LCC THEATRE DESIGN AND PRODUCTION WCAG 2
Interviewee – Clare Dunkley. Programme Manager, Theatre Design & Production (SPEAKING) / Jeremy. Student, Theatre Design & Production (SPEAKING).
Music – A soft, uplifting acoustic guitar melody plays.
Scenery – A learner leans over a worktop while painting on a white board, focusing intensely. Her hair has streaks of white, purple and blue and she wears a brown apron. The camera cuts to a student with blonde hair looking at her reflection in a large bulb-lit mirror; she paints wrinkles on her forehead with a thin brush. In the background, learners use individual mirrored workstations. The camera cuts and pans to a woman with long reddish-brown hair, wearing a clear PPE face guard and holding a black mannequin as a learner downward pulls a line of orange tape from its bodice. The camera cuts to the woman previously mentioned, in a pale blue dressing room. She has long hair, a fair complexion with peachy undertones, and she wears all black. In the background is a workstation with a bulb-lit mirror and a sewing machine to its front. A miniature brown building with a pale blue facade and red cross is also visible.
Music – The gentle melody continues. Soft strings add to the uplifting feel.
Speaker: Clare Dunkley – “Hi, I’m Clare Dunkley, and I’m the Programme Manager for our backstage courses, Theatre Design and Production, at the School of Creative Arts here at Leeds City College. Our Theatre Design and Production department specialises in subjects…”
Scenery – The camera zooms out for a profile view of three iMac computers on a long black worktop with two learners working on them. A tutor wearing an orange face mask stands behind them and points to the screen of a third learner who is mostly hidden behind the others. In the middle, a learner with black, thick-framed glasses rests his chin on his hand as he moves and clicks the mouse. The camera cuts to a close-up of a learner in a dark backstage environment, wearing a large black headset with a microphone. She looks up and smiles. The camera cuts back to Clare, she speaks with a soft Yorkshire accent.
Music – The gentle melody continues.
Speaker: Clare Dunkley – “Such as lighting, sound, stage management, video, along with costume, wigs, make up and set and props…”
Scenery – As Clare speaks, the camera zooms to two people standing in an electric scaffold lift, in front of a large screen and lighting system. They wear white hard hats and are obscured by light and text from a projector image. A tutor lifts a stage light and passes it to the learner on his right. The camera cuts to a dark close-up of a pale hand hovering over an open folder showing an image of a spot lit stage and notes. A desk light casts a warm glow over the pages and a black audio processing unit is placed to the right. The camera cuts to the profile of a student with dark blonde hair in a loose ponytail leaning into a bright bulb-lit mirror, painting her eyebrows with a thin brush. In the background, other learners sit on individual mirrored stations applying make-up, and a woman in the background wears a full-face clear PPE guard. The camera flashes to four trays of make-up paint pots, with rows of individual colours from left to right that include shades of blue, white, red, pink, grey and peach. The camera cuts back to Clare.
Speaker: Clare Dunkley – “Leeds has a wealth of performance and theatre organisations such as Opera North, Howard Assembly Rooms, Leeds Playhouse… There’s so many, it’s just such a thriving city. Erm…”
Scenery – As Clare speaks, the camera cuts to a dark, close-up shot of black cables being held by a pale hand. It slowly zooms out to reveal a man backlit with a warm white light, with short grey hair and a black face mask. He winds and packs away the cables into a circle. He wears a black jacket that has an orange logo and text that reads A.C Entertainment Technologies Ltd. The camera cuts to three learners all wearing hard hats and black jackets with School of Creative Arts and A.C Entertainment Technologies Ltd branding. They stand on a black stage, in front of a screen and metal scaffolding and pack away black cables. A man with grey hair stands in the forefront, facing the learners with his back to the camera.
Speaker: Clare Dunkley – “We’re really lucky to be situated on the doorstep of Leeds Playhouse and Northern Ballet, erm, we’ve also got really strong links with Leeds Youth Opera, Dance Studio Leeds and Red Ladder Theatre Company…”
Scenery – Cuts to a hand using a red-dipped paint brush to carefully paint text on a white board. Flecks of white and red paint cover the fingers and knuckles. The camera cuts to a wider shot of the same hand continuing to paint the red text, now showing a stencil that includes the word “room”. The work surface is covered in paint splashes and lines, and there are two pots, tissue and a pen by the board. The camera cuts to the back of a learner’s head and shoulders as he pins darts to an in-progress piece of clothing with creamy white fabric. He has short, textured brown hair. The camera cuts to a close up of him pinning orange dress tape to a black mannequin with a glossy mahogany top. His pink-toned, fair forearm has a winding black and white tattoo of film roll. The camera cuts back to Clare. Her face is expressive as she speaks.
Speaker: Clare Dunkley – “We hope that all our learners, when they’re studying with us, will achieve their end goal qualification. And really, are confident in their chosen skill area so eventually they can go on to…”
Scenery – The camera cuts and rises up the mirror reflection of a learner patting above her brow. She has dark red hair, pale skin with a rosy undertone and has painted deep, exaggerated wrinkles and contouring to her forehead, nose and mouth for a witch-like look. The camera cuts and sweeps down a large sketch-book with a black-and-white face chart showing a wrinkled, contoured make-up design with notes. The camera cuts back to Clare in the dressing room.
Music – The gentle melody continues.
