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School of Humanities and Social Sciences
Performing Arts: Theatre
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Mission |
Outcomes |
Assessment |
Faculty |
Student Work |
Program Learning Goals and Student Learning Outcomes
(Objectives)
| Goal I:
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To prepare students for performance
opportunities and/or technical/design opportunities,
which might include stage management, scenic design and
lighting design.
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| Outcome A: |
The student will be able to prepare and
present a professional audition or design portfolio
suitable for submission to a graduate school or
professional theatre organization.
Performance Assessment: As part of the
preparation phase of senior project (THEA. 490),
students focusing on performance will be required to
prepare and present a professional audition consisting
of two contrasting monologues (comic/dramatic), totaling
no more than 4 minutes performance time. The audition
selections will demonstrate the student’s understanding
of appropriate audition material; the presentation will
demonstrate the student’s ability to use his/her voice
and body effectively, the student’s understanding of the
character’s objective, the student’s ability to clearly
articulate and have a control of the stage space.
A written evaluation of the audition will be retained in
the student’s portfolio.
Scenic Design or Technology Assessment: As part
of the preparation phase of senior project (THEA. 490),
students focusing on scenic design or technology will
prepare a professional portfolio of student designs,
relevant classroom assignments, relevant production
materials (light plots, instrument schedules,
groundplans, elevation drawings, etc.); the materials
will be organized in a professional manner. The student
will be able to discuss the contents of the portfolio
with the resident theatre faculty to demonstrate his or
her understanding of basic design principles (line,
texture, mass, balance); be able to articulate the
function of the design elements; and be able to read and
interpret a groundplan.
A written evaluation of the presentation will be
retained in the student’s portfolio.
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| Outcome B: |
The student will be able to
prepare a professional resume.
Assessment: As part of the preparation phase of
senior project, the student will prepare and present for
evaluation a resume which includes all relevant
performance and educational experience. The resume will
be formatted using a professional layout acceptable to
graduate schools, professional theatres and agents. A
copy of the resume will be retained in the student’s
portfolio.
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| Outcome C: |
The student will be able to
participate in a theatrical event worthy of public
presentation; participation may be as an actor,
director, designer/technician, stage manager,
playwright, or dramaturg.
Assessment: The culminating activity for all
theatre majors is the senior project. Each student is
required to generate a theatrical presentation, either
as an actor, director, designer/technician, stage
manager, playwright, or, dramaturg. The preparation of
the project will be carefully monitored by a theatre
faculty mentor. Specific criteria vary dependent upon
the area that the student .is engaged in (e.g., a
playwright’s work is not the same as an actor’s work);
however the overall stage-worthiness of any project will
be responded to by the resident theatre faculty. A
written response will be retained in the student’s
portfolio.
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| Outcome D: |
The student will be able to
analyze a script.
Assessment: As part of the preparation phase of
senior project, the student will write an analysis of
the play he/she is acting in, directing, designing or
writing. If the student is doing a non-performance
oriented project (such as writing a research paper), a
play will be assigned for analysis. The analysis will
include explication of theme, a breakdown of the play’s
structure, a discussion of the playwright’s use of
language, and an analysis of the main characters. The
analysis will be retained in the student’s portfolio. |
| Goal II:
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To develop student awareness of the
importance of cooperation and collaboration in the
theatrical process.
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| Outcome A: |
The student will be able to work as
part of a theatrical team.
Assessment: The very nature of the theatrical
event demands an atmosphere of collaboration and
cooperation. The various components that make up a
theatrical event depend heavily upon one another. Each
member of the production team is important and has
specific tasks that must be done in order for the
performance to be successful. Smooth running productions
are a testament to the collaborative process.
Assessment: Each student works on at least six
productions; participation may be as a performer, member
of a technical crew, sound or light board operator, prop
master, music designer, stage manager, or assistant
director. Students receive a letter grade for their
assignment. Written evaluations of the student’s
contribution to the production will be retained in the
student’s portfolio.
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| Outcome B: |
The student will be able to
meet deadlines: for example, learning lines in a timely
manner; researching and finding appropriate props for a
departmental or student production; or, building sets
and hanging lights so that technical/dress rehearsals
can be effective.
