Download Abilene Christian University College of Arts and Sciences

Abilene Christian University
College of Arts and Sciences
Department of Theatre
The Abilene Christian University Department of Theatre is committed to providing quality training and
opportunity for the disciplined theatre artist in a nurturing environment that models Christian values.
THEA 495 History of Theatre I
1:00-1:50 MWF, Fall 2009
Duncan Classroom
Course Description: Theatre history from ritual theory and Greek origins to 18th century European
practice. Includes focus on cultural and political contexts for theatre events and progressive influences
of writers, designers, directors, and performers.
Instructor Information:
Instructor: Kari Hatfield, Assistant Professor of Theatre
ACU Box: 27843
Office: 135; Phone:674-2813
Email: [email protected]
Office Hours: MWF 9-11am; 2-3pm (Please call or email for an appointment)
Required Texts:
Living Theatre: History of the Theatre, Fifth Edition by Edwin Wilson and Alvin Goldfarb. McGraw-Hill
publishers 2008.
The Bedford Introduction to Drama, Sixth Edition By Lee A. Jacobus, ed. Bedford/St. Martin’s publishers,
2009.
Course Purpose:
In order for the student to fully utilize and understand the theatrical medium, he/she must have a
foundational understanding of its historical development. How has the past determined the present
direction of the theatrical art, and how can it shape a “master objective” for the future?
“We of the theatre need the inspiration and the discipline of Shakespeare and Moliere exactly as a
musician needs the inspiration and discipline of Bach and Mozart. And we need a sense of where it all
came from, this theatre of ours, and where it has been going, and where it seems to be going now. For
the task that inexorably confronts us – the task of continuing – we need, also, to assign ourselves a
master objective.”
Erick Bentley, What is Theatre?
Discovering a “master objective” is an essential step in the development of the theatre student – to
assimilate and own a purpose for the theatre. The main premise for this class is to explore the concept
of a “master objective” in the theatre: what it was in the past, and what it might be today? How can
today’s theatre student discover his/her own “master objective”?
Specific Learning Objectives/Outcomes:
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To expose the student to primary plays and genres of the dramatic cannon.
To understand the theatrical, literary, social, and cultural influences that have shaped each play.
To identify the ebb and flow of theatrical innovation through the arc of history.
To develop disciplined research and critical thinking techniques.
To communicate, through specific examples, the historical development of styles, themes and
production techniques.
Methods of Assessing Achievement of Learning Objectives:
Group Teaching Project:
Later in the semester, you will be given a group assignment. Your group will be responsible for teaching
a specified period of history. Presentations will be graded on the following:
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Participation
Creativity – don’t just be a talking head! Get the class involved!
Scholarship
Clarity of main points – don’t overwhelm us with information
Use of supplementary (non-textbook) materials (at least 3 non-internet sources)
Use of practical applications/examples (plays from the period, set or costume models, pictures,
demonstrations, etc.)
Use of assigned time (30-40 minutes)
Commedia Project:
You will be divided into groups to rehearse and perform a short sketch inspired by Commedia Dell’Arte
troupes of the Italian Renaissance. Scenarios and character information will be provided. Each student
will research their character and write a two to three page essay about the history of their specific
character, including the character’s role in the troupe, their stage business, costume characteristics, and
region they were most popular in. The paper will be due at the time of the group performance. Simple
costumes should be worn, but masks are not required for the performance. (50 points paper, 50 points
presentation).
NOTE: Costuming is your responsibility, and the costume shop should not be contacted or troubled for
this assignment.
“Dead Diva” Presentation/Paper:
Each student will choose a theatre practitioner—from Ancient Greece to the 18th Century—to research
and present to the class. The paper should be 8-10 pages in length (12-point font, double spaced) with a
minimum of five sources (only two can be internet), and must adhere to MLA format.
