Course Description: This course provides a broad-based appreciation of dramatic art by approaching the major theatrical eras, representative plays, and the major roles of playwright, director, actor, and designer through lectures, readings, projects, and viewings. Not recommended for majors. (Group IV)
Course Delivery- Hybrid: I plan to deliver the course in person outdoors for as long as possible (inside when the weather is warm enough but inclement). I will upload my course materials into a course-specific Google Drive folder, and share it with students. They will then possess all of the necessary PowerPoints, handouts, etc. I will let students know to always bring their laptops if possible, or at the very least, their phones. If/when students need to go remote, I will record my class with Loom and upload it into the Blackboard module for the course for later viewing. I will schedule biweekly time during my Virtual Office hours for each student who must be remote and make sure that they are caught up on the material being offered in the course. When possible, I will include students who were present face to face to also give them peer input.
Course Description: Foundation course for all production work covering the organization and use of technical elements utilized in the performing arts, especially scenery, lighting, and stage management. Outside lab required. (Group IV)
Course Delivery- Hybrid: In class with distance. Labs will be done in class as distancing can be done. Video content put online if unable to do the distancing.
Course Description: Investigation into the basics of acting: development of the actor's personal perception and understanding of script and character analysis. Various training techniques incorporating group and solo performance are utilized to enhance creative expression and interpretation. The standard concepts of Stanislavski provide the basis for all work. (Group IV)
Course Delivery- Hybrid: I plan to deliver the course in person outdoors for as long as possible (inside when the weather is warm enough but inclement). I will upload my course materials into a course-specific Google Drive folder, and share it with students. They will then possess all of the necessary PowerPoints, handouts, etc. I will let students know to always bring their laptops if possible, or at the very least, their phones. If/when students need to go remote, I will record my class with Loom and upload it into the Blackboard module for the course for later viewing. I will schedule biweekly time during my Virtual Office hours for each student who must be remote and make sure that they are caught up on the material being offered in the course. When possible, I will include students who were present face to face to also give them peer input.
Course Description: Investigation into the basics of acting: development of the actor's personal perception and understanding of script and character analysis. Various training techniques incorporating group and solo performance are utilized to enhance creative expression and interpretation. The standard concepts of Stanislavski provide the basis for all work. (Group IV)
Course Delivery:
Course Description: Study in the conception, preparation, and presentation of design ideas for the performing arts. Emphasis will be on projects to familiarize students with design principles and the articulation of line, color, and texture in scene, lighting, and costume designs. Lab assignments required. Prerequisite: THEA 126 or permission of instructor. (Group IV)
Course Delivery- Hybrid: After initial orientation in-person, one day per week will be my presentation remotely, preferably synchronously. The 2nd class each week (there are only 2) will be in-person at the drafting tables in the CDC. Student projects (there are several) will be remotely presented, synchronously hopefully. Weekly sketchbook office appointments will be remote appointments scheduled separately.
Course Description: The principles and practices of theatre education methods. Theatre Education students will plan and practice strategies of leading theatre lessons for grades 4-12. Required for Theatre Education License. Generally taken fall of senior year. Prerequisite: 259, EDUC 251. (Second half of the semester Fall 2018)
Course Delivery:
Course Description: A study of the nature and process of playwriting as an art form. Students will analyze traditional play structure, and complete a series of writing assignments, culminating in the completion of two one-act plays. On a weekly basis students will be expected to produce original work and respond articulately to other writing. Also listed as ENG 318. Prerequisite: ENG 105 and one college theatre or college creative writing course. (Group IV) (Writing Course)
Course Delivery- Hybrid: Currently, we plan to meet for at least 1.5 hour a week on the main stage in Chappelear Drama Center. Depending on student interest and need, we may break into two smaller groups, with one meeting in person on Tuesday and one on Thursday, with a required full-group synchronous remote meeting arranged for one or both of those days. The remaining class time will consist of at least one hour of independent required weekly remote or in person small group workshop and discussion sessions (I am currently planning on two groups). The small work groups may decide the preferred meeting mode, whether in person on Google Meet or Blackboard Collaborate. I will assist the groups initially with arranging and setting up meeting times, but students will have flexibility in carrying out the small group workshops themselves. I will join the sessions on alternating weeks. Students may arrange to meet during the scheduled class time or outside of class time, as long as all group members and I will be available at the desired times. Once we see how things go, we may decide instead to meet for more time as a full class in person if we all agree that will work for us. Since this is a creative writing class that involves workshopping and discussion of works-in -progress, students will share work that is ready for review with each other and with me in a shared Google Drive for commentary and discussion. Students will complete weekly video and/or written exercises, and/or discussion board responses to readings, submitted through email, Google docs, and/or Blackboard. Students will also have at least two required remote individual conferences with me about their work, and may of course schedule as many individual conferences as they like. We are going to present two public staged readings, one before midterm and one the last week of classes as a culminating final activity. I hope that the first will be a traditional socially-distanced reading on the studio or main stage in Chappelear, or perhaps in an outdoor area, with a small audience, if possible. If that is not possible, we will arrange either to video the reading and share/distribute it online, perhaps in a live social media event or with a public Zoom session. We will invite audience/viewer commentary and feedback on the midterm reading. The last reading will be remote, and again we will try a live online event, or record the reading for sharing and distribution. (Honestly, I am still working this out, and hope to enlist the creative energy of students to come up with exciting ways go present our scripts for audiences!)
Course Description: The theatre and representative plays, illustrating the development of drama and theatre in Europe during the late 19th and 20th centuries. Emphasis is on the major innovations during the century. Prerequisite: ENG 105. (Group III) (Writing Option)
Course Delivery- Hybrid: I plan to deliver the course in person outdoors for as long as possible (inside when the weather is warm enough but inclement). I will upload my course materials into a course-specific Google Drive folder, and share it with students. They will then possess all of the necessary PowerPoints, handouts, etc. I will let students know to always bring their laptops if possible, or at the very least, their phones. If/when students need to go remote, I will record my class with Loom and upload it into the Blackboard module for the course for later viewing. I will schedule biweekly time during my Virtual Office hours for each student who must be remote and make sure that they are caught up on the material being offered in the course. When possible, I will include students who were present face to face to also give them peer input.