Teaching Children Part Two

[3guk]

Right following on from http://www.blue-room.org.uk/index.php?showtopic=7510

 

Im now this evening going to attempt a lantern types PDF. Same format ect !!

 

What would be best to put on it.

 

Looking for generics I think at the moment so :

 

Parcans

Fresnels 650watt 1kw

Sills

22/40s

Harmony PCs

Quartets

Source 4 Pars

 

Not sure if these are common not having tens of years of experiance !!

 

Anything else that I have missed out ??

[Darkfold]

Substitute the Harmony's for just generic PC lanterns with Harmony as an example. Explain what a PC lense does and how it works in general.

 

With Source4's, might be worth a mention that you can use 750W lamps in the aluminium reflector models but not in the cold mirror versions and that the light output is fantastic for the power they consume.

 

Good old parcans are still going strong. Give PAR safe's a mention and talk through what lamp number means what beam size.

 

22/40's are just one example of a zoomspot focus range (my Harmony's have 15/28). The selecon Pacific's deserve a particular mention for having really cool beams (as does the Source4 spot).

 

Cover the fresnel lense in general, as opposed to specific models like the Quartet (which also exists as a spot so sorry if thats the one you meant), as it is found all over the place and IMHO is one of the most useful lenses available. Also, this means that people who read this can look at any lantern with a fresnel lense and know what it does almost immediately.

[ChrisD]

quartets are available as profiles, fresnels and PCs I believe. We've certainly got Fs and Ps

[mac.calder]

Make sure you mention profiles as well as zoom profiles (one has 2 lenses, one has only one) There are also a number of different types of PC surfaces (pebble/convex, pyramid/convex etc)

[Darkfold]

Oops, almost forgot, floods need a mention in there ;)

[Stu]

for having really cool beams (as does the Source4 spot).

I personally wouldn't say a Source 4 has a really cool beam - you leave a 750w on for a minute or two and it's incredibly toasty compared to a Pacific.

 

Anyway, you might think about splitting up the lantern groups into age as well as psychical types.

 

So for instance

 

Profiles

 

Patt 23

Patt 263 and 264

T64

 

Harmony 12, 15/28, 22/40

Cantata 11/26, 18/32, 26/44

Cadenza

Sil 10, 15, 30, 40

 

S4

SL

Pacific

Altman Shakespeare

 

etc etc. The only reason I suggest this is obviously the older the lantern, the older technology and therefore, generally, the more primitve the technology. The above list is how I'd roughly group different types by similar year of releases, technology etc. Depends how interested you think they might be in the finer points.

 

But...

 

Don't be afraid to make them aware of older lanterns such as the Patt 23 and 123s as these are still quite common place in places younguns frequent (or even olduns!). And sometimes much better than the bits of kit that replaced them - For instance a Patt803 is no 123 IMO.

 

Stu

[3guk]

Just don't want to give em too much otherwise it doesnt sink in. I figured just little bits at a time and hopefully it will sink in !!

[paulears]

Been watching this thread develop.

 

Not sure what experience you actuallyhave of teaching, but it seems there is an awful lot here.

 

The important thing is NOT all the bells and whistles. What they need to know is all to do with features and benefits. The feature is meaningless and won't be remembered unless you are a kit junkie. What they will remember is what the benefit of the feature is.

 

So tell them about Augustin-Jean Fresnel, show them a fresnel lense and ask if they have seen it before - they will say lighthouse. Explain the steps, show them the soft edge, blend a couple together. Then do the same with a profile, let them try to blend two of those together - that way they will be able to use the focus on the fresnel and the lense knobs on the profiles. Then introduce a gobo and show how this only works in the profile. If you can stick them on stands, it makes it easier. Then add a third profile and stick primaries in them - then they can experiment with colour mixing - holding up fingers and seeing the coloured shadows. Then pop secondaries in and create primaries! If you can arrange 3 chs via dimmer, they can do cmy/rgb mixing.

 

PC's - well, sort of a halfway house, the subtleties may not be strong enough to make sense to newcomers. Maybe then bung in a flood for comparison, along with a PAR.

