Waves and Particles Slides Waves and Particles
The Physics of Perception: Lighting and Sound Fundamentals
Physics Acoustics
The Power of Shift
State 1: Warmth
High color temp, soft focus, birdsong ambience.
"The porch feels like a sanctuary."
State 2: Tension
Low angle, cool blue/green, low-frequency hum.
"Something is watching from the shadows."
State 3: Chaos
Harsh side-light, strobe, discordant white noise.
"The world is fracturing."
The Toolkit of Light
Intensity
How much light? (Dimmers and Photometrics)
Color
Temperature (Kelvin) and Spectral Power Distribution.
Direction
Angle of incidence: Front, Back, Side, Top.
Texture
Hard vs. Soft edges (Diffusion and Gobos).
The Toolkit of Sound
Frequency (Pitch)
The number of cycles per second (Hz). We interpret low frequencies as "heavy/ominous" and high frequencies as "sharp/anxious."
Amplitude (Volume)
The intensity of the pressure wave (dB). Dynamic range is our most powerful narrative tool.
Acoustics
Reflection, absorption, and diffraction. How the space itself "speaks."
Psychological Impact
Visual Focus
Directing the eye through contrast and brightness.
Auditory Subtext
Establishing rhythm and emotional truth.
Atmosphere Analysis Sheet Atmosphere Analysis
Lesson 1: Waves and Particles Lab Sheet
Student:
Date:
Part 1: The Triple Threat Demonstration
Observe each lighting/sound "state" and analyze the technical shifts. How do specific physical properties change your perception of the scene?
State A: Sanctuary
Visual Observations
Auditory Observations
State B: Suspense
Visual Observations
Auditory Observations
State C: Chaos
Visual Observations
Auditory Observations
Part 2: Technical Translation
1. Color Temperature (K)
How does shifting from 3200K (warm) to 6000K (cool) affect the "emotional weight" of an actor's face?
2. Frequency vs. Amplitude
Identify a moment where a change in *frequency* (not just volume) shifted the narrative mood.
The Reflection
Choose one state from Part 1. If you had to add a *texture* (gobo) or a *spatial audio effect* (reverb) to enhance its core emotion, what would you choose and why? Map it to a physical property.
Sensation Science Guide Sensation Science Guide
Teacher Facilitation Resource
Unit 1
L-ID: WP-101
Lesson Objective
Students will synthesize the physical properties of light and sound with their psychological impact on an audience, identifying how intensity, color temperature, frequency, and amplitude serve as narrative tools.
Setup Requirements
Neutral interior set (e.g., table/chair)
Dimmable tungsten & LED fixtures
2.1 Sound system with subwoofer
Atmosphere (Hazer) recommended
Key Vocabulary
Kelvin (K): Color temperature scale
Amplitude: Displacement of wave
SPD: Spectral Power Distribution
Psychoacoustics: Sound perception
The Hook Demo
State 1: Sanctuary
Full wash (3200K), high angle (45°), soft bird ambience. Focus on safety and warmth.
State 2: Suspense
Cool side light, sharp shadows, 40Hz low-frequency drone. Create a "weight" in the chest.
State 3: Chaos
Strobe effect, harsh overhead fluorescent, discordant white noise. Break the visual rhythm.
Discussion & Inquiry Prompts
Light
"Why does a higher color temperature feel 'unnatural' for a cozy interior? Where do we see these high-Kelvin lights in the real world, and what is our psychological association with them?"
Sound
"Can silence have texture? How does changing the 'reverb tail' of a room change our perception of an actor's isolation?"
Synthesis
"Identify a moment in the demo where the light and sound fought each other. Which sense won? Why?"
Assessment Strategy
Ensure students are connecting the physical properties (e.g. 5000K, 60Hz) to the emotional outcome. Do not let them use vague terms like 'creepy' without explaining the technical source (e.g. 'the side-light angle creating sharp contrast').
Photon Power Slides Photon Power
Instrumentation, Circuitry & Safety
// LIGHTING INSTRUMENTS // ELECTRICAL LOADS // SYSTEM INTEGRITY
The Instrument Toolkit
ERS (Ellipsoidal)
"Source Four." High control, hard edge, shutters, and gobo slot. The surgeon's scalpel of lighting.
- Reflector: Ellipsoidal
- Lens: Plano-Convex
Fresnel
Soft wash, step lens, adjustable beam spread (Spot/Flood). Perfect for blending.
- Reflector: Spherical
- Lens: Fresnel (Ridged)
PAR
"Parabolic Aluminized Reflector." Simple, intense, punchy. The 'headlight' of the stage.
