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IMPERIAL VALLEY COLLEGE HUMANITIES DIVISION Theatre Arts Program Student Learning Outcomes & Rubrics By Dr. Patterson THEA 100 (3 units) Introduction to Theatre An introduction to the art of theatre to include the nature of theatrical presentation, elements of dramatic structure, and the contributions of the playwright, actor, director, designer, technician, and audience. Student Learning Outcome 1 – The student will analyze a modern play for given circumstances, character objectives/obstacles and relationships, and dramatic structure (Analysis; ISLO Critical Thinking and Communication Skill). SLO Unsatisfactory Satisfactory 1a – given circumstances The student fails to provide an appropriate list of given circumstances. The student provides a list of given circumstances which is appropriate to the assigned play. The student provides a list of given circumstances and describes some of the flexible circumstances. 1b – character objectives & obstacles The student fails to submit or submits character objectives which demonstrate a lack of understanding of the assigned play. The student fails to submit or submits a description of character relationships which demonstrates a lack of understanding of the assigned play. The student fails to submit or fails to correctly identify the inciting incident and/or climax of the assigned play. The student provides character objectives and obstacles demonstrating an understanding of the assigned play. The student submits a description of the character relationships which demonstrates an understanding of the assigned play. The student provides character objectives and obstacles demonstrating a mastery of the assigned play. The student accurately identifies the inciting incident and climax of the assigned play as well as one or more complications. The student accurately identifies the primary agent, inciting incident, climax, at least one crisis or turning point, and the story elements contained in the denouement of the 1c – character relationships 1d – dramatic structure 1 Exemplary The student submits a description of the character relationships which demonstrates a mastery of the assigned play. assigned play. Student Learning Outcome 2 – The student will identify the major tasks and responsibilities of the actor, director, designer, and playwright in response to written examination prompts. The student will develop and present projects in at least two of these areas (Comprehension; ISLO Critical Thinking and Communication Skill). SLO 2a – written examination 2b – project 1 2c – project 2 Unsatisfactory Satisfactory Exemplary The student fails to answer correctly at least ___ embedded test questions. The student fails to present or presents a project which fails to demonstrate a basic competence in the area selected. The student fails to present or presents a project which fails to demonstrate a basic competence in the area selected The student correctly answers at least ___ embedded test questions. The student presents a project which demonstrates a basic competence in the area selected. The student correctly answers at least ___ embedded test questions. The student presents a project which demonstrates a basic competence in the area selected The student presents a project which demonstrates mastery in the area selected. The student presents a project which demonstrates mastery in the area selected. Student Learning Outcome 3 – The student will identify and explain the major components of dramatic structure as well as Aristotle’s six elements of drama in response to written examination prompts (Comprehension; ISLO Critical Thinking). SLO Unsatisfactory 3a – dramatic structure The student fails to identify and explain at least four components of dramatic structure. 3b – Aristotle’s six elements of drama The student fails to identify Aristotle’s six elements of drama. Satisfactory Exemplary The student correctly identifies and explains at least four of the following components: exposition, inciting incident, complication, crisis, climax, and denouement. The student correctly identifies all six of Aristotle’s elements of drama, but does not provide adequate explanation. The student correctly identifies and explains the following components of dramatic structure: exposition, inciting incident, complication, crisis, climax, and denouement. The student correctly identifies and explains all six of Aristotle’s elements of drama. 2 Student Learning Outcome 4 – The student will compare and contrast the important qualities and distinctions of major periods in Western theatre history (i.e., Greek, Medieval, Elizabethan, Neo-Classical, Romantic, and Modern) in response to written examination prompts. The student will also reflect on racial, ethnic, and social diversity of assigned plays in response to written examination prompts (Application and Evaluation; ISLO Critical Thinking and Communication Skill). SLO 4a – Western theatre history 4b – contemporary diversity Unsatisfactory Satisfactory Exemplary The student will fail to respond correctly and fully to at least ___ prompts on written examinations The student will fail to adequately reflect on the racial, ethnic, and social diversity of the plays assigned in class. The student will respond correctly and fully to at least ___ prompts on written examinations. The student will write a short essay exam response that reflects on the racial, ethnic, and social diversity of the plays assigned in class. The student will respond correctly and fully to at least ___ prompts on written examinations. 