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This video is about the making of the elements for the live stage show, Walking With Dinosaurs - The Arena Spectacular. The show is based on the award-winning BBC TV series, Walking with Dinosaurs. Concepts such as dinosaurs, extinction, ecosystems, and environmental issues occur in the Alabama Course of Study at various grade levels and in various subjects such as science, biology, zoology and environmental studies.
However, unlike many videos with the word dinosaur in the title, this video is more about the technical aspects of making life-size mechanical dinosaurs starting with nothing but imagination. Many careers such as that are covered by the Career/Technical Education programs are shown. Under the four broad departments of Mechanical, Fabrication, Skins, and Paint; such diverse skills as sculptural fabricators, scenic artists, inflatable fabricators, suit mechanics, 3D modelers, computer animators, sculptors, puppeteers, mouldmakers, mechanics, steel fabricators, welders, sound effect technician, special effect artists and many others are included.
Arts Education in the form of Theatre and Visual Arts are also included. A costumer says it best when she says, "Making the skin for a dinosaur is just making a giant costume." Even though many of the traditional theater components are there, the actors in this production are so large that the stage has to be an arena.
Alabama Course of Study Standards:
Career/Technical Education Standards (9-12)
Arts and Communication Services
Advertising Design Technology
Graphic Arts Technology
Construction
Electrical Technology
Information Technology Services
Electronics Technology
Logistics, Transportation, and Distribution
Automotive Service Technology
Power Equipment Technology
Manufacturing
Drafting Design Technology
Industrial Maintenance Technology
Precision Machining Technology
Welding Technology
Arts Education (2006)
Theatre
Arts Education-Theatre:History
Student will:
7. Research settings, properties, costumes, and make-up
that illustrate cultural environments and/or historical periods.
Arts Education-Theatre:Criticism
Student will:
13. Analyze how emotional state affects perception.
14. Evaluate the intent, structure, effectiveness, and worth
of the work of the director.
16. Analyze technical elements used to convey the originator's intent.
19. Explore and understand interdisciplinary relationships among art forms
and the way they relate to the study, process, and production of Theatre.
20. Recognize and understand that visuals, sounds, movements, and
word are ways of presenting ideas/feelings manifested
through all the arts.
25. Understand the role of Theatre and related areas as an
avocation and the way they serve as a means of renewal and
recreation.
26. Analyze the relationship of Theatre design to mood, emotions,
and social and cultural biases.
Arts Education-Theatre:Production
Student will:
30. Discuss the process of theatrical production.
31. Analyze the relationships among the theatrical
elements: make-up, theatrical Theatre, performer-management,
performer-audience.
32. Understand and practice Theatre as a synthesis of all the arts.
Arts Education-Theatre:Direction
Student will:
41. Identify the role(s) of the director in the Theatre process.
Arts Education-Theatre:Design and Technical
Student will:
45. Identify the various components of technical Theatre.
46. Identify the technical parts of a theatre facility and their functions.
49. Differentiate between construction for life and for Theatre.
50. Identify audience perceptions to be considered in scenic design.
52. Apply the basics of technical drawing used in creating renderings
and working drawings.
52. Create a scale model from working drawings.
54. Describe the basic process of scenic painting techniques.
55. Explain the production concept of using lighting-direction, color,
and intensity to creat mood.
56. Explain the roles of costumes in theatrical productions.
57. Design costume sketches using figure drawings.
58. Apply basic principles of complementary and contrasting colors
in costume drawings and actual costumes.
59. Construct and coordinate simple costumes and accessories from
an assortment of materials and supplies.
60. Analyze and design visual representations.
Arts Education-Theatre:Sound
Student will:
61. Describe the function and use of sound equipment.
62. Describe how audience perception is considered in sound design.
Arts Education-Theatre:Management/Presenting
Student will:
79. Understand the range of Theatre careers and related
areas as occupational opportunities.
80. Define qualifications and skills required to enter various
Theatre and related occupational areas.
Arts Education-Theatre:History
Student will:
7. Research settings, properties, costumes, and make-up
that illustrate cultural environments and/or historical periods.
Arts Education-Theatre:Criticism
Student will:
13. Analyze how emotional state affects perception.
14. Evaluate the intent, structure, effectiveness, and worth
of the work of the director.
16. Analyze technical elements used to convey the originator's intent.
19. Explore and understand interdisciplinary relationships among art
forms and the way they relate to the study, process, and production of Theatre.
20. Recognize and understand that visuals, sounds, movements, and
word are ways of presenting ideas/feelings manifested
through all the arts.
25. Understand the role of Theatre and related areas as an
avocation and the way they serve as a means of renewal and
recreation.
26. Analyze the relationship of Theatre design to mood, emotions,
and social and cultural biases.
