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TA11 Introduction to Theatre
Transcript of TA11 Introduction to Theatre
Exam study guides may be turned in for extra credit.
These are primarily designed to help you think about
the class material and readings, to help you study for exams.
Additionally, you may also write performance responses for pre-approved plays
that you see, outside of the required productions for the class.
Information will be handed out mid-semester for this opportunity.
Based on the quality and depth of the extra credit assignments, students will receive a maximum value of 2 points per extra credit opportunity.
Each extra credit point you receive will be added to your final average at the end of the term. For example, 3 extra credit points will make an 88% total average (B+)
into a 91% total average (A-). Fall 2012 TA11
Introduction to Theatre Office Hours:
and by appointment Prof. Lynne Porter
Office: Canisius 309
www.LynnePorter.com This course challenges and expands upon previously conceived notions of theatre.
Students will come to understand the
unique contribution that theatre provides for human society,
and ultimately become better audience members. Course Description Topics include:
Dramatic structure, genres, the actor/audience relationship, and the interpretation of the script by designers, actors, and directors.
Emphasis is placed on improving analysis and writing skills. The course is strongly recommended for non-theatre majors and
students interested in fulfilling a Visual and Performing Arts core requirement. Theatre: Collaborative Acts by Ronald Wainscot and Kathy Fletcher (either the 2nd or 3rd edition)
Hamlet by William Shakespeare
Fortinbras by Lee Blessing
Play for final project, title TBA. Scripts will be distributed. Required Books & Performances Hamlet Movie Viewing
Date and Time, TBA
An Enemy of the People by Henrik Ibsen
Oct. 31-Nov. 3 at 8:00pm, Nov. 3 & 4 at 2:00pm
Wien Black Box Theatre in the Quick Center for the Arts
Dec. 6 & 8 at 8:00pm, Dec. 9 at 2:00pm
$5 admission COURSE GOALS:
1. To understand the traditional structures of dramatic literature.
2. To understand the genres of tragedy, comedy and melodrama.
3. To understand the factors that impact how the audience relates to the performance.
4. To understand how the audience affects the theatre event.
5. To understand the major considerations that theatre artists make.
6. To understand how space affects theatre.
7. To improve analysis and writing skills.
8. To connect the study of theatre to experiences in other core courses. Goals & Outcomes THEATRE PROGRAM LEARNING OUTCOMES:
1. Gain factual knowledge of theatre as an art form.
2. Learn fundamental principles, generalizations, and theories.
3. Learn to apply course material to improve thinking, problem solving and decisions.
4. Develop skill in expressing oneself orally and in writing.
5. Learn to analyze and critically evaluate ideas, arguments, and points of view. GRADING SCALE:
Dramatic Structure Project 5%
Genre Project 5%
Exam One 15%
An Enemy of the People Paper 5%
Scenery Project 5%
Costume Project 5%
Acting Project 5%
Abstraction/Metaphor Project 5%
Exam Two 15%
Director's Cut Paper 5%
Final Project 30% Student Work There will be no written final exam.
Instead, the Final Project,
which addresses all the material of the semester,
will take the place of the final exam. WRITTEN WORK
Papers and assignments are due at the beginning of the class periods indicated.
Late work will automatically receive a lowered grade--one grade lower per DAY late. For example: work due Tuesday and turned in Wednesday will drop from an A to a B.
Please see the Fairfield University Undergraduate Course Catalog for the school’s policy on missing examinations. WRITTEN WORK
In a paper, blatant disregard for the standard rules
of English will lead to an automatic F.
All papers are graded on both content and writing elements (spelling, grammar, punctuation, style, etc.)
If you wish to re-write a paper, talk to the professor.
Simple spelling/punctuation errors on in-class essay tests
will not be penalized. WRITTEN WORK
In all of your writing for this class,
including the answers you compose in essay tests,
you are expected to clearly state a thesis
and then back it up with appropriate evidence. ATTENDANCE:
Attendance will be taken at the beginning of each class.
More than three absences will affect your final grade.
The final grade will be lowered 1/3 increment for every absence after the first three.
(If you miss four classes, your A will become an A-, five classes your A becomes a B+, six classes your A becomes a B.)
All absences count the same: illness, family emergency, studying for a test in another class, etc.
There is no difference between an excused and an unexcused absence.
Use your absences wisely.
Class handouts are also posted in the Mentor "Course Docs" page for the class.
Login at https://www.axiommentor.com.
If you miss a class period, make sure you check for the handouts and readings you might have missed. Expectations EXPECTATIONS
(for this course, and for all your courses):
Students are mentally and physically prepared for each class session.
Students have done the homework assigned.
Students actively engage with the material during each class session.
Students attend each class session.
If students cannot attend a class session, they are responsible for
catching up with the material they missed.
Outside of class, students work on processing the information and skills from class.
This can include taking notes from readings, re-writing notes, continuing with projects and exercises begun in class, and working to combine ideas from various days of the class.
At a minimum, students spend two hours out of class working on class material
for every hour in the class. CLASS DECORUM:
At all times, both in the class sessions and outside of class,
students are expected to behave with common decency, civility and manners.
The professor will insist on proper behavior at all times,
and will likewise behave appropriately with students.
Respect for each other as human beings is paramount.