 

Don't under any citcumstances start to talk models and numbers. Apart from being extremely anoracky (don't know how to spell that), they will be instantly forgotten. Ask them to think of names - you'll get really weird ones that nearly describe them.

 

They are kids - so plenty of time to learn the correct ones later, if they are truly interested. Explain about round pin plugs, they may well have never seen them before. Mix up old and new kit - let them test them. Maybe make that bit into an exercise. two teams, each one has to put them into order for certain jobs. Think up a scenario that really dictates one type of lantern, see if they can find it. Get them to cut gel (until they cut one that fits!)

 

If you remember features and benefits they will remember more.

 

Rather boring, but linked to Maslow's Heirarchy of Needs. Do a google on that, because it is DULL, but sound theory on how people really 'learn'.

 

/Boring mode off

[charlyfarly]

*applause* Paulears! Make it practical and fun. I, along with many other people go into a catotonic state of boredom when people just start spouting what seem like random numbers after a while so Lord knows what it is like for a bunch of youngsters who have the attention span of a gnat!

I have always loved those 'Christmas Lectures' on TV given by some of the biggest brains in this country. Lots of 'amusing' demonstrations and straight to the point. Lovely!

;)

[Schultz]

I agree completely with Paulears. I was going to applaud too but got beaten to it by Charly.

 

I'd lay it out like this: fixture type, what's their main characteristic, how they behave, an example of a particular fixture. And as you go along describing them in turn, get the kids to test each one out. Try getting them to light the same situation with different fixtures: what's changed?

 

My layout would be:

 

No lens: Cyc light (little control, floods, etc.)

One fixed lens: PAR (fixed beam, soft edge, etc.)

One or more lenses, movable: PC (harder edge, beam width control, etc.)

Fresnel (softer edge, beam width control, etc.)

Profile, fixed beam (hard edge, fixed beam width,

can focus gobos or shutters, etc.)

Zoom profile (as above, but with beam width

control)

 

And, most important, translate this into an artistical choice: same situation, different lighting, wich do you like more? Point out that there are different ways to light the same scene, and there might very well not be a RIGHT one, just different ones that convey different feelings. Try lighting a volunteer from the top, back, front, sides, etc. Getting them to explore is the key.

 

I realise it might sound a bit high, but I've often met people in this line of work that knew everything there was to know of the technical side of things, but lacked any flair in their design: many technicians, few LDs, so to speak. You obviously don't want to push this too far with 14 year olds, but try getting them to experiment and they'll be happy. It's the difference between teaching a child about the history of painting and giving him paper and crayons.

 

Obviously all IMHO. Good luck!

 

Roberto

[3guk]

I always do loads of little workshops and to be honest with you they work very well. Its just a few other guys that teach would like something to teach from almost !!

 

And also some of the kids have asked where they can find out a little bit more !!

 

I wouldnt want to refer them to some hugely complecated spec with loads of irrelevant stuff in if all they want to do is learn about a few other lights off their own back !!

 

Thanks for all the suggestions so far !! Keep em coming !!

[KindredHyperion]

I reckon the most important thing to teach them, (as has been said here before) is to reinforce the basic types of fixture (and as a starting point drill it into their heads that they are lamps, not fixtures!), before going into specific models and stuff. As in, floods/cyclights, fresnels (make sure they pronounce it properly!), profile spots, parcans, etc. Then you could demonstrate what quality light each produces, and how they can be effectively used in a real-life situation.

 

Just some thoughts.

 

Adam

[Andrew C]

(and as a starting point drill it into their heads that they are lamps, not fixtures!),

Adam

<{POST_SNAPBACK}>

[pedant]No, they are lanterns, which have lamps in them![/pedant]

 

In TV-land lamps = bubbles

fixture = nasty Left Pond terminology

[zonino]

or a luminaire?

[mac.calder]

(and as a starting point drill it into their heads that they are lamps, not fixtures!),

Adam

<{POST_SNAPBACK}>

[pedant]No, they are lanterns, which have lamps in them![/pedant]

 

In TV-land lamps = bubbles

 

Or Australia.

 

I usually refer to fixtures being any lantern fixed in place - ie those House fixtures - when there are lanterns which I am given instructions stay exactly where they are to provide house lights... people get what I mean, even if I do get the odd funny look.