3 The student will write a short essay exam response with reflects deeply on the racial, ethnic, and social diversity of the plays assigned in class. THEA 120 (3 units) Fundamentals of Acting An introduction to the interpretation of drama through the art of the actor. Development of individual insights, skills, and disciplines in the presentation of the dramatic materials to an audience. Student Learning Outcome 1 – The student will analyze a play for given circumstances and produce a detailed written character biography (Analysis; ISLO Critical Thinking and Communication Skill). SLO Unsatisfactory Satisfactory Exemplary 1a – given The student provides a circumstances list of given circumstances which is missing several key elements necessary to the assigned role in the play. The student provides a list of given circumstances which is appropriate to the assigned role in the play. The student provides a list of given circumstances which demonstrates a clear understanding of the play as a whole 1b – character The student submits a biography character biography which fails to address certain characteristics of the assigned role. The student submits a character biography which addresses pertinent characteristics of the assigned role. The student submits a character biography which demonstrates a clear understanding of the assigned role within the context of the play as a whole. Student Learning Outcome 2 – The student will perform assigned scene(s), demonstrating fundamental performance skills of punctuality, characterization, concentration, and physical and vocal expression (Application; ISLO Personal Responsibility). SLO Unsatisfactory Satisfactory 2a – punctuality The student fails to arrive on time for many rehearsals and/or performances. The student arrives on time for all scheduled rehearsals and performances. 2b – characterization The student fails to make appropriate choices of characterization. The student makes character choices appropriate to the script and director’s interpretation. 4 Exemplary The student arrives sufficient early to warm up physically and vocally for all scheduled rehearsals and performances. The student explores many options in order to determine the best characterization for the script and director’s interpretation. 2c – concentration 2d – physical expression 2e – vocal expression The student fails to stay focused on her/his work during rehearsals and/or performances. The student is unable or unwilling to express the assigned role(s) physically. The student is actively concentrating during rehearsals and performances. The student demonstrates physical expression appropriate to the assigned role(s). The student is unable or unwilling to express the assigned role(s) vocally. The student demonstrates vocal expression appropriate to the assigned role(s). The student demonstrates application of all three circles of concentration. The student explores many options in order to determine the best physical expression for the assigned role(s). The student explores many options in order to determine the best vocal expression for the assigned role(s). Student Learning Outcome 3 – The student will utilize theatre acting terminology and demonstrate theoretical understanding of basic acting techniques (e.g., rehearsal versus performance, movement and vocal experimentation, internal versus external approaches) (Application; ISLO Communication Skill and Critical Thinking). SLO Unsatisfactory Satisfactory Exemplary The student responds appropriately when asked to respond to acting terminology. The student demonstrates an understanding of when experimentation and play are appropriate to the process. 3c – physical experimenttation The student must be prompted when asked to respond to acting terminology. The student must be encouraged to experiment and play during rehearsal and/or must be reminded when experimentation is no longer appropriate to the process The student must be encouraged to experiment physically in rehearsals. The student initiates language appropriate to the acting/directing profession. The student’s work in rehearsals and performance demonstrate a clear understanding of the various stages of the process. The student actively explores physical options in the discovery process. 3d – vocal experimenttation The student must be encouraged to experiment vocally in rehearsals. 3e – internal v. external The student must be prompted when to use internal and/or external approaches to the assigned role(s). 3a – acting terminology 3b- rehearsal versus performance The student experiments with a variety of physical expressions in the rehearsal process. The student experiments with a variety of vocal expressions in the rehearsal process. The student utilizes internal and/or external approaches appropriate to the assigned role(s). 5 The student actively explores vocal options in the discovery process. The student actively explores internal and external techniques in the discovery process. THEA 121 (3 units) Intermediate Acting A continuation of THEA 120 with further emphasis on fundamental acting skills. Laboratory hours to be arranged. Maximum of six credits. Student Learning Outcome 1 – The student will analyze an assigned play for given circumstances, dramatic structure, and an assigned character’s through line of action. The student will produce a detailed written character biography (Analysis; ISLO Critical Thinking and Communication Skill). SLO Unsatisfactory Satisfactory Exemplary 1a – given The student provides a circumstances list of given circumstances which is missing several key elements necessary to the assigned role in the play. The student provides a list of given circumstances which is appropriate to the assigned role in the play. The student provides a list of given circumstances which demonstrates a clear understanding of the play as a whole. 1b – dramatic structure The student fails to identify and explain at least four components of dramatic structure. 