Design/Tech Emphasis Senior Capstone Portfolio


In order to complete the Rollins College B.A. in Theatre with an Emphasis in Design/Tech, students must complete a Senior Capstone Portfolio and present it to a board of five Theatre and Dance faculty, including the Department Chair, and the Design/Tech faculty.

All Senior Capstone Portfolios must include clear documentation and presentation of all design/tech work that the student has produced at Rollins, in theatre, and any appropriate related experiences.

This work may include but is not limited to: resume’, renderings, drafting, drawings and paintings, technical drawings, photos, electronic media, CDs, DVDs, letters of recommendation, references, and samples.

All students expecting to produce a Senior Capstone Portfolio must enroll in THE 481 Design/Tech Portfolio prior to portfolio completion.

All Design/Tech Emphasis Senior Capstone Portfolios must include a significant project - a design/technical achievement with a written component.  There are two types of Design/Tech Emphasis Capstone Projects.

1.  Completion of a Capstone design or technical position in a Main Stage production.  Capstone designs and technical positions will be identified by the Department of Theatre and Dance faculty, following new season selection each spring, for implementation the following year.  Capstone designs and technical positions will be mentored by the appropriate Design/Tech faculty member.

2. Completion of a design or technical project on paper under the supervision of the appropriate Design/Tech faculty member.



Production Component

This Capstone centers on the preparation, production process, and final product of a significant design/tech assignment in an Annie Russell Theatre production.

This capstone is particularly recommended for highly motivated and responsible students who have been consistently and successfully working in the costume studio, scenic shop, audio engineering, stage management, or lighting, and may have produced significant design and/or technical work for the Fred Stone Theatre.

Students must demonstrate a command of skills developed through the required classes of the Design/Tech Emphasis as well as demonstrating an awareness of the demands of a production schedule.  Please refer to Theatre Courses of Study for a list of required classes.

Written Component

See below.



Production Component

Under the mentorship of the appropriate Design/Tech faculty member, students design and create a significant design/tech project on paper with sample components.  For example, a scenic design with accompanying prop or scene painting, a costume design with one or more costumes constructed, a lighting design with a light lab component, or a scenographic project that includes all major design areas.

This capstone is particularly recommended for students who interests are more generally distributed across the design/tech areas without specific concentration.

Students must demonstrate a command of the skills developed through the required classes of the Design/Tech Emphasis.  Please refer toTheatre Courses of Study for a list of required classes.

Written Component

See below.



Students are required to document their process during the Design/Tech Emphasis Capstone Projects.  Appropriate documentation may include a concept statement, design process notes, or a production calendar journal, as well as show-specific paperwork.  Students should consult with their faculty mentor to determine which form is most appropriate for their project.

Regardless of the form of the approved Design/Tech Capstone Project, students must submit a written overview of their creative process, summarizing the research undertaken, strategies employed, and lessons learned throughout the process.  This written reflection consists of five sections.

Stage 1   “Pre-flection” consisting of the expected goals and outcomes of the project and initial expectations concerning the journey ahead. Areas to consider include: questions and reactions to the script upon first reading; selection of source material or inspiration for devised production; early interactions with collaborating community group and outline of mutual expectations and benefits.

Stage 2   Pre-production summary including elements of research and investigation. Areas to consider include: historical, political and social situating of the performance text and discussion of challenges, style peculiarities and show-specific areas of emphasis; reflection on the process of formulating the text, concept or performance blueprint and a consideration of the needs and opportunities of production; overview of contributory movements and disciplines and their appropriateness to the project at hand.

Stages 1 and 2 are due before the first performance or presentation.

Stage 3   Process reflection outlining the stages of pre-production development and organization. Areas to consider include: approaches and methods utilized or attempted during the pre-production process , and an assessment of personal challenges and successes. Candidates should keep a daily journal to trace their process. This element, however, should NOT merely be the journal itself, but rather a summary or synopsis of the major discoveries.

Stage 3 is due two days after the closing performance or presentation.

Stage 4   Production feedback including any formal (reviews, critiques, institutional evaluations, directorial feedback…) or informal (talk-backs, peer review, audience acknowledgments, faculty debriefs…) assessments of your final project. Candidates briefly summarize the reception of the project by its target audience.

Stage 5   Post-production reflection assessing the overall journey of discovery and production, including lessons learned, challenges overcome, issues of concern and an earnest contemplation of your work as an artist.

Stage 4 and 5 are due seven days after the closing performance or presentation.

Written Reflections (2500-3000 words) should exhibit close editing and revision and meet the College’s high writing standards. Excessively over-written, under-written or poorly written reflections will not be accepted.

Students must display equal care in both the production and research/reflection components in order to successfully complete the Design/Tech Emphasis Senior Capstone Portfolio.