people. He seemed to have an extra portion of vitality and capacity to love than most of us have. Maybe he knew, somehow, that he wouldn’t have as much time as the rest of us, and he was determined to get as much living done as he could.

Eric loved life.

… He had a childlike optimism and tenaciousness when it came to family. He loved spending time together and enjoying each other’s company…

Eric loved people.

His teachers adored him, his friends worshipped him, and his family admired him. He knew how to push people to be their best, to encourage them to reach higher and think bigger. He was a light to everyone who knew him because they knew how much he cared.

Sometimes it is hard for you to love. People do stupid things. Sometimes you feel alone and without a friend to lean on. Eric loved others and it made them love him. Remember that your heart is his heart, and you can love everyone. Teach them to reach above the clouds by believing in them, and they will love you too…

Eric loved to win.

It might feel like losing is all you can expect from life, and winning isn’t in the cards. Remember that if you don’t play the game, you will never win. You have to love playing and winning enough to not be afraid of losing…

---

The rest of us are lucky too. He gave us something special, his love and memory. Everyone who met him or hears his story will carry that for life. He taught us that we can all love life, love people, and love winning a little more. Love is a part of him that all of us can share.

Inside each of us, his heart beats on."

      

A turning point in my life has revolved around service and finding time for people. Honestly I haven't diligently ministered as a should. Because I hardly knew two people I was assigned to, we met with them once and then I went on with the rest of my busy semester. I have not received new assignments and I regret this almost constantly. I have been doing better this semester- or trying to at least. Why am I focusing on this so much?- you might ask. When I first moved in I had very diligent and insightful home teachers. They truly were there for me and wanted to be helpful to me. They asked me what I wanted to discuss when we met, had me define my spirituality, and simply asked what I wanted to get out of this. Some of our first conversations were a bit surprising or uncomfortable as a thought they might be, but we were able to have gospel discussions about our lives, challenges, and struggles. I loved that about my first experience with Home teaching in college. 

I don't know when I started this big focus on other people. Sure my little brother's example sure inspires me everyday, and my older brothers challenge above for everyone to follow in his footsteps and share your heart also gives me a push and a boost. I think something that changed me though honestly, is when my ministering brothers never visited me this year. I have head ministering brethren assigned to me before, and the pattern for a while was to come on the last day of the month, but they still tried. Because I had that previous experience with my first ministering brothers I was able to tell them what I wanted from ministering that year. I wanted to have good conversations, share challenges maybe but I definitely didn't want it to be one sided. I wanted to hear about their life to, and treat our relationship like an honest friendship rather than a one sided interrogation. We are still pretty good friends, but since then my ministering brothers haven't tried to reach out once this year. It doesn't help that I hardly see them or even know who they are.

Because of these experiences, motivations I have been more focused on people. Although I was really busy earlier this semester, when I finally found time I wanted to connect with more people. Maybe this is selfish for me partially, because I want to 

DMP Key Texts

"Life is very brief as it is and what makes it truly special is the people we meet along the way and how we can impact their lives, hopefully in a positive way."

"Our decisions lead to turning points and our turning points determine whose lives we impact"

-https://www.linkedin.com/pulse/turning-points-life-how-important-your-decisions-paul-bolte

Why Be the Change?

It's good for you and the world. Our world is experiencing an empathy crisis. Every day we learn of racism, bullying, suicide, war and other forms of violence and oppression. For many of us, we're left feeling fearful and alone, wondering if we can make a difference. Be the Change Movement provides an immediate, easy and powerful way to make the world a better place.

By committing to do one intentional Act of Change per day in service of others, you are already creating ripples of kindness. As you share about your experience, you can challenge others to join you and inspire even more people through the gift of your hope and humanity. You'll immediately experience the fulfillment of making a difference and know that you matter.

Anyone can join the Movement by committing to be in service to others and the world.

