Lighting Demonstration and Education

[noise]

Hi

 

A local school we supply to has asked us to come and do a demonstration and talk on lighting and the technical side of theatre.

 

Any had previous experience of this, with any suggestions on what/what not to include and format? We can decide if have one large group for the afternoon, or smaller groups for shorter sessions...

 

Thanks

[Aaron-Hill07]

I've not done it myself in that situation but have done similar things and have also been on the recieving end of talks like that.

 

The best way of going about things is doing everything physically. I'd say, turn up with various fixtures, dimmers and accessories and set them up. Make sure you have everything like an ETC S4 Jnr but have that with a gobo holder with gobos (various gobos that can show how varied they can be), Irises and simply let people play witn them. The best way for people to learn how to use shutters for example, is to simply sit there and push the shutters about to understand exactly how they work.

 

You're best of doing everything at ground level but focussing at a cyc or a wall to show off difference between beam effects, focussing qualities etc.

 

Another good one to demonstrate is different lighting angles and how you can use them to create certain effects. Obviously you may need stuff setup in an actual rig to do this, but I can't imagine that being too much of an issue.

 

I've been to a few theatre open day type things where they do very similar things to this and in the past, they've always done a demonstration of everything coming together. For example, one year the LD setup and programmed a show to a song from a show and also got some actors to perform. This puts everything they've seen and learnt into context and helps ot summarise everything up. Try to use lots of colours, gobos, different angles etc; mainly to keep the kids from getting too bored of plain white light and also to show off what can be done.

 

The problem with schools are that they see moving heads etc on big gigs and think that's what you need for everything. In my opinion anyway, thats why we always get 'moving heads in schools' posts on here because that's all kids are usually used to seeing! But actually, you can usually get much more out of a generic rig, simply used to it's best.

 

I personally think smaller groups would be best as you can generally get a bit more hands on and also you can tailor it to specific groups. What you may find is that one group are so un-interested you can just rattle through things; but at the same time there may be a group that ask lots of questions etc and get really stuck in which then means you may be able to put a few more tasks in and use your time to be more effective.

 

 

 

Hardest thing with kids is to keep their attention so as I've said; I'd keep it hands on, colourful, not too detailed or in depth and try to keep your actual talking as animated as possible. Let them run the session and you just be there to help.. if they're interested in something, they'll ask or they'll have a play about with it themselves.

 

Hope that's some use

 

Aaron

[kerry davies]

Small groups, shorter sessions, much repetition, use stands not the grid, colour mixing (RGB), uplight, downlight, footlight, key light, overhead, sidelight, gobo, iris etc. Let them play with the desk when mixing, explore use of basic colour to enhance/change mood. Simple stuff and engage with questions which allow show not tell answers.

 

I used to start off by storytelling with candles on a darkened stage a la caveman to show how different lighting angles altered perception. It got them engaged in something completely different to a "lesson" atmosphere.

 

Have fun yourself and you have half a chance of making it fun for them. The age and maturity of the groups make the biggest difference to delivery but it can always be educational and entertaining at the same time.

 

To allow individuals to play with lanterns, goboes etc you need more time and the "explain, show, practice" procedure means that not a lot can be covered in the relatively short time that you have for an introductory lesson.

[Junior8]

Unless you can get them in small groups allowed to actually touch the gear and a decent blackout - don't do it.

 

What I would do is this. In the period before you are coming in get the school to organize time for the children to improvise a little piece of drama or dance in their groups ready for when the 'technical people are coming in to see us' - make sure they are given a set area size to work in. Then before your visit put together some little kits consisting of a stand tee-bar a couple of lanterns all the bolts chains cables and something like a Pulsar Mini-Pack. Then when you get in tell the kids they are going to do some lighting for each others work. Introduce them to all the equipment stacked on the floor and tell them to put it all together. They will do this in about three minutes if my past experience is anything to go by. Then you check it all over before they are allowed to switch on. Once they've learned how to make it work - another two minutes - you can then sit them down and go through a few rules as well as explaining briefly things like safety precautions.

 

Then introduce some pre-cut colours and a few more basic things and put them to light each others work! This will fill an afternoon very well, they'll learn a few basics (most important not to be frightened of the equipment and how simple it all really is) but most crucially not to view technology in isolation from art . Girls will also prove as adept as boys to their own satisfaction and will use the equipment far more fluidly and intuitively too if past experience is anything to go by.

 

I did this as an introductory unit every year for years up to 1997 with secondary year 6 and it worked like a treat. Of course it may not be allowed now.

[Munro]

I used to start off by storytelling with candles on a darkened stage a la caveman to show how different lighting angles altered perception. It got them engaged in something completely different to a "lesson" atmosphere.

 

Thats a brilliant idea!

 

I might borrow that idea if you don't mind?!

 

JM

[gordontech]

I've got an old powerpoint I used from when I was doing 12-15 year olds for much the same thing. They wanted a full day rather then just a taster but if you want it give me a shout.

 

 

 

G

 

I used to start off by storytelling with candles on a darkened stage a la caveman to show how different lighting angles altered perception. It got them engaged in something completely different to a "lesson" atmosphere.

 

Thats a brilliant idea!

 

I might borrow that idea if you don't mind?!

 

JM

[noise]

Hi guys - may thanks for all your help and advice!