- Reflector: Parabolic
- Lens: Molded (Variable)
The West Virginia Formula
W = V × A
Watts (Power)
Volts (Pressure)
Amps (Flow)
"How many 575W lamps can I put on a 20A circuit at 120V?"
Safety Protocol: Zero Tolerance
Always use a Safety Cable. No exceptions.
Identify 'Hot' fixtures before touching (Finger tap test).
Gloves & Tools must be tethered when working at height.
Before You Plug:
Check for frayed wiring
Inspect the connector (Pins/Housing)
Tighten C-Clamp & Yoke
Inspect the lamp (Glass integrity)
Hang - Circuit - Focus
1
HANG
Position the instrument, tighten the C-clamp, and attach safety cable.
2
CIRCUIT
Connect to designated dimmer/circuit. Dress the cables (avoid spaghetti).
3
FOCUS
Aim the beam, adjust shutters/edge, and lock every bolt.
Circuit Master Checklist Technical Workshop
Circuit Master Checklist
Lesson 2: Equipment Hanging, Circuiting, & Safety
Load Check
Calculate before you plug. Show your work.
Circuit Limit: 20A / 120V
How many 750W fixtures can this circuit hold safely?
Total Load (W = V x A)
If you have (2) 575W lamps and (1) 1000W lamp, what is the total Amp draw?
Tool Check
8" Crescent Wrench (Tethered)
Stage Gloves (High Heat)
Circuit Tester / Multimeter
Safety Cable (Wire Rope)
The Golden Sequence
01
INSPECTION
Check the plug for burnt pins. Verify the yoke bolts are present. Does the lamp rattle?
PINS
CABLE
LAMP
02
THE HANG
Place C-Clamp on pipe. Finger-tighten, then 1/4 turn with wrench. Attach Safety Cable immediately around pipe and through yoke.
03
CIRCUITING
Dress cable along the pipe. Use tie-line or electrical tape. Plug into assigned dimmer. Do NOT leave cables dangled or loose.
04
FOCUS & LOCK
Aim at target. Adjust shutters/edge. Tighten all knobs. Are the shutters clean? Is the color gel frame secure?
Hang Challenge Scoring Key Hang Challenge Scoring Key
Evaluator Checklist // Lesson 2 Skill Mastery
Max Score
100
Competency Area Critical Checkpoints Weight 1. Pre-Flight Safety C-clamp bolt inspection; plug housing verification; wrench tethered; call "Heads!" before approaching pipe. 20% 2. Critical Rigging Safety cable installed immediately after hanging; C-clamp tightened until snug + 1/4 turn; no "over-torquing." 30% 3. Electrical Integrity Correct circuit identified; cable dressed along pipe (no loops); plug fully seated; load calculation verified (verbal check). 20% 4. Focusing & Lock Instrument aimed at target; pan/tilt bolts locked; shutters/edge adjusted to spec; gel frame clip secured. 20% 5. Efficiency Process completed within the 10-minute "Standard Production Window." 10%
Automatic Fails
Leaving an instrument on a pipe without a safety cable attached.
Dropping any tool (wrench, bolt) from a height.
Plugging into a circuit without confirming load/capacity.
Challenge Status
PASS
RE-TRY
Instructor Technical Notes Flow State Slides Flow State
Signal Flow & Audio Architecture
INPUT
CONSOLE
OUTPUT
Tracing the Path
1
Transduction
Sound waves hit the mic diaphragm. Mechanical energy becomes Electrical energy.
2
Pre-Amp
Boosting "Mic Level" signals to "Line Level" for processing in the console.
3
Processing
EQ, Compression, and Effects. Sculpting the sound in the box.
4
Amplification
Boosting signals back to "Speaker Level" to move the air.
The Channel Strip
GAIN
EQ
AUX
PAN
FADER
"Gain is for Sensitivity. Fader is for Relative Balance."
"It's Broken!"
The Triage Protocol:
1. Check Power
Is the source on? Is the board on? Is the amp on?
2. Check Physical Link
Reseat every cable. Swap the XLR cable if needed.
3. Check Gain Stage
Mute? Solo? Phantom Power (48V) for condensers?
Signal Path Scrambler Worksheet Signal Path Scrambler
Lesson 3: Audio Systems & Troubleshooting
Audio Tech ID
Part 1: The Connections
XLR (3-Pin)
TRS (1/4 inch)
Speakon
BNC
A. Balanced Microphone signal / Low-Z
B. High-current Speaker Level output
C. RF / Video / Digital Word Clock
D. Balanced Line-level / Stereo Headphone
Part 2: The Broken System
Scenario: You have a wireless mic signal reaching the receiver (RF light is on), but no sound is coming out of the main speakers. Trace the potential "scramble" points below and explain the fix.