This is a biographical paper, but it should present an argument rather than merely list facts. Suggestions
for research questions you might answer include: How did this person’s image compare or contrast with
other facts of his or her personal life? How did his or her work leave a lasting impression on the work of
the theatre? What events in this person’s life made an impact on his or her work and why?
In addition to the paper, the student will prepare a presentation for the class. Each student should come
to class on the day of the presentation in the character of his or her theatre practitioner. The student
should dress as the character, speak as the character, and have the mannerisms of the character. The
class will speak with a panel of theatre practitioners from history. No notes may be used, but
arrangements can be made with classmates beforehand to ask specific questions of the panel (to
prompt “impromptu” answers.)
NOTE: It is your responsibility to come up with appropriate attire for your Diva presentation. Please do
not put this burden on the costume shop.
Blog Posts:
THEA 495 will participate in a class blog and online discussion through the class blog page. This page can
be reached from the WordPress icon on your myacu page. You are required to post three reading
responses throughout the semester, and participate in at least two discussion threads. The purpose of
this blog is to engage beyond the classroom in critical responses to the material we cover. We may not
always have time to discuss all of the exciting things we cover in class, and I want to know what you
think! Be honest in your responses, and be respectful in your discussions – I am excited to learn from
you through our class blogs this semester.
(Each of your 3 responses and 2 discussions will be worth 20 points – I am basing this grade on how well
you have processed the information, not on how well you can regurgitate it).
While you are encouraged to post as much as you like, all blogs for your grade must be posted by
Monday, November 23 (the class time before Thanksgiving break).
Examinations:
Both a major exam (around mid-term) and a final exam will be given. Each test will carry equal weight,
although the final exam will be comprehensive in nature.
Extra Credit:
Students may read any unassigned commentary essays from the Bedford text and submit a 2-3 page
critical response for extra credit. Also, a 2 page show review of any play seen by the student can be
turned in for extra credit. Reviews should answer the following questions: How is this performance
relevant to theatre history? How would to performance have been different historically?
Extra credit assignments will be graded on a scale of up to 30 points per assignment and may be turned
in at any time in the semester until the last day of class. Make sure to designate what is meant to be
graded as extra credit at the top of each assignment you turn in.
Grading Scale:
A: 900-1000 points
B: 800-899 points
C: 700-799 points
D: 600-699 points
F: Below 600 points
Grading Breakdown:
Group Teaching Project: 100 points
Commedia Project: 100points
Dead Diva Paper: 100 points
Dead Diva Presentation: 100 points
Quizzes: 100points (5 Quizzes @ 20 points each)
Midterm Exam: 200 points
Final Exam: 200 points
Participation: 100 points
TOTAL: 1000 points
Course Policies:
Attendance Policy
The department absence policy is as follows:
For MWF classes:
5 absences without penalty
6th absence drops student 1 letter grade
7th absence drops student 1 more letter grade
On 8th absence student is failed or dropped
3 late arrivals = 1 absence
After 15 minutes tardy = 1 absence
Never enter the classroom when another student is performing. Please be courteous and respectful by
being aware of what it is you are interrupting with your late arrival.
Academic Integrity
Violations of academic integrity and other forms of cheating, as defined in ACU’s Academic Integrity
Policy, involve the intention to deceive or mislead or misrepresent, and therefore are a form of lying and
represent actions contrary to the behavioral norms that flow from the nature of God. Violations will be
addressed as described in the Policy. While the university enforces the Policy, the most powerful motive
for integrity and truthfulness comes from one’s desire to imitate God’s nature in our lives. Every
member of the faculty, staff and student body is responsible for protecting the integrity of learning,
scholarship and research. The full Policy is available for review at the Provost’s office web site
(http://www.acu.edu/campusoffices/provost) and the following offices: Provost, college deans, dean of
campus life, director of student judicial affairs, director of residential life education and academic
departments.