Arts Education-Theatre:Production
Student will:
30. Discuss the process of theatrical production.
31. Analyze the relationships among the theatrical
elements: make-up, theatrical Theatre, performer-management,
performer-audience.
32. Understand and practice Theatre as a synthesis of all the arts.
Arts Education-Theatre:Direction
Student will:
41. Identify the role(s) of the director in the Theatre process.
Arts Education-Theatre:Design and Technical
Student will:
45. Identify the various components of technical Theatre.
46. Identify the technical parts of a theatre facility and their functions.
49. Differentiate between construction for life and for Theatre.
50. Identify audience perceptions to be considered in scenic design.
52. Apply the basics of technical drawing used in creating renderings
and working drawings.
52. Create a scale model from working drawings.
54. Describe the basic process of scenic painting techniques.
55. Explain the production concept of using lighting-direction, color,
and intensity to creat mood.
56. Explain the roles of costumes in theatrical productions.
57. Design costume sketches using figure drawings.
58. Apply basic principles of complementary and contrasting colors
in costume drawings and actual costumes.
59. Construct and coordinate simple costumes and accessories from
an assortment of materials and supplies.
60. Analyze and design visual representations.
Arts Education-Theatre:Sound
Student will:
61. Describe the function and use of sound equipment.
62. Describe how audience perception is
considered in sound design.
Arts Education-Theatre:Management/Presenting
Student will:
79. Understand the range of Theatre careers and related
areas as occupational opportunities.
80. Define qualifications and skills required to enter various
Theatre and related occupational areas.
Visual Arts
Grade 4
1.) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.
Grade 5
2.) Apply variety and unity in the production of two- and three-dimensional works of art.
Grades 7-12
1.) Create original works of art from direct observation.
2.) Create original works of art using reflective ideas, personal experiences, and imaginary content.
3.) Apply steps artists use in the production of art, including conceptualizing ideas and forms, refining ideas and forms, and reflecting on and evaluating both the process of production and the product.
4.) Apply the elements of art and principles of design to the production of two- and three-dimensional artwork.
5.) Demonstrate the use of traditional, digital, and multimedia techniques to create works of art.
7.) Describe personal, sensory, emotional, and intellectual responses to the visual qualities of a work of art.
9.) Compare works of art with functional and natural objects, aesthetic components, and formal qualities.
Science
1st Grade
#4 Describe survival traits of living things, including color, shape, size, texture, and covering.
• Describing a variety of habitats and natural homes of animals
2nd Grade
#6 Identify characteristics of animals, including behavior, size, and body covering
• Comparing existing animals to extinct animals
Examples: iguana to stegosaurus, elephant to wooly mammoth
3rd Grade
#9 Describe how fossils provide evidence of prehistoric plant life.
#10 Determine habitat conditions that support plant growth and survival.
4th Grade
#5 Describe the interdependence of plants and animals.
• Describing behaviors and body structures that help animals survive in particular
Habitats
• Tracing the flow of energy through a food chain
• Identifying characteristics of organisms, including growth and development, reproduction, acquisition and use of energy, and response to the environment
5th Grade
#9 Describe the relationship of populations within a habitat to various communities and ecosystems.
• Describing the relationship between food chains and food webs
• Describing symbiotic relationships
7th Grade
#7 Describe biotic and abiotic factors in the environment.
Arranging the sequence of energy flow in an ecosystem through food webs, food
chains, and energy pyramids
Biology (9-12)
#5 Identify cells, tissues, organs, organ systems, organisms, populations, communities, and ecosystems as levels of organization in the biosphere.
#12 Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration, and hibernation.
#13 Trace the flow of energy as it decreases through the trophic levels from producers to the quaternary level in food chains, food webs, and energy pyramids.
#14 Trace biogeochemical cycles through the environment, including water, carbon, oxygen, and nitrogen.
• Relating natural disasters, climate changes, nonnative species, and human activity to the dynamic equilibrium of ecosystems
#15 Identify biomes based on environmental factors and native organisms.
#16 Identify density-dependent and density-independent limiting factors that affect populations in an ecosystem.
Examples:
- density-dependent-disease, predator-prey relationships, availability of food and water;
Environmental Science (9-12)
#12 Identify positive and negative effects of human activities on biodiversity.
• Identifying endangered and extinct species locally, regionally, and worldwide
• Identifying causes for species extinction locally, regionally, and worldwide
Zoology (9-12)
#7 Explain how species adapt to changing environments to enhance survival and reproductive success, including changes in structure, behavior, or physiology.
Examples: aestivation, thicker fur, diurnal activity
#8 Differentiate among organisms that are threatened, endangered, and extinct.
Examples:
- threatened-bald eagle,
- endangered-California condor,
- extinct-dodo
• Identifying causative factors of decreasing population size
Examples: overcrowding resulting in greater incidence of disease, fire destroying habitat and food sources
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