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 496 History of Theatre II 1:00-1:50 MWF, Spring 2010 WPAC B5

Course Description: Theatre history from 19th Century romanticism to modern theory and practice. Special focus on non-western theatre development in Asia and Africa. A writing-intensive course. Instructor Information: Instructor: Kari Hatfield, Assistant Professor of Theatre ACU Box: 27843 Office: 135; Phone:674-2813 Email: kari.hatfield@acu.edu Office Hours: MWF 9-11; F 2-3 (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. Martins 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 todays theatre student discover his/her own master objective?

Specific Learning Objectives/Outcomes: 1. To expose the student to primary plays and genres of the dramatic cannon. 2. To understand the theatrical, literary, social, and cultural influences that have shaped each play. 3. To identify the ebb and flow of theatrical innovation through the arc of history. 4. To develop disciplined research and critical thinking techniques. 5. To communicate, through specific examples, the historical development of styles, themes and production techniques. 6. To develop the skill of summarizing and synthesizing key ideas about theatre in writing. 7. To increase your competency in research writing and writing to learn and communicate. 8. To increase your competency in public speaking and use of Power Point, Keynote, and other presentation aids.

Methods of Assessing Achievement of Learning Objectives: Blog Posts:

THEA 496 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 five assigned topic blogs and five of your choice . The assigned topic blogs will have a specified due date in the course calendar, while the five blogs of your choice can be posted at any time throughout the semester until the last day of class. The blogs of your choice can either be responses to readings, discussion threads, or questions that we do not have time to cover in class. 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 10 blogs 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). Melodrama group project: The class will be divided into three groups and assigned one of three melodrama excerpts from The Bedford text (Melodrama casebook, pgs.718-755). Your group will be responsible for re-creating this excerpt for your melodrama as accurately as possible based on research that the group will turn in on the day of performance. You will turn in your cast list, research on performance styles, settings, costumes, and lighting in a research book (only one book per group is needed, but please specify who researched each part of the book). Your group will perform your melodrama for the class on an assigned day. There will be some in-class time to work on your performances, but you may need to schedule some time to meet outside of class. Performance: 50 points, Research book, 50 points Theatre Manifesto paper: You will write a 750-1000 word essay explaining your concept of what theatre should be. This should be written in first person and should have an authoritative tone (Theatre is not I think theatre is..). Persuade us to accept your theory of theatre with an argument based on your aesthetic, and specific examples from the work of theatre and your view of the world. Answer the questions what is it, who is it done for, and why. This paper will be turned in for the Writing Intensive assessment, so you will need to turn in two copies of the paper one with your name, and one with only your banner ID number but no name. This paper is worth 100 points. Research Paper/Presentation:

This paper is the re-examination of an event in theatre history with a contemporary historiographic perspective such as feminism, Marxism, black studies, gay studies, post-modern theory, or religious studies applied to that event. You are encouraged to study an event with social implications or one that had an effect of disturbance, such as a censored production, or one in which a riot occurred, or an assassination (or attempt), scandal, fire or other disaster or disruption. How has this event been written about in both the original sources and in traditional theatre history books and biographies? What has shifted in the consideration of this event in the last twenty years? How has the event been written and re-written to reflect a particular critical and cultural perspective? How is that event now interpreted in a way distinct from the original reports? You will write an 8 to 10 page paper (12 point font, double spaced) examining your event. MLA format should be used. You will need to use at least five sources (only two can be internet sources). In addition to this paper, each student will present their findings to the class on an assigned day. Presentations should include use of Power Point or Keynote and should be 6- 8 minutes in length. Please do not exceed the time limit. Your Power Point should include a bibliography. Your presentation should focus on explaining the event, discrepancies between original reports and more contemporary reports, and lasting effects of the event (i.e. any superstitions created from this event, or changes in theatre building codes or technology, or careers heightened or destroyed, etc.) Even though presentations will occur during the final weeks of the semester, papers will not be due until the last day of class. Paper: 100 points; Presentation: 100 points. 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: Blog Postings: 200 Melodrama Group Project: 100 Theatre Manifesto Paper: 100 Research Paper: 100 Research Presentation: 100 Midterm Exam: 150 Final Exam: 150 Participation: 100 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 ACUs 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 ones desire to imitate Gods 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 Provosts 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 students 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 1/11: Syllabus and welcome W 1/13: THEA 495 Review F 1/15: Ch. 3 Early Asian Theatre (Wilson and Goldfarb); The Love Suicides at Sonezaki (Bedford pg. 583 593) Week 2 M 1/18: No Classes MLK Day W 1/20: Ch. 11 Theatre from 1800 to 1875 F 1/22: Ch. 11 Continued; Blog #1 Due by midnight Week 3 M 1/25: Melodrama group work W 1/27: Melodrama group work F 1/29: Melodrama group work; Blog #2 due by midnight Week 4 M 2/1: Melodrama group work W 2/3: Melodrama Performances F 2/5: Ch. 12 Theatres from 1875 to 1915 Week 5 M 2/8: Mrs. Warrens Profession (Bedford) W 2/10: Casebook: The Woman Question (Bedford Pgs. 851-866)

F 2/12: Ch. 13 Theatres from 1915 to 1945 Week 6 M 2/15: Ch. 13 continued W 2/17: Ch. 13 Continued F 2/19: Desire Under the Elms (Bedford); Blog #3 due by midnight Week 7 M 2/22: Mother Courage and Her Children (Bedford) W2/24: Artaud and his manifesto in class discussion of Manifesto assignment F2/26: Midterm review; Blog #4 due by midnight Week 8 M 3/1: Midterm Exam W 3/3: SETC Class will not meet work on manifesto F 3/5: SETC Class will not meet work on manifesto Week 9 M 3/8: Ch. 14 Theatre from 1945-1975 W 3/10: Krapps Last Tape (Bedford) F 3/12: Death of a Salesman (Bedford) Week 10 M 3/15: Spring Break W 3/17: Spring Break F 3/19: Spring Break Week 11 M 3/22: Manifesto Peer Review Day W 3/24: Musical theatre (no readings) F 3/26: Manifesto due and in-class discussion of theatre aesthetics Week 12 M 3/29: Ch. 15 Contemporary Theatre in the US: 1975-Present W 3/31: Ch. 15 Continued

F 4/2: Easter Break Week 13 M 4/5: The Clean House (Bedford) W 4/7: Ch. 16 Global Theatres F 4/9: Far Away (Bedford) Week 14 M 4/12: Research Day W 4/14: Research Day F 4/16: Peer Review Day; Blog #5 due by midnight Week 15 M 4/19: Presentations W 4/21: Presentations F 4/23: Presentations Week 16 M 4/26: Presentations W 4/28: Presentations F 4/30: Last day of class; Final Exam review: Research Papers due: All 5 Personal Blogs due by today

Final Exam: Thursday, May 6 8-9:45 am

Required Blog Postings: 1. Is Popular entertainment worthy of serious study by theatre historians? Why/why not? (Due by 1/22) 2. Describe an example of the well-made play concept that you have seen on stage or in film. (Due by 1/29)

3. Find a YouTube clip of a theatre form other than realism and post the link on your blog tell us what the form is and why you like/dislike it. (Due by 2/19) 4. Post your disaster research paper topic by today. (Due by 2/26) 5. What form of theatre that we have studied this semester do you feel most connected to and why? Least connected to? Why? (Due by 4/16) All five of your personal blog responses/discussion threads may be posted at any time during the semester until the last day of class.