-https://www.challengeday.org/

Be The Match

For the thousands of people diagnosed every year with life-threatening blood cancers like leukemia and lymphoma, a cure exists. Over the past 30 years Be The Match ® , operated by the National Marrow Donor Program ®  (NMDP), has managed the largest and most diverse marrow registry in the world. We work every day to save lives through transplant.

https://bethematch.org/about-us/

To the Child Who Gets my Little Brother's Heart
https://medium.com/@jasonmlonghurst/to-the-child-who-gets-my-little-brother-s-heart-766d5fb209da

Speak Digital Media Lesson

ENVIRONMENT LESSON

Lighting and Scenic

OBJECTIVE: Students will demonstrate their understanding of creating environment through lighting and scenic designs by creating a research collage and lighting image for a setting from “Speak” as a group.

UTAH THEATRE STANDARDS:

• Standard L2.T.CR.2: Conduct research to inform the design of sets, costumes, sound, and lighting for a dramatic production.
• Standard L2.T.CR.1: Develop imagination to create artistic ideas and work.

NATIONAL THEATRE STANDARDS:

• TH:Cr1.1.II.b. Understand and apply technology to design solutions for a drama/theatre work.
• TH:Cr1.1.III.a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.

PRIOR KNOWLEDGE/SKILLS:

• Students have read the book Speak by Laurie Halse Anderson
• Script Analysis Unit - Students know how to analyze a script, draw meaning, and create beats.
• Intermediate Drama Class

ESSENTIAL QUESTIONS:

• How do you create unique concept and artistic choices while still basing it in the text?
• How do theatre designers ideas transform and change to create a concept?
• Why do we need a scenic or lighting concept?
• How can you communicate a similar concept by representational or presentational theatre?
• How does a scenic/lighting design influence an actors choices?

MATERIAL:

• Computer Lab with access to the internet and powerpoint.
• Back up Plan: magazines, paper, for sketching out images and ideas
• Camera / Phones- for a camera
• Back up Plan: Keeping the students in the theatre to see other students work, or creating a cue for each group.
• A lighting instrument and Gel
• Lighting Console Patched to a rep plot in a theatre (like Nelke Theatre)
• With faders of basic lighting looks: cool/warm front light, cool/warm top light, cyc light w/ colors, pipe ends
• Back up Plan: A lighting instrument or a flashlight and Gel
• Environment Powerpoint

https://docs.google.com/presentation/d/1RxCW6PXMdpyQknD3zR1_zc6V6uQ8OBhg4pZsDvRmtsw/edit?usp=sharing

• Radium Girls Scenic Concept Example Powerpoint

https://docs.google.com/presentation/d/1jaAOdYVZVc_8kQy0BE_EiLlQjq2vRJGgR4F6-GGprBU/edit?usp=sharing

• Responsibility Labels document

https://drive.google.com/file/d/1oPWgh-0eJ_Xe68TnetcmLe3tkEOZWq0t/view?usp=sharing

• Set + light design worksheet

https://drive.google.com/file/d/10xgYrbYbufS7neE4ktISdQgSE7llH2R2/view?usp=sharing

BACK-UP: WITHOUT TECHNOLOGY OPTION

• Collage to Poster/Sketching
• If computer and/or the internet is unavailable, we will create picture collages from magazines and sketches of how we want the stage to look, and what gave us inspiration.
• Could use more writing to explain.
• Lighting Console- Flashlight and Gel
• If we are unable to use the theatre, or the lighting  board stops working we can create an image with light on the model with a single stage light we plug into the wall, option to use gel and gobo’s etc. We could also just put gel over flashlights to create different pictures.

BACK-UP: FOR DIVERSE LEARNERS

• When pairing students into groups find a group with a helpful and kind student to join a diverse learner to help explain instructions and gather ideas with them.
• If a parent or aid is available you could create a group with all the diverse learners. This could help create an atmosphere where the group can go at a slower pace and receive constant assistance and monitoring.