MIC RX
CONSOLE
AMP
SPEAKERS
Checkpoint A: The Console Input
What settings on the channel strip could be preventing the signal from reaching the "Main Mix"? (List 3)
Checkpoint B: The Physical Path
If the console meters show signal, but the Amp rack is silent, what cable type should you test first? Where is it located?
Part 3: Gain vs. Fader
"The floor noise is too high. I can hear a hiss when the actor whispers. How do I fix this using Gain Staging ?"
Explain the concept of Signal-to-Noise Ratio in your own words. Why is it the most important metric for an audio tech?
Audio Medic Answer Key Audio Medic Answer Key
Troubleshooting Logic & Standards
Instructor Confidential
REF: L3-ANS-PATH
Part 1 Solutions: The Connections
XLR (3-Pin) -> A
TRS (1/4 inch) -> D
Speakon -> B
BNC -> C
Part 2 Solutions: Troubleshooting
Checkpoint A: Console Input (3 List)
1. Mute button is engaged.
2. Fader is down or the "Main" assignment button (LR) is unselected.
3. Gain is too low or Phantom Power (48V) is off for a condenser mic.
Checkpoint B: Physical Path
Test the XLR Out from the console to the Amp rack. Location: Console Master Out (XLR Male) to Amp Input (XLR Female).
Part 3 Solutions: Technical Mastery
Gain Staging Strategy
"The fix is to increase the source level (Gain) and lower the output level (Fader). By capturing a stronger signal at the pre-amp, you rise above the floor noise (hiss) of the electronic components. If you have low gain and push the fader to +10, you are amplifying the hiss as much as the whisper."
Signal-to-Noise Ratio (SNR)
"SNR is the ratio of the desired signal power to the background noise power. A high SNR means the audience hears the actor clearly with a 'black' background. A low SNR results in muddy, fatigue-inducing sound. It is the metric for professional quality vs. amateur clutter."
Facilitator Note
When students are troubleshooting, look for systematic movement . Do they start at the source and move down the line, or do they jump around randomly? Reward the linear process, even if the fix takes longer.
Paperwork Blueprint Slides Paperwork Blueprint
The Language of Technical Design
DWG NO: PLOT-04 // SCALE: NTS // SHEET: 01 OF 05
The Light Plot
1. Symbols
Universal icons for fixtures (ERS, Fresnel, PAR). Orientation on the plot indicates the direction of throw.
2. Label Legend
The 'DNA' of the symbol: Channel, Dimmer, Color, Unit Number, and Purpose.
The Title Block
- SHOW NAME
- VENUE NAME
- DESIGNER NAME
- SCALE & DATE
- REVISION HISTORY
Audio Documentation
Channel List
Every input (Mics, Playback) mapped to its console channel and snake input.
Hookup Sheet
The wiring map. Connectors, cable types, and physical hardware ports.
Speaker Plot
Physical placement, height, and angle of speaker cabinets in the space.
From Script to Spec
DRAMATIC ACTION
"The room feels claustrophobic as the interrogation begins."
TECHNICAL REQUIREMENT
"(4) Source Four 36° Units @ 10ft Side-Angle / Color: Rosco 119 / Channel: 51-54."
Mission Control
Today, you transition from "User" to "Architect." You will interpret a 5-page script excerpt and generate a preliminary Equipment List and Patch Sheet.
TARGET: Clarity. Accuracy. System Integrity.
Plot Planner Worksheet Plot Planner Worksheet
Lesson 4: Drafting & Technical Paperwork
Designer:
Project:
SCENE_101_EXTRACT
Part 1: The Design Intent
"The scene opens in a dimly lit, damp basement. A single overhead light flickers weakly. From above, we hear the muffled, rhythmic thumping of a party. The mood is isolation vs. celebration."
Lighting Requirements
What instruments achieve "weak flicker" vs. "shadow"?
Audio Requirements
How do you create "muffled rhythmic thumping"?
Part 2: Preliminary Patch Sheet
Unit # Fixture Type Purpose / Location Channel Color/Gobo 01 ERS 36 deg Basement Overhead 101 R119 02 03 04 05
Part 3: The Title Block
Draft a professional title block for this scene. Include Show, Designer, Sheet Number, and Scale (use 1/2" = 1'-0").
