Design a Stage Set from a Book
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Design a Stage Set from a Book

Grade 4English1 days
In this project, fourth-grade students engaged in designing a theatrical stage set based on the setting of a book, integrating English Language Arts and creativity. Students began by selecting a book and identifying key details about its setting, which they then translated into initial 2D set design sketches. They further developed their ideas into a 3D model that captured the essence of the book's setting, reflecting how it influences characters' actions and emotions. The project concluded with students presenting their designs and explaining their creative process and decisions, building on their skills in oral communication and textual analysis.
Theatrical DesignBook Setting3D ModelCreative ProcessTextual AnalysisFourth GradeStorytelling
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a theatrical set that captures the essence of a book's setting and enhances the storytelling by influencing characters' actions and emotions?

Essential Questions

Supporting questions that break down major concepts.
  • How does the setting of a story influence the characters' actions and emotions?
  • In what ways can physical set design enhance the storytelling process in a theatrical play?
  • What specific details from the text are important to include when designing a theatrical set for a story?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and describe a setting in depth using specific textual evidence.
  • Students will create a detailed theatrical set design based on a book's setting, demonstrating their understanding of how setting influences characters.
  • Students will present their set design process and final product, explaining the choices made and textual details incorporated.
  • Students will brainstorm and explore various creative approaches to theatrical set design.

Common Core Standards

4.RC.L.5b
Primary
Describe a character, setting, or event in depth in stories and plays, drawing on specific details in the texts (e.g., a character’s thoughts, words, or actions).Reason: The project requires students to deeply understand the settings of a story, as they will use this information to design a theatrical set, drawing on specific details from the text.
4.RL.9
Secondary
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.Reason: Students may compare and contrast different cultural interpretations of settings in stories while designing their theatrical set.
4.SL.4
Supporting
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.Reason: Presenting the theatrical set design will require students to report on their design process, highlighting specific details from the text used in their set.

National Core Arts Standards

4.VA:Cr1.1
Primary
Brainstorm multiple approaches to a creative art or design problem.Reason: The project involves brainstorming creative approaches to translating textual settings into physical set designs.

Entry Events

Events that will be used to introduce the project to students

Book-to-Stage Mashup

Students watch a short and exciting mashup of stage adaptations of beloved children's books. After viewing, they must discuss which transformation was most compelling and why, focusing on how different elements of the setting were communicated on stage.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Blueprint Brainstorm

Students will now take the setting details they've gathered and brainstorm how to translate these elements into a theatrical set design blueprint.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the list of setting characteristics compiled from the book.
2. Sketch initial ideas for the set design focusing on how the setting influences the characters' actions and emotions.
3. Consider different artistic elements (color, texture, scale) that could be used to represent these setting details.

Final Product

What students will submit as the final product of the activityA preliminary set design sketch.

Alignment

How this activity aligns with the learning objectives & standards4.VA:Cr1.1: Brainstorm multiple approaches to a creative design problem.
Activity 2

3D Model Magic

Taking their 2D sketches to the next level, students will construct a three-dimensional model of their set design that captures the essence of the book's setting.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather materials such as cardboard, clay, fabric, and other art supplies.
2. Build a three-dimensional model based on the preliminary sketch.
3. Refine the model to include all key features of the setting as identified in step one and brainstorm session.

Final Product

What students will submit as the final product of the activityA 3D model of the set design based on the book's setting.

Alignment

How this activity aligns with the learning objectives & standards4.RC.L.5b: Describe a setting in depth using details from the text. 4.VA:Cr1.1: Brainstorm approaches to design problems.
Activity 3

Designers' Showcase

In the final showcase, students will present their complete set design to the class, explaining how textual evidence was used and the design decisions made throughout the process.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Prepare a presentation detailing the design process, including note-taking, sketching, model building, and rehearsals.
2. Present the 3D model and explain how it embodies the book's setting and contributes to storytelling.
3. Answer audience questions about design choices and textual influences.

