ENT 4410 Technical Direction Spring 2018

Class, we will be taking a field trip to visit the Yale School of Drama on Friday, May 4th. This will be a great opportunity to see behind the scenes at a few shows, tour their shops, and talk to current YSD students and faculty about their program and opportunities to continue your studies beyond CityTech. We will go over more details as we get closer to the travel day, but there is some information I can share with you now.

The trip will take the whole day. We will be taking the 11:34am train out of Grand Central to New Haven, then spending the afternoon (2pm-6pm) on campus. For the return trip we will be taking the 6:45pm train from New Haven to Grand Central, arriving at 8:46pm. The cost of a round-trip ticket is $35.50. Please start making schedule arrangements now to be able go on this trip. If the cost of the ticket is an issue for anybody, you can see me privately to discuss it and we’ll figure out a solution.

Before the trip, you all need to complete a Title IX online training course. If you have not already done so, the training is available here: https://platform.everfi.net/new_registration?reg_code=2b2aca7a Hit ‘Next’ on that page and complete Part A. When you have finished it, take a screen shot and send it to me so I can submit it with the paperwork. If you have already completed the training for a field trip in another class, let me know.

You can learn more about YSD at their website https://drama.yale.edu/  One of our recent graduates, Irene Iarochevitch, is currently a student there, and John Huntington and I both graduated from there, so if you have questions you can ask us as well.

Good work getting a lot of testing done today. We’ve still got a ways to go on this project, but are making progress. There are two items you should write up and bring in on Monday, March 19th:

1. Write a summary email explaining the results of your test, which bracing method you are choosing, and why. Imagine that you are explaining your decision to Sue and write accordingly.
2. Write a 2-page, single-spaced reflection of what you learned from the test today. It could be what you learned about testing, about jack braces, about work calls – anything. Be sure to answer the description, analysis and application questions that we have been considering all semester, and be sure to explain how you will use what you learned on your next project/assignment/job/whatever.

Team 1: Rinaldis Movers: Time = 8 Mins Left / Spent = $8.36

Team 2: We Move Stuff: Time = 9 Mins Left / Spent = $6.75

Team 3: Non Labeled: Time = 8 Mins Left / Spent = $10.74

Team 4: Ship’n & Truck’n: 7.5 Mins Left / Spent = $4.23

Team 5: From Here to There: 4 Mins Left / Spent = $4.24

Most Important Problem:

-How big is the bread.

-Cost efficiency.

-Instructions simple and effective.

-Tools and materials.

Looking Back:

-No one would change their problem definition.

-Time spent making instructions.

-Left little things out while focusing more on the bigger issue.

-What is necessary and what isn’t.

Disagreements:

-Minor misunderstandings.

-Instructions not read clearly.

-Tested out spoon vs. knife.

ANALYSIS

Same As The Real Thing:

-Time and cost fitting things into truck

-How much forgetting 1 or 2 things can cost you

-Cost time and money to resend but having to do what you can do with what you have.

-Communication protocol.

Different From The Real Thing:

-Safety wasn’t a big concern.

-Another person to presentation and assembly.

-Unlimited labor for free.

-The truck wasn’t real.

-Damages.

-Transporting for long distances.

-Didn’t have a client or designer.

-Sometimes there is a representative from the shop at the theater.

APPLICATION

What Did You Learn:

-Kept telling us to assume that a robot isn’t reading the instructions but assume they’ve never made a sandwich.

-Drawings and instructions vary by crews.

-Shared resources, keeping a tight loop of people and feedback. Efficiency to keep in mind.

-We were working to a common goal.

-Working outside your comfort zone.

-Simple made it less stressful, were in a real production small mistakes can set everyone back.

Sketch Presentation AKA 1st check-in

• Each group went around and presented their approach/sketch of the problem
• We have an open calendar in terms of other shows happening at the same time.
• We have have free-reign over molding material
• By the same token we have different approaches toward curving the molding
• Different type of jack options
  • normal jacks,
  • arbor jacks,
  • inverted jacks,
  • pipe bracing/reinforcing,
  • rigging point
• Discussed different methods for flat construction
  • Standard Hollywood construction
  • Stud wall construction
  • Curved flats
  • Sound muffling materials
• Flat breakups vary by group.

Creating a Calendar

• Have intermediate goals
• Deadlines for builds
• Have realistic/ practical expectations for goals
• Have checkpoints that can be checked off as the build takes place.

Prototyping

• We want to tackle the hardest part of prototyping first, and know exactly what we want to have answers to.
• Try and figure out the hard parts/ parts that have the greatest impact on the technical design and do those first as the build depends on them.
• Create a plan for prototyping our own projects.

Prototype Calendar 

• Next class session we will discuss “How we know what we know” and “how we can go about prototyping based on that knowledge.”
• March 14- Jack-Door prototype demonstration
• March 21- Curved flats/ molding demonstration

Earlier in Class:
(Problem 2 Re-Cap): What can we do to make our solutions to Problem 3 more efficient?

– Installation drawings are also an important part of the drafting process.
– Take the time to think and incorporate installation drawings in Problem 3.
– Installation may be simple, but often, exact dimensions may change depending on how assembly is.

– Ask yourself, what did you learn? What was your biggest weakness? What will you do to tackle those weaknesses for Problem 3?

Things to consider before starting your final plan:
– Consider the skill of your crew.
– Find different ways to approach the problem.
– Prioritize a bare minimum of drawings to get the basic idea of what you need for orders.
– Make quick sketches. Look over them to decide what your options are.
– Do research as early on as possible to prepare yourself.
– Until the budget is approved, don’t do construction drawings.
– Know what your plan is before doing detail work.
– It is not often that your first idea is your best idea.

