secondary art & design key stage 3 & 4

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1 secondary art & design key stage 3 & 4

2 This pack is designed as a starting point for curriculum-based activities for Art & Design students at Key Stage 3 & 4, providing ideas for lessons inspired by the set, costume and themes of Wicked. WICKED SET DESIGN You may want to use the Production Images for this exercise In theatre, design goes hand in hand with performance, sound, technical effects and lighting as a key device for telling the story. How we see the stage and the characters visually tells us as much about the world of the play as the dialogue does: the choices that the designers make can influence our opinions, reactions and experience of the whole production. The same play can be performed on a bare stage and on a complicated set. Decisions are made about where each scene should be set, the overall aesthetic of the production, about colour, texture, scenery and costume. The designer then may begin to sketch their responses to these conversations and so the set design begins. Class Discussion As a class, ask the students how designing for the theatre differs from other types of design, for example illustration or film design. They should think about what the designer may need to take into account when they are designing a set, such as budget constraints, scene changes, size of stage etc. 2

3 Group Discussion Using the production images provided, look at the Wicked set. What do you notice about the set? Does it look totally real, or has the designer used some abstract features to tell the story? What colour palette has the designer used? Look at the Cogs and Clocks motif which the set designer has used. Why do you think the designer has chosen to use this mechanical design detail in the show? Feed back your findings to the class. Activity 1: Mood boards Now ask students to create their own mood boards for one of the sets from the images. A mood board can a collage of images, colours and/or textures which make up the set. Activity 2: Creating Oz Each student should read the following [abridged] passage from Wicked, the novel by Gregory Maguire:... The Emerald City rose before them. The carriage passed through one of the northern gates. The Emerald City was not amused by itself, nor did it consider amusement a proper attitude for a city. Its high self-regard sprang up in public spaces, ceremonial squares, park and facades and reflecting pools. Off the boulevard on which they rode branched alleys, where shelves of tin and cardboard served as roods for the floods of indigents. The Palace rose in stepped-back fashion, a growth of domes and minarets, high flared buttresses in green marble, blue agate screens in recessed windows. Central and most prominent, the broad gentle-browed canopies of the pagoda lifted over the throne room, covered with hammered scaled of virgin gold, brilliant in the late afternoon gloom. Highlight sections of this passage which tell us something about what Oz looks and feels like. Sketch your own version of this Oz, as if it is a set on the stage. How would you capture both the sense of the streets, and the Palace in your design? What would you see in the background of your set? Would you use painted flats or 3D props & furniture? Remember the theatre stage is deep, so you can build up layers in your design and get perspective. Set and furniture can come from different places to land on stage: The FLY TOWER is above the stage, and set can be lowered from above The TRAP is under the stage, allowing piece of the set to come up through the floor At each side of the stage are the WINGS where set and furniture can be pulled or pushed onto the stage 3

4 WICKED COSTUME DESIGN You may want to refer to the Production Images & Set & Costume Images packs for this exercise In Wicked, the costume designer creates another world through their design the land of Oz. Everything about the costume design in the show is created to evoke this other world, and to tell us something about the character at that point in the story. Group Discussion In groups, look at these 4 characters, and refer to the original designs in the Costume Design Pack. Ask students to analyse the choices the designer has made. They should be looking at the colours, textures, fit and detail of the characters costumes. Do you notice any similarities between the characters costumes? Why do you think the designer made that choice? How are the costumes similar to clothes we might wear today? How are they different? What does their costume tell you about the character? What can you determine about the character s status, their personality, their background? Activity 1: Create a portrait Ask students to select 1 character from the images above. What do you think the character is feeling? Create a portrait of your chosen character. As well as capturing an individual s looks, portraits are a means of expressing personality, feelings, possessions, mood and status of a character. 4

5 Activity 2: Costume Analysis Each student should choose 1 costume and create a picture of it on a large sheet of paper (through collage, drawing or printing the image itself.) Analyse the costume, noting down anything that you can describe about the character from the costume alone, eg, circling the beading on Glinda s dress and saying she is sparkling, magical & rich. Colours & fabrics can suggest a lot about how we are meant to perceive a character. Activity 3: Costume Design Now look at these two pictures of Elphaba: In pairs or groups, write down as many differences as you can see between the images. How does the costume designer tell us what has changed about the character through the design? Now write down the similarities how has she kept an element of that character in the final design? Working on their own, students should choose a character from a book, story or film that you know well. How does that character change through the story? Design 2 costumes for them, one for them at the beginning of the story, and 1 at the end. If students aren t sure who to draw, they might want to think about a super hero story for a transformation! Make sure you maintain an element of the original character through the costume choices you make, just like Wicked s costume designer has. Activity 4: Costume Collage Once students have designed the costume, they can create a collage of the design using the different fabrics they would choose to make this. Students may want to go to a local haberdashers to find offcuts of fabric they would choose, or select from the schools store, or from what they can find at home. They can add these pieces to the edge of their costume design sketches. If time and skill allows, students can create the costume itself in miniature. 5

6 Activity 5: Make a Hat In Oz, hats play an important part in the creation of the costumes and the look of the characters. Choose a character and create a new hat for them to wear which really fits on your head. Remember that with each decision you make, for example about shape, fabric, colour, you should think about why that is the right choice for that character. Activity 6: Campaigning In Wicked, the Animals are persecuted and lose their rights. Design and print or dye a piece of fabric to make into a scarf or tie that gives the animals of Oz a common identity and that they could use to promote their cause. You could also create banners, posters and placards for an Oz Animals Rights Campaign. 6

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