PART 1: HOOK

Before students come into class, arrange the desk/chairs into groups of three (3) around the room.  As students enter the room, hand them a piece of paper that says: Discussion Leader OR Scribe OR Spokesperson. Have the students find people who have been assigned a different responsibility.  Each group must have a Discussion Leader, Scribe, and Spokesperson. Then, have the groups sit in chairs in the pre-arranged areas.

• Step 1—Have the students find people who have been assigned a different responsibility.  Each group must have a Discussion Leader, Scribe, and Spokesperson. Then, have the groups sit in chairs in the pre-arranged areas.
• Step 2—Distribute the Set/Light Designer Worksheet.  Have each group discuss the first question (What is a set designer?), with each member of the group fulfilling his/her responsibility.
• The Discussion Leader conducts the discussion
• The Scribe notates the discussion
• The Spokesperson will present the group’s conclusions
• Give the students 3-5 minutes to discuss the question and come to a consensus.
• Step 3—Ask for a volunteer scribe to write the points on the board while each group presents their conclusions to the class.
• Step 4—Repeat steps 3 and 4 for each of the following questions:
• What are a set/light designer’s responsibilities?
• What traits, talents, and/or skills does a set/light designer need?
• Have a new scribe write on the board for each question.

PART 2: SCENIC / RESEARCH

LECTURE

• Pull up the Environment Powerpoint
• Presentational vs Representational
• Who has heard of Representational or presentational theatre before? Can you describe what it means?
• Definitions
• Representational: relating to or denoting art which aims to depict the physical appearance of things.
• Presentational: relating to the way in which something is presented to an audience.
• Little Women comparison: Can someone pick one of these images of Little Women and describe what aspects of the production looks representational or presentational?
• With a partner sitting next to you, for one minute discuss the basic steps a designer takes to create a design (going from the first day of getting their assignment to design).
• Come back together as a class and discuss basic steps the students came up with for a designer (lighting and scenic)
• Possible answers

1. Read the script
2. Research the Play
3. Analyze the Script
1. Place/Locale, Time Period, Mood, Themes
4. Stay true to the story/purpose

IDENTIFYING SETTINGS/ENVIRONMENT IN SPEAK

• Now that we have all read the book and are familiar with the story let’s talk about the different locations the story takes place. The Powerpoint slide says: “Analyze the Script: What are some locations / settings from Speak?” Have the students shout out a location while you write them on the board.

• School Hallway
• Bedroom
• Art Classroom
• Janitor’s closet she decorated
• Cafeteria
• Mom’s Clothing Store
• Gym
• Forest
• Party
• Kitchen

• Split the students into groups of 4-5 and have them choose a location they want to explore, discuss, and design today. I will put some questions on the board for your group to discuss about the location you have decided. Have a scribe write down part of your discussion and discoveries about this locale.
• How would you describe this place?
• What is the vibe or feeling of the room? How might you help create that?
• Who’s in this space normally? How comfortable are different characters in this space?
• What colors are you imagining in the space? What kind of lighting?
• What is an essential part of this space? What objects or furniture are essential to tell the story?
• Ask the students: If you were to design this room would it be representational or presentational? Talk about both and the benefits and drawbacks of each. You have 2 minutes to discuss this.
• Tell the students we are going to continue to use these locations throughout the lesson to create a few different things in our groups before we share with the class.

RESEARCH IMAGES

• For the next few minutes we are going to focus on the beginning of the scenic process with research images. After you have read the script and researched the story/play a bit, designers need a way to describe what they’re thinking for a design, so they use research photos.