SHOW TITLE
PRODUCTION COMPANY
NOTES / REVISIONS
DATE:
SCALE:
Sheet L-1
Design Documentation Rubric Paperwork Mastery Rubric
Design Documentation Evaluation
Standard
USITT RP-2
Criteria Developing (1-2) Proficient (3-4) Mastery (5) 1. Script Interpretation Vague connection between script and equipment; missing key narrative elements. Clear choices for mood (e.g. overhead for basement); justifies most fixture choices. Nuanced interpretation; lighting & sound choices work in tandem for "Damp Basement" atmosphere. 2. Equipment Spec Incorrect fixture types (e.g. PAR for shutters); patch sheet contains duplicates. Correct unit types; patch is logical; includes basic color/gobo specs. Technically precise; includes specific lens degrees and beam angles for every unit. 3. USITT Drafting Stds Title block missing info; scale is inconsistent; illegible handwriting/symbols. Follows title block format; scale is accurate; symbols are consistent. Professional clarity; title block contains all revision and sheet metadata; flawless drafting. 4. Clarity & Patch A technician could not hang this show based on the paperwork provided. Workable paperwork; some minor clarifications might be needed in the shop. The "Shop-Ready" standard. Flawless communication of technical intent.
Instructor Comments
Mastery Checklist
Is the scale stated in the Title Block?
Are fixture units unique?
Do sound hookups match the channel list?
Final Score / 20
Cue Command Slides Cue Command
Programming & Execution Mastery
STANDBY...
GO!
The Coded Sequence
Tracking
Changes "track" from one cue to the next unless explicitly told to stop. Efficient but requires disciplined management.
"If Q1 has Chan 1 @ 50, and Q2 has no info for Chan 1, Chan 1 stays @ 50."
Cue-Only
The change only exists for that specific cue. When the next cue starts, the system returns to its prior state.
"Safe for complex one-off effects (strobes, sudden sound pops)."
The Cue Parameters
Q #
1, 1.5, 2...
TIME
0.0 to 99:99
DELAY
Auto-Start
LABEL
"Basement Start"
Wait Time vs. Fade Time: "Wait" starts the clock upon the previous cue's execution.
"GO" Means GO
Reflex Timing
The "Go" happens on the 'G', not the 'O'. Anticipate the rhythm of the caller.
Visual Sync
Sometimes you don't get a call. You move on the actor's hand touching the door. You are the heartbeat of the scene.
Panic Protocols
The "Blackout" button vs. the "Back" button. Knowing when to stop the clock.
The Tech Rehearsal
You will program and execute a 10-cue sequence for the "Basement Interrogation" scene.
The Lights
"Fade to 0 over 12 seconds as he walks away."
The Sound
"Thunder clap syncs with the door slam."
Show Stack Log Master Sequence Control
Show Stack Log
Project: The Basement Interrogation (Cue Sequence 101-110)
Board Op
Cue # Timing Label / Visual State Trigger / Sync Technical Notes 101 Fade: 5.0s Basement Intro (Damp/Dim) On Stage Manager's "GO" Sound: Hum @ -15dB; Chan 1-4 @ 30% 102 103 104 105 106 107
The Critical Sync
Identify the hardest cue to execute in your stack. What makes it difficult? (Timing, multiple boards, visual target?)
Revision Log
What did you change after the first "Dry Run"? Did a fade time need to be longer? Was a sound level too hot?
Tech Rehearsal Guide Teacher Resource Tech Rehearsal Guide
Simulation Facilitator Instructions
Capstone Project
"Standby for Go"
The Objective
Students must program a synchronized light and sound sequence based on a director's vision, demonstrating mastery of console logic, fade timing, and high-pressure execution.
Success Criteria
Accuracy: Cues fire in correct order.
Sync: Sound effects match visual action.
Rhythm: Smooth fades (no pops/glitches).
Sim Constraints
15 Minutes Programming Time.
3 Minutes Execution Window.
1 "Mid-Run" Revision allowed.
Director Script
CALL: "The Basement is hot and humid. Start the low-frequency hum now."
CALL: "He turns the switch. Light flickers. 3... 2... 1... GO."
CALL: "Wait for the door slam. I want a 2-second fade-to-black."
Facilitation Strategy
1
The "Dry Run"
Have students talk through their cue logic before touching the faders. This identifies syntax errors (e.g. wrong cue numbers) before the sim starts.
2
The Stress Test
During the simulation, slightly alter a call (e.g. "Take that cue faster!"). Observe if the student can adjust the fade time on the fly.
Common Student Errors
- Forgetting to reset playback before Q1.
- "Double-Go" (accidental rapid-fire execution).
- Mixing up 'Fade Time' and 'Wait Time'.
- Levels too low for the room acoustics.
Final Mastery Debrief
Focus the post-sim discussion on recovery . Every professional makes a mistake; the mastery lies in how quickly and silently they return to the correct cue state.
PASS / FAIL