Because they are rude, disruptive, and negatively impact learning,
the following will not be allowed:
wandering in and out of the classroom
cell phone use
laptops and tablet devices
text-messaging or internet surfing ACADEMIC HONESTY:
All members of the Fairfield University Community share responsibility for establishing and maintaining appropriate standards for academic honesty and integrity. As such, faculty members have an obligation to set high standards of honesty and integrity through personal example and the learning communities they create.
Such integrity is fundamental to, and an inherent part of, a Jesuit education, in which teaching and learning are based on mutual respect. It is further expected that students will follow these standards and encourage others to do so. . . .
Students are sometimes unsure about what constitutes academic dishonesty. In all academic work, students are expected to submit materials that are their own and are to include attribution for any ideas or language that are not their own.”
Examples of academic dishonesty can be found in the Course Catalog and the Student Handbook.
In the event of dishonesty, “professors are to award a grade of zero for the project, paper, or examination in question, and may record an F for the course itself. When appropriate, expulsion may be recommended. A notation of the event is made in the student’s file in the academic dean’s office. The student will receive a copy.”
(from Academic Policies, Fairfield University Undergraduate Course Catalog) Legal Stuff DISABILITIES:
Fairfield University complies with the American with Disabilities Act
and Section 504 of the Rehabilitation Act.
Any student who may require an accommodation under such provisions
should contact Academic and Disability Support Services
located in the Kelley Center.
email@example.com FAIRFIELD UNIVERSITY
The Fairfield University Writing Center is a
free resource available
to all Fairfield University students.
Appointments are recommended, but not required.
For more information or to make an appointment,
visit the Writing Center website at
or stop by the Writing Center
in Donnaruma 255. Course Schedule T Sept. 11 Social Functions of Theatre, Sympathy/Empathy/Aesthetic Distance--Does Theatre Matter?
READ: Collaborative Acts, 2nd Edition pp. 4-17 and 26-34 [3rd Edition pp. 3-15 and 27-33]
F Sept. 14 Acting
READ: Collaborative Acts, 2nd Edition pp. 188-208 [3rd Edition pp. 162-180]
T Sept. 18 DUE: Acting In-Class Group Project
F Sept. 21 Causal Dramatic Structure: Terminology
READ: Collaborative Acts, Chapter 4
DUE: Acting Project Paperwork T Sept. 25 Causal Dramatic Structure: Action Dominoes
READ: Hamlet QUIZ: Hamlet
Assign: Dramatic Structure Project
F Sept. 28 Causal Dramatic Structure: Episodic vs. Climactic Half the Course:
Genre Half the Course:
Style Overall Affect
Audience T Oct. 2 DUE: Dramatic Structure Project
F Oct. 5 Genre: Effect of Tragedy and Comedy
READ: Anne Carson "Grief Lessons" handout T Oct. 9 Genre: Tragedy, The Recipe
READ: Collaborative Acts, 2nd Edition pp. 110-113 [3rd Edition pp. 104-106]
F Oct. 12 Genre: Comedy, The Recipe
READ: Collaborative Acts, 2nd Edition pp. 113-121 [3rd Edition pp. 107-115]
READ: Fortinbras QUIZ: Fortinbras
Assign: Genre Project F Sept. 7 Course Introduction T Oct. 16 EXAM #1
Assign: Genre Project
F Oct. 19 Genre: Melodrama and Domestic Drama, Effects and Recipes T Oct. 23 DUE: Genre Project
F Oct. 26 Theatre Architecture and the Actor/Audience Relationship
READ: Collaborative Acts, 2nd Edition pp. 39-52 [3rd Edition: pp. 38-51] T Oct. 30 Scenery
READ: Collaborative Acts, 2nd Edition pp. 242-246 [3rd Edition pp. 200-206 and 212-216]
Oct. 31-Nov. 4: An Enemy of the People
F Nov. 2 DUE: Scenery Project T Nov. 6 Responding to An Enemy of the People: Guest Artists Talk-Back
DUE: Scenery Project Paperwork
F Nov. 9 Costume Design
READ: Collaborative Acts, 2nd Edition pp. 253-258 [3rd Edition pp. 223-229]
DUE: An Enemy of the People Performance Response Paper T Nov. 13 DUE: Costume Design In-Class Group Project
F Nov. 16 Review for Exam
DUE: Costume Design Paperwork: Rendering T Nov. 20 EXAM #2
Final Project Surveys
F Nov. 23 Thanksgiving Break-- NO CLASS T Nov. 27 Abstraction and Style: Representational vs. Presentational
READ: Collaborative Acts, 2nd Edition pp. 64-67 and 236-238 [3rd Edition pp. 61-64 and 206-208]
Assign: Final Project
F Nov. 30 Abstraction, Style and Metaphor
READ: Collaborative Acts, 2nd Edition pp. 165-169 [3rd Edition pp. 138-147]
READ: Spine HandoutAssign: Abstraction/Metaphor Project T Dec. 4 DUE: Abstraction/Metaphor Project
Making sense of it all
Dec. 6-9: Director's Cut
F Dec. 7 Work on Final Projects T Dec. 11 Work on Final Projects
DUE: Director's Cut Performance Response Paper Prof. Porter's
Final Exam Period:
F Dec. 14, 3:00-6:00pm
DUE: Final Project Prof. Leavitt's
Final Exam Period:
F Dec. 21, 8:00-11:00am
DUE: Final Project Office Hours:
and by appointment Prof. Julie Leavitt Learson
Office: PepsiCo Theatre