Creative process is iterate. You will have to change something.

Communication within our groups:
– Try to pick one form of communication and get everyone to commit to it.
– It may change from job to job, but as long as there is a solid, single platform of communication that everyone can mutually access, communication will become slightly easier and faster.

What makes a hypothetical production hypothetical?:
– There is no real show, so there are no real consequences.
– No one is being paid.
– The class is in groups, so we can all consult each other and faculty for advice.
– We are given more time for projects in school, than in a “real-life” professional environment.
-There is no actual budget.

Final Recommendation:
-Do not get emotionally attached to your scenery in a show.

Problem 3 (Flats):
Calendar: Spring ’18
Opening Day: Thursday, March 22nd

Things to keep in mind:
-Keep all and any samples or prototypes.
– The door in the scenery will be slammed a lot.
-The wall should not shake when the door slams.
-There is no determined budget yet.

Lighting:
-Top lighting, side lighting, lighting behind scenery.
(Think of this when deciding what material to make your masking flat out of!)

*Designer drawings on separate Openlab post.

Here’s a quick video on brainstorming that might help you come up with ideas as a group. It seems like it is aimed at a slightly younger age group, but it still covers a few different methods in a short time.

There is a lot to learn about creativity, so if you are interested in the topic and find some useful information, please post it on openlab so we can all see it.

1/8″ massonite- $8.40

1/4″ massonite- $24.19

1/2″ MDF- $29.76

3/4″ ply- $30.45

2×6 hem fir green 16′- $13.93

2×4 hem fir green 16′- $10.82

February 7

What is a TD

Class Discussion

• Budget
• Materials prep
• Manages
• Execute designer vision
• Coordinates schedule
• Responsible for safety
• Optimized system
• Efficient use of resources

John

• Manager/Leader
• Delegates Task
• Draft
• Schedule
• Design Vision with Reality
• Organized
• Communicantes Plans
• Safety
• Planning
• Team Moral
• Optimizing Systems
• Skillset
• Leadership
• Cad (Drafting)
• Materials Knowledge
• Understanding of process
• Systems
• Communication
• Team building
• Management skills
• Organization
• Time management
• Public speaking
• Writing skills
• Execution
• Excel
• Problem solving
• Confidence
• Having the will to rule

(usually there’re many correct answers, be able to pick one and go with it)

The idea that expertise stems that a 10,000 hours

You have to put in the time to be an expert

The idea of getting to school

• Methods
• How did you practice

Best practice

• Measurable, goal oriented, and specific
• Learn from others experience
• Learn from others mistakes

Time usage is focused, specific, and productive

Soft versus hard skills

• 60% soft skills and 40% knowledge technical knowledge

Identify Delegation

• Speak
• Write
• Draft
• Criteria for success

More than done on time

• I want to practice X (examples clean budget template, email template,
• Clean plates in AutoCAD)
• Project gives opportunities

Don’t need to practice all the same thing

• Goals for pros graduation work
• Opportunity to practice different skills
• Set criteria then focus on what you want
• Focused practice
• Goal Measure make progress
• Asked for particular skill or advice

TD has to know little bit about everything

Hand in every aspect

Assigned problem 2

If you want to improve your note-taking ability, there is a class coming on Tuesday, February 13th focused on that topic. Details are below, and in the attached flyer.

Better Note Taking, Better Grades: A Student Workshop

Date: Tuesday, February 13, 2018

Time:  1:00 PM – 2:00 PM

Room: Namm 618

 Studies have shown that students who take efficient notes perform better on tests and papers and more easily handle complex problems. This is a workshop designed for students to introduce basic and advanced note taking skills to help you raise your grade and master difficult coursework. 

In the beginning of the class there were few questions about currently assigned Problem #1

Q: How detailed the description of making a sandwich has to be? To we need to describe how to open a jar?

A: We assume that the sandwich is made by human being and not a robot, so you won’t need to write the description as if you would program a robot to do something.

Q: What kind of Jelly do we need to get?

A: The one that matches the color on designer drawing.

Q: How do we describe the amount of ingredient that need to be used on a sandwich?

A: Good question.

Portfolios

Please refer to handouts that were given in class for complete information: Assignment #1 and Generic Debriefing Questions.

For this class you would need to create your own learning portfolio on the OpenLab website.  In there you would have to make a catalog of your work over semester. For each problem given in class you would need to create a dedicated page and write a few paragraphs about your experience of working on a problem in a group, and make some conclusions of what you have learned and how.

For each problem you would have to answer a few questions from 3 categories: description, analysis and application (see Generic Debriefing Questions for details).

Description. 

In order to observe this category you would need to describe what a problem was, what was your contribution to solving it. You would also need to identify priorities, or criteria, of each problem, otherwise you would have hard time solving it.

Example. Haunted Hotel priorities:

1. Quick load-in, strike, optimal storage solusions
2. Cost
3. Estetics

Then describe a plan for solving a problem. Identify if it was a good strategy; what have worked and what have not. Record it for your future reference: make noted while you working on a problem.

Analysis/Analogy.

Compare the problem in the class to a real world situation. How would the task in the class help you solve real world problems? (in class there is no consequence in case of failure)

Application.

For this part you would need to write what did you learn, and how would you apply your knowledge in the future. From something that you’ve learned, what are you expecting to use next time working on a different problem?

Example. If you realize that you need to do better planning – don’t just state that, but think about what exactly would help you to do better. Be specific.

P.S. Check OpenLab for portfolio Help files, and The Learning Portfolio article. Also see posts from John on this topic.