Final Product

What students will submit as the final product of the activityA presentation and Q&A session about the set design process and final model.

Alignment

How this activity aligns with the learning objectives & standards4.RC.L.5b, 4.SL.4: Report on a topic with descriptions and details.
Activity 4

Setting Snoop Hunt

In this activity, students will become detectives and dive into their chosen book to unearth specific details about the setting. This will kickstart their understanding of how to translate descriptions into visual elements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a book for the set design project.
2. Read excerpts of the book that heavily describe the setting.
3. Take notes on specific details mentioned about the setting such as time of day, weather, architecture, and landscape.

Final Product

What students will submit as the final product of the activityA detailed list of setting characteristics from the book.

Alignment

How this activity aligns with the learning objectives & standards4.RC.L.5b: Describe settings drawing on specific details in the text.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Theatrical Set Design Assessment Rubric

Category 1

Understanding of Textual Setting

Evaluation of students' ability to identify and describe the setting using specific details from the text.
Criterion 1

Detailed Identification

Ability to identify and elaborate on specific textual details about the setting.

Exemplary
4 Points

Identifies multiple, detailed setting elements using precise textual evidence and provides deep insight into their significance.

Proficient
3 Points

Identifies several setting elements with adequate textual evidence, showing clear understanding of their significance.

Developing
2 Points

Identifies some setting elements with partial evidence and shows limited understanding of their significance.

Beginning
1 Points

Struggles to identify setting elements or provides incomplete textual evidence.

Category 2

Creative Set Design

Assessment of students' ability to creatively transform textual elements into visual set design.
Criterion 1

Artistic Interpretation

The creativity and effectiveness in translating textual setting into a visual design.

Exemplary
4 Points

Demonstrates innovative and thoughtful translation of textual setting into creative set design with exceptional attention to artistic detail.

Proficient
3 Points

Illustrates a clear and creative translation of setting into set design with good artistic detail.

Developing
2 Points

Shows some translation of setting into set design with basic artistic detail.

Beginning
1 Points

Has difficulty in translating textual setting into set design; missing or unclear artistic elements.

Criterion 2

Model Construction

Evaluation of students' craftsmanship and execution in building the 3D model.

Exemplary
4 Points

The 3D model is expertly crafted, incorporating detailed elements that vividly portray the setting.

Proficient
3 Points

The 3D model is well-constructed and effectively portrays the setting with necessary details.

Developing
2 Points

The 3D model is adequately constructed but lacks some details that portray the setting effectively.

Beginning
1 Points

The 3D model lacks clear construction and necessary details to portray the setting.

Category 3

Presentation Skills

Assessment of students' ability to effectively communicate their design process and final product.
Criterion 1

Oral Communication

Clarity and effectiveness of verbal explanations and responses during the presentation and Q&A session.

Exemplary
4 Points

Communicates ideas clearly and persuasively with excellent use of textual evidence and thorough responses during Q&A.

Proficient
3 Points

Communicates ideas clearly with good use of textual evidence, addressing most questions effectively during Q&A.

Developing
2 Points

Communicates ideas with some clarity but uses limited textual evidence; responses during Q&A are partially effective.

Beginning
1 Points

Struggles to communicate ideas clearly; minimal use of textual evidence and ineffective responses during Q&A.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how the process of designing a theatrical set based on a book's setting has deepened your understanding of the role of setting in storytelling.

Text
Required
Question 2

How effective do you feel the physical set design was in enhancing the storytelling process of the book you selected?

Scale
Required
Question 3

Which part of the set design process did you find most challenging and how did you overcome it?

Multiple choice
Required
Options
Sketching initial ideas
Building the 3D model
Presenting the final model
Translating textual details into visual elements
Question 4

In what ways did collaborating with your peers on the set design project enhance your learning experience?

Text
Optional
Question 5

Reflect on one specific way you could improve your set design if given the opportunity to do the project again.

Text
Optional