Speaker: Clare Dunkley – “The next step of their education- whether that be higher education or out into the wor-big wide world of work or even an apprenticeship…”
Scenery – A masculine voice begins as the camera cuts to a close-up of an industry-standard lighting control-desk with a large digital screen. A pale hand with a black sleeve pushes up a fader.
Speaker: Jeremy – “My name is Jeremy…”
Scenery – The camera cuts to a dark room lit with soft pink lights that focus on a large mixing desk in the background. A man wearing a black cap, clear framed round glasses and a black jacket with Leeds City College and A.C Entertainment Ltd branding. He has a deep brown complexion with red undertones.
Speaker: Jeremy – “And I’m studying Theatre Design and Production at Leeds City College…”
Scenery – The camera cuts to a close profile of Jeremy in a light room as he focuses intently on a screen, then smiles. His glasses show the reflection of a screen and control desk with bright LED lights. The camera cuts to the profile of a student with long dark blonde hair and thick black-framed glasses in a dark room. She is focusing on something off-screen, and smiles softly. The camera cuts back to Jeremy. He has a soft Yorkshire accent.
Speaker: Jeremy – “My advice, erm, for someone who is applying for Theatre Design and Production is that, erm, you should go for it – it’s a really good course. Erm, the equipment here is really good, erm, make some good connections in the industry…”
Scenery – Cut to an over-the-shoulder view of Jeremy behind a sound mixing/control desk. Red lights shine on him and the desk, and his hands rest on multiple faders as he smiles. The camera cuts to the previously mentioned learner as she sits at a digital control panel with a large screen. To her front is an additional monitor; there’s another to her left. She turns and laughs with someone off-screen, before turning back around.
Music – The gentle melody continues.
Speaker: Jeremy – “The course is sponsored by A.C Entertainment who have supplied all the equipment, erm, in the theatre…”
Scenery – Cut to a close-up of Jeremy’s hands as he slides a fader up the large mixing desk. The camera flashes to Jeremey’s pointed finger as he navigates and adjusts light colour on a digital touchscreen, on a lighting control desk. The camera flashes to three large monitor screens. In the centre, the monitor screen shows multiple device views for a projection image. The camera cuts back to Jeremy in the theatre studio.
Speaker: Jeremy – “Um, one of my favourite pieces of equipment is the um, Allen and Heath C3500. Erm, it’s a really, really nice desk erm, that we’re using and, erm, we’re currently running sound through Dante which allows us to run all our audio on , erm, a network so, it’s minimal cable runs and…”
Scenery – Cut to an overhead shot of a tutor guiding a learner who is using an iMac to run stage lighting software. The camera cuts to a close-up of them, now focusing on the monitor. On the left part of the screen, four mini in-program windows branch off from a main source window. The tutor points his index finger at the mini-windows as a larger window to the right, plays vibrant colours in a wave motion.
Speaker: Jeremy – “Erm, you can decide where you want to see and send different audio on different pieces of software.”
Scenery – A learner wearing a white hard hat and jacket with School of Creative Arts and A.C Entertainment logos, walks forward in parallel to a lighting truss. He lifts a spotlight and hooks it on. The camera cuts to a learner approaching and adjusting a standing stage spotlight. He wears black framed glasses and a sleek black helmet.
Speaker: Clare Dunkley – “Our students get a real taste of what it’s like to work outside in the industry, working backstage on productions…”
Scenery – The camera cuts and zooms out as a student puts on a pair of black headphones with a microphone attachment. She looks down at the pages of an open ring binder, then smiles. The camera cuts back to Clare.
Speaker: Clare Dunkley – “So for example when we run assessments, the student’s exam is working on a live theatre production, whether that be an internal piece or working with an external company who might come in, erm, into our space. Or we might go out onto location an-and support them with their performance at their chosen venue…”
Scenery – A student wearing a white hard-hat ducks and comes out from under a lighting truss. He reaches for a cluster of cables on the metal frame. Cut to a close-up of his hands as he uses a carabiner to fix two together. The camera cuts and zooms out to the profile of two learners as they roll large cables to pack away. As the camera zooms out further, a third student comes into view. They work on a dark stage lit by a row of blue lights, with warm white lights above.
Speaker: Clare Dunkley – “Students will be given a brief, they will take part in production meetings, they will respond to the brief, they will come up with designs and concepts, they will experiment with ideas. And students eventually will work then on the production…”
Scenery – Cuts to a close-up of a learner wearing a white hard hat, ducking under the frame of a scaffold lift. The camera cuts to a wider shot of the student, now accompanied by a tutor who is managing the control box. They are on a dark stage with a School of the Creative Art logo projected on a screen behind. The camera cuts back to Clare.
Speaker: Clare Dunkley – “Whether that be operating lights and sound for example, or working in the wardrobe department – so in the dressing room and supporting the performers. Or building the set and props for example.”
Scenery – Cut to a close up of a learner’s pale, pink-toned hand holding a sound/light planning document. As the camera zooms further out, Jeremy becomes visible. They stand with their backs towards the camera, in front of a large switch-board-like set up of light and audio controls. The camera cuts to Jeremy turning on individual audio-processing units on a large vertical sound rack. The film cuts to a solid red screen with a white logo in the centre that reads “School of Creative Arts, Leeds City College”.
Music – The uplifting, guitar-based instrumental fades to silence.
