Week 1: Content and ISTE Standards

Hello all!

My name is Ethan Albala, and I am currently working as the Director of Theatre Arts and Choral Music, and the Performing Arts Department Chair at Weston Ranch High School in Stockton, CA. My current professional goals are to grow the Performing Arts department at my site to reach more students and larger audiences through our diverse program offerings. In addition to my work at WRHS, I also work as a freelance lighting designer for local theatre productions, and strive to grow my skillset as a professional in that area as well.

My future career goals change often, as my interests and skills develop further in my profession. However, the one goal that has been on the top of my list for a long time is to teach Theatre at the College level, whether it be community college or a 4-year institution. I feel a particular calling towards pre-professional work, with the goal of giving the students the practical skills and hands-on experience to be able to enter the professional world with confidence, and a robust portfolio of work. 

On the topic of using industry-standard technology to create set design for theatre projects; Innovative Designer indicator 4b asks students to select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. Students in a High School Technical Theatre class could address the CA Arts Standard Prof.TH:Cr1.c by exploring the impact of technical theatre elements on design choices in a drama/theatre work. Students could use the 3D rendering software program "SketchUp" to create original set designs for the play or musical that is rehearsing presently. 

By designing a set for a play currently in rehearsal, students would be able to observe the theatre-making process and see how their designs impact the effectiveness of the overall storytelling. Problem-solving with the director and students in the production would give the tech theatre students insight on what the staging demands are, and how theatre conventions would impose constraints on their design work. For example, when designing a house, the tech students must consider how one wall would be "open" so that they audience is able to see the action happening on stage. Students would also be able to explore creating more representational scenic elements, and how to create an effective design that conveys the specific location, time period, and style of the play. Using the SketchUp 3D rendering software would allow students to interact with their designs in real-time, and provide practice (in a safe space) using software that is standard in professional settings.

After reading Kolb’s Triple E Framework, I am inspired to use a few different instructional strategies when teaching the lesson described above. In the Engagement component of the framework, I would model navigation of the software "SketchUp", as the program does have a learning curve when it comes to understanding the user interface. I would also utilize the Turn and Teach strategy from the Enhancement component, as I have noticed that some students get comfortable with the software faster than others, and utilizing my student's strengths in this area to help other students learn is a great way to make sure everyone stays on track. And regarding the Extension component of Kolb's framework; by creating set designs for an active production, students are able to engage in real world issues and investigate how their designs work in real-time. Students will also be responsible for editing their designs to fit the specific demands of the production. This can be accomplished by engaging in authentic discourse with others, as students cannot effectively edit their designs without input from the other departments and collaborators on the theatre project.