Policy Concerning Missed Assignments:
No credit will be given for assignments not completed by the due date (unless previous arrangements –
at least 24 hours – have been made.) Quizzes, tests, and presentations cannot be made up or re-taken
unless extreme situations occur. The professor reserves the right to grant or withhold make-up exams,
quizzes, or presentations on a case by case basis. Any make-up work must be completed before the class
period after the original exam or quiz was given.
Disabilities:
ADA Compliance Statement
"Abilene Christian University is dedicated to removing barriers and opening access for students with
disabilities in compliance with ADA and Section 504 of the Rehabilitation Act. The Alpha Scholars
Program facilitates disability accommodations in cooperation with instructors. In order to receive
accommodations, you must be registered with Alpha Scholars Program, and you must complete a
specific request for each class in which you need accommodations. If you have a documented disability
and wish to discuss academic accommodations, please call our office directly at (325) 674-2667.”
Methods of Instruction:
The primary methods of instruction will be lecture and guided discussion. Essential to the success of this
method of instruction is the student’s willingness to discuss readings in class. Audio/Visual presentations
may be used. Power point outlines along with other course material will be copied to the files system
online for student access.
Course Calendar:
Note: All assignments should be completed before class time on the appointed calendar day.
Week 1
M 8/24: Syllabus and welcome
W 8/26: Introduction W/G 1-23
F 8/28 Greek Theatre W/G 25-61; Bedford – Aristotle’s Poetics 95-101
Week 2
M 8/31 Bedford – Agamemnon (42-64) and Oedipus Rex (70-94)
W 9/2 Producing the Greek Play – Group exercise (in class only)
F 9/4 Bedford – Lysistrata 165-187
Week 3
M 9/7 Roman Drama W/G 62-83
W 9/9 Roman Dramatists: Plautus, Terence, Seneca – Bedford 196-204
F 9/11 TBA
Week 4
M 9/14 Medieval Theatre in Europe W/G 114-141
W 9/16 Bedford – Dulcitus (and commentary) 217-224
F 9/18 Bedford – Everyman – 239-251
Week 5
M 9/21 The Theatre of the Italian Renaissance W/G 143-175
W 9/23 Bedford – Italian Drama 252-256
F 9/25 Commedia project discussion
Week 6
M9/28 No Class – Millie load-in
W 9/30 Work in groups
F 10/2 Commedia performances
Week 7
M 10/5 Theatre of the English Renaissance W/G 176-215
W 10/7 Bedford – Christopher Marlowe and Dr. Faustus 265-295
F 10/9 Bedford – Shakespeare and A Midsummer Night’s Dream (and commentaries) 296-337
Week 8
M 10/12 Major Exam review
W 10/14 Work on Group Teaching Projects
F 10/16 Work on Group Teaching Projects
Week 9
M 10/19 No Class – Millie Strike
W 10/21 Major Exam
F 10/23 Fall Break – No Class
Week 10
M 10/26 Spanish Golden Age (W/G Chapter 7) – Teaching Group 1
W 10/28 French Neoclassical Theatre (W/G Chapter 8) – Teaching Group 2
F 10/30 Bedford - Moliere and Tartuffe (and commentary) 509-538
Week 11
M 11/2 Theatre of the English Restoration (W/G Chapter 9) – Teaching Group 3
W 11/4 Bedford – Aphra Behn and The Rover (and commentary) 539-582
F 11/6 Wrap-up English Restoration
Week 12
M 11/9 Writing Workshop
W 11/11 Theatres in the 18th Century (W/G Chapter 10) – Teaching Group 4
F 11/13 Wrap-up 18th Century
Week 13
M 11/16 Research Day
W 11/18 Research Day
F 11/20 Peer Review Day
Week 14
M 11/23 Course review for final exam
W 11/25 Thanksgiving Break
F 11/27 Thanksgiving Break
Week 15
M 11/30 Dead Diva Presentations
W 12/2 Dead Diva Presentations
F 12/4 Dead Diva Presentations – Last Day of class
Final Exam: 8-9:45 am Wednesday, December 9