Assessment: Each student works on at least six
productions; participation may be as a performer, member
of a technical crew, sound or light board operator, prop
master, music designer, stage manager, or assistant
director. Students receive a letter grade for their
assignment. Written evaluations of the student’s
contribution to the production will be retained in the
student’s portfolio. |
| Goal III:
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To develop student awareness of the
theatre’s contribution to western civilization.
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| Outcome A: |
The student will have an understanding
of how the theatre is a mirror of the social and
political issues of the day.
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| Outcome B: |
The student will be able to
explain how the performance space evolved.
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| Outcome C: |
The student will be able to
explain various theatrical styles, as they pertain to
dramatic literature: realism, naturalism, expressionism,
theatre of the absurd.
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| Outcome D: |
The student will be able to
identify the major contributors to the artistry of
theatre in western culture, over the last 2500 years
Assessment: All theatre majors are required to
take two quarters of theatre history covering a
2,500-year span of time from the classical age of Greece
through the end of the 19th century. In addition, they
are required to take Modern Drama which focuses on
theatrical activity during the 20th century. The
dramatic literature covered in these courses spans time
periods, varying cultures, ethnic diversity and gender
differences.
Final exams, as well as research papers from the three
required history and literature courses will be retained
in the student’s portfolio. The student’s responses will
be compared to the student learning outcomes to
determine whether or not the goals are being met. |
| Goal IV:
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To prepare students to work
independently.
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| Outcome A: |
For students interested in directing,
the student will be able to select a play for
production, be able to analyze it, be able to prepare
for rehearsal, hold auditions and cast the show; be able
to prepare a rehearsal schedule; hold to deadlines;
prepare the show for performance.
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| Outcome B: |
For students interested in
acting, the student will be able to select appropriate
material, analyze the character (s) to be performed,
learn lines, rehearse and perform their selection(s).
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| Outcome C: |
For students
interested in design, the student will be able to
analyze the script, design an appropriate environment
following discussions with the director, build a model,
prepare relevant drawings or light plot.
Assessment: The theatrical process is complex.
There is a delicate balance between independent thinking
and collaboration. Each component to the process
involves both, at different times. The successful
completion of the senior project is an indicator of the
student’s ability to work both independently and
collaboratively. However, throughout the senior project
process, the student has a faculty mentor, who is
monitoring the process. The student must make the
necessary decisions in order to proceed to the next
step, in the process. The successful completion of the
senior project implies that the student has completed
all necessary preparation and has learned to work both
collaboratively and independently. |
Review Process:
Each year, student portfolios will be reviewed by the resident
theatre faculty. Given the specific material that will be
included (professional resume, evaluation of senior
audition/design portfolio! evaluations of performance and crew
assignments! analysis connected to senior project/exams and
papers associated with the theatre history/modern drama
sequence), the faculty should be able to ascertain whether or
not the students have accomplished what we claim we are
attempting to do. Obviously, if a majority of students are
incapable of preparing a professional resume, we must address
this issue in our classes. If a majority of students are
incapable to presenting a professional audition or portfolio
review, we must re-evaluate what we are doing in our classes. If
a majority of the student’s performance/crew evaluations are
consistently inadequate (every theatre major must participate in
a minimum of six productions), we must re-evaluate what we are
communicating to our students, both in class and in the
rehearsal production environment.
Last Spring, the theatre faculty did discuss what we viewed as
shortcomings in our program. We were concerned about a) students
not taking the senior interview process seriously; and, b)
inadequate preparation for senior projects. As a result of our
discussions, we decided to incorporate the “senior interview”
(audition/portfolio review) into the Senior Project Preparation
Phase. We also decided to offer a 2-unit Auditioning Techniques
Course for Fall Quarter, 1998. This addition to our curriculum
gives the students a concentrated experience in finding
appropriate audition material and learning about appropriate
audition technique. Our discussions last Spring also resulted in
shifting our “senior projects” from Winter Quarter/Spring
Quarter, to Fall Quarter/Winter Quarter (whenever possible). The
actual presentation will be the first weekend of Spring Quarter,
instead of Final Exam Week of Spring Quarter. The benefits of
this shift include: seniors are not competing with our Spring
Production, which is always our largest and most time consuming;
Spring Break will give the students a concentrated amount of
time to polish their presentations; and, the faculty will have
an opportunity to respond to the projects, unhindered by Spring
Quarter Final Exams.
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