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THEA 1611

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 3
Course Title Play Analysis For Production
Prerequisite(s) Exit or exemption from Learning Support English, reading, and ESL requirements. Recommended co-requisite: THEA 1603.
Corequisite(s) None Specified
Catalog Description
This course is a textual analysis of play-scripts, with an emphasis on the perspective of the practitioner of theatre for production purposes.

Expected Educational Results
  1. Recognize a play as belonging to a specific theatrical period, and be able to discuss the conventions and expectations of that period as it relates to the play and the live production. Focus is on plays and performance works. Possible areas of study include Greek, Roman, Elizabethan, French Neo-classic, English Restoration, Melodrama, Realism, Naturalism, Modernism, and Post-Modernism.
  2. Identify major playwrights and plays in theatre history and be able to discuss and analyze the work through historical, philosophical, religious, political and personal channels through discussion and paper writing
  3. Demonstrate the written ability to intelligently critique a play as a script and as a live production as it relates to the playwright’s intent and historical placement.
  4. Attend one to three professional theatre productions during the semester and discuss them with the class based on the knowledge and skills from class work.
  5. Articulate the importance of theatre as a living art form as it relates to the written work of the playwright, and the performance work of the director, actor and designer.
  6. Students will analyze in an essay an aspect of one or more plays, thereby demonstrating their comprehension of play scripts as an art form and living performance work.
General Education Outcomes
During the semester, students will read, discuss, and write about various authors, plays and dramatic literary periods, as well as attend one to three live theatre productions, which will enhance study of the play script. It is essential that the focus of this class is on production aspects (design, performance, directing, etc.) rather than simply literary discussion. Tests will be assigned at the individual instructor's discretion.
  1. Tests and a final exam prepared by individual instructors will be used to determine part of the course grade. Each test and the final will require but are not limited to essay responses to questions designed for the demonstration of skills in analysis or synthesis.
  2. An in-depth study of some aspect of the course content will also be required of each student. Assignments to satisfy this requirement are suggested below:
    1. a conventional research paper of 8-10 pages.
    2. three papers of about three pages each, some of which are research based, involving the student in different aspects of the course content .
    3. two five-page interpretative papers based on intensive study and examination of primary sources, and perhaps incorporating secondary sources.
    4. an annotated bibliography on outside readings equivalent to the preceding paper assignments.
  3. An in-depth on-paper production project which requires the student to choose a play and explain their choice; design set, costumes, props, lights and sound; cast the show theoretically; prepare a realistic budget and present the play to be produced to the panel of producers (class mates) for consideration. Creativity and individuality of design techniques should be encouraged.
Course Content
Theatre 1611, Play Analysis for Production course, covers the dramatic plays tradition around the world from 500 b.c. to the present. The instructor may use a literary-historical, thematic, or author based approach to introduce students to the plays and movements which have shaped live theatre up to the modern day. Students will learn the basics of dissecting a play for use in acting, directing, design or technical positions on a live production. Students will examine the impact of religious, philosophical, and political ideas as well as social and historical influences that affect the performance of live theatre.

Assessment of Outcome Objectives
COURSE GRADE
Tests, Homework, and Classroom Performance 30-50%
Writing Assignments 30-50%
Final Examination 20-30%

DEPARTMENTAL ASSESSMENT
One THEA 1611 class of every faculty member shall be assessed once every three years. For the purposes of evaluation, the instructor will duplicate the un-graded final exam and one in-depth study paper of each student. These, in addition to the guidelines for their completion, will then be submitted to the chair of the Fine Arts Department. The chair will then appoint an assessment committee and pass the above items on to them for evaluation.

USE OF ASSESSMENT FINDINGS

  1. Specific plan for gathering assessment data: Students’ duplicated, un-graded in-depth study papers, and assignment guidelines shall be given to the department chair no later than five working days after the final day of class for THEA 1611. The duplicated final exams shall be turned in within five working days of the final exam date for the course. Students will be advised of the duplication and use of their papers, which will be destroyed by the department chair after the evaluation is complete.
  2. Methods of analyzing assessment data: During the next semester, the evaluation committee shall convene for the purpose of evaluating (in writing) the exams, papers, and guidelines. Their report to the department chair shall be in memo form. It shall be the responsibility of the department chair to present to the instructor a copy of the evaluation committee’s report.
  3. Method for discussion of data analysis: By the midpoint of the semester following the evaluation committee’s report, the department chair shall meet with the evaluated theatre faculty to discuss improvement in the THEA 1611 course. Suggested course improvements resulting from the evaluation process shall be implemented as early as is practically possible, but no later than the following academic year.
Last Revised: Sep. 07, 2011
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