1c – character biography The student submits a character biography which fails to address certain characteristics of the assigned role. The student correctly identifies and explains at least four of the following components: exposition, inciting incident, complication, crisis, climax, and denouement. The student submits a character biography which addresses pertinent characteristics of the assigned role. The student correctly identifies and explains the following components of dramatic structure: exposition, inciting incident, complication, crisis, climax, and denouement The student submits a character biography which demonstrates a clear understanding of the assigned role within the context of the play as a whole. 6 Student Learning Outcome 2 – The student will rehearse and perform an ensemble performance project, demonstrating intermediate-level performance skills in characterization, concentration, and physical and vocal expression (Application; ISLO Personal Responsibility). SLO Unsatisfactory Satisfactory Exemplary 2a – characterization The student fails to make appropriate choices of characterization. The student makes character choices appropriate to the script and director’s interpretation. 2b – concentration The student fails to stay focused on her/his work during rehearsals and/or performances. The student is unable or unwilling to express the assigned role(s) physically. The student is actively concentrating during rehearsals and performances. The student demonstrates physical expression appropriate to the assigned role(s). The student is unable or unwilling to express the assigned role(s) vocally. The student demonstrates vocal expression appropriate to the assigned role(s). The student explores many options in order to determine the best characterization for the script and director’s interpretation. The student demonstrates application of all three circles of concentration. The student explores many options in order to determine the best physical expression for the assigned role(s). The student explores many options in order to determine the best vocal expression for the assigned role(s). 2c – physical expression 2d – vocal expression Student Learning Outcome 3 – The student will demonstrate intermediate-level understanding of theatre acting terminology and a theoretical understanding of intermediate-level acting techniques (i.e., internal versus external approaches, presentational versus representational styles, psychological gesture, and character arch) (Application; ISLO Communication Skill and Critical Thinking). SLO 3a – acting terminology 3b – internal versus external 3c – presentational versus representational Unsatisfactory Satisfactory The student must be prompted when asked to respond to acting terminology. The student must be prompted when to use internal and/or external approaches to the assigned role(s). The student is unable or unwilling to shift between presentational and representational styles. The student responds appropriately when asked to respond to acting terminology. The student utilizes internal and/or external approaches appropriate to the assigned role(s). The student initiates language appropriate to the acting/directing profession. The student actively explores internal and external techniques in the discovery process. The student demonstrates an ability to shift between presentational and representational styles. The student demonstrates a mastery of both presentational and representational styles. 7 Exemplary 3d – psychological gesture The student is unable or unwilling to present a psychological gesture for an assigned role. 3e – character arch The student is unable or unwilling to demonstrate an understanding of the assigned character’s arch. The student is able to develop and present a basic psychological gesture for an assigned role. The student is able to translate her/his understanding of the assigned character’s arch in rehearsal and performance. 8 The student is able to develop, explain, and present a psychological gesture for an assigned role. The student is able to identify, explain, and physicalize her/his understanding of the assigned character’s arch in rehearsal and performance. THEA 180 (1 unit) Rehearsal and Performance Enrollment contingent upon participation in campus major dramatic production. Maximum credit one unit per semester for four semesters. Hours to be arranged. Student Learning Outcome 1 – The student will attend all scheduled rehearsals and performances (Application; ISLO Personal Responsibility). SLO Outcome 1 Unsatisfactory The student misses several scheduled rehearsals and/or a performance. Satisfactory The student attends every scheduled rehearsal and performance. Exemplary The student arrives sufficiently early to every scheduled rehearsal and performance to warm up physically and vocally. Student Learning Outcome 2 – The student will clearly demonstrate ability to perform in the production as assigned (Application; ISLO Personal Responsibility). SLO Outcome 2 Unsatisfactory The student is unable or unwilling to perform the assigned tasks. Satisfactory The student performs the assigned tasks as appropriate and necessary. Exemplary The student performs the assigned tasks with mastery. Student Learning Outcome 3 – The student will demonstrate concentration and will complete the performance without breaking character and/or missing a cue (Application; ISLO Personal Responsibility). SLO Outcome 3 Unsatisfactory The student is unable or unwilling to remain focused on her/his assigned task(s)/role(s). Satisfactory Exemplary The student actively concentrates on her/his task(s)s/role(s) during performance without breaking character and/or missing a cue. The student remains focused and actively concentrating on her/his assigned task(s)/role(s) during the entire preshow, performance, and post-show period. 9