• What is a research image? Are there different types of research images? What might they show?
• Completely realistic? Concept/idea focused? Colors? feeling?
• Show examples from powerpoint and discuss different types of research images:
• HISTORICAL
• How might historical research photos be helpful? What do these research photos describe or help explain for a designers concept?
• Historical photos can help you find a basic feeling and atmosphere from the time period and reality. Now let’s look at pictures to describe what you might feel and the atmosphere you want through an image.
• ATMOSPHERE / FEELING
• Can someone pic one of these pictures and describe what it makes you feel? Follow up: What part of the image makes you think that?
• The objects? colors? lighting? Shapes? Line? Balance? texture?
• DETAIL
• Why would these research images be helpful?
• Why do you want pictures of specific objects?
• Historical accuracy
• Important prop/set piece to the plot of a story
• LIGHTING / COLORS / MOOD
• Talk about lighting and what you can show for research images (without using stage lighting pictures) -connection to later in the lesson
• What mood/feeling does each picture help show? How does it influence an object and create a feeling more than just an object in my hand?
• As a group create a google doc or powerpoint that you share with each other. For the next 5 minutes you will start to gather some research images for your location in Speak. Focusing on scenic design gather images to help show the atmosphere and feeling of the room, details for the room and give some historical context.
• Find 1-2 images for each category: Historical, Atmosphere/Feeling, Detail, Lighting/Mood.

DESIGN CONCEPT

Bring the students back together. Now one of the next steps to creating a design concept is some words to describe it. Let’s talk about Design Concepts.

• Word or phrase
• Support the director's concept
• Design will be based on text and supported- helps tell the story.
• Show examples from Radium Girls Scenic Concept Examples
• What do these images help the designer show/describe? What part of a concept do you understand better with these images? How do the images and Design Concept/phrase relate?
• Choose an image from this concept and help describe to the class how it relates to the Design Concept and how it helps this scenic designer communicate something in multiple ways.

In your groups brainstorm some design concepts for your design. Come up with a few single words, and some phrases. (2-4 minutes)

Now in groups we are going to create a collage of research images and words to help present your scenic design ideas for a location/environment from “Speak”. Put together a design concept/phrase and some research images you have gathered to show your concept. You can add or substitute a few of your research images to help describe or relate to your concept better if needed.

RESEARCH COLLAGE (ASSESSMENT- Part 1)

• Instructions (on PPT slide)

1. Compile a total of 7-12 research images

• Historical, atmosphere, abstract, details, etc

2. Create A Design Concept/Idea

• A word or phrase to describe your concept

PART 3: LIGHTING

LECTURE

• Review Functions and Controllable Qualities of Light.
• Show examples of productions and discuss theatre productions using the terms we have learned to talk about it.
• Lighting fixture and Model
• shadows vs stairs (reflection off walls)
• natural vs fluorescent
• Assignment Description
• Lighting Board Explained

LIGHTING IMAGE (ASSESSMENT- Part 2)

• Class Instruction: Each group will have 5 minutes at the light board. There will be a model/dress form on stage. You will use the faders on the light board to help show and control the environment of the room you are designing.
• Here are some of the controls you have access to:
• Intensity (bright or dim)
• Either warm or cool light … or both
• Either top light or front light… or both
• You also have a few angles (pipe ends or coves)
• You can also change the color of the back wall
• Creating Lighting Images
• While not creating a picture with the light board you will be discussing different options for your pictures.
• What are the angles of light you want to use? Warm or Cool color? Talk about the space you are creating? What mood are you trying to show? Is there a color that helps the scene give a sense of place, feeling, etc?
• Set up with the students the order each group will come to the lightboard in. Let them know… when they are done they need to create a phrase or sentence to describe their design for this location (scenic and lighting)
• Therefore, when you are not brainstorming you lighting options or with me at the light board you should be creating that board and getting ready to show your work.

PART 4: SHARE

• Gallery Walk/Share: Have the students set up the things below on the computer screen or 2 computers right next to each other.
• Scenic Research Collage
• Picture of Lighting Design
• Sentence concept
• Now let's wander around the class to look at other groups artwork and designs.

RESOURCES:

• https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiAmNzOkungAhXFCTQIHaFnDpYQjxx6BAgBEAI&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F63754150947711974%2F&psig=AOvVaw37G5mMeKeo8JQhDhlZQYDi&ust=1551811463922372
• http://www3.northern.edu/wild/th100/chapt9.htm
• https://slideplayer.com/slide/6041400/
• http://tedb.byu.edu/?page_id=4192 (warm up/hook)