GPC Common Course Outlines
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|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Acting II|
|Prerequisite(s)||DRMA 1603 |
The course continues the introduction of an actor’s process in creating an exciting performance. This is a lecture/laboratory course. After receiving initial guidance, students will perform scenes and monologues from a wider range of dramatic texts.
|Expected Educational Results|
As a result of completing this course, the student will be able to:
1. Employ a variety of relaxation and vocal exercises to prepare for effective performance, and understand how and why these preparatory exercises help cause a superior acting performance.
2. Analyze or "score" several different genres of dramatic texts to establish meaningful objective and obstacle choices.
3. Understand and begin to routinely use professional acting vocabulary.
4. Appreciate the use of constructive criticism and use it in the on-going development of a role, as well as with the student’s colleagues.
5. Articulate the consistent fundamental approach of a professional actor’s process, which is appropriate for all dramatic texts the student-actor will continue to work on later in her/his career.
|General Education Outcomes|
1. This course ensures students will be able to "communicate effectively through speaking, listening, reading, and writing" by requiring them to:
a. speak on stage to present effective and easily audible dramatic scenes and monologues.
b. speak off stage thoughtfully to critique peers’ work.
c. Listen on stage to scene partners to maintain specificity of performance.
d. Listen off stage to understand instructor’s teaching and assignments, as well as effectively to evaluate any other actor’s performance.
e. Read to analyze and comprehend dramatic texts.
f. Write in evaluating both in class and out of class theatrical performances.
2. This course ensures students will be able to "demonstrate effective problem solving and critical thinking skills" by requiring them to:
a. collaborate with scene partners to solve staging, blocking and acting problems in rehearsal.
b. Think critically in using acting theory to evaluate live performance.
3. This course ensures students will be able to "locate . . . information through the use of a variety of computer applications" by requiring them to:
use the Learning Resources Center computers to locate dramatic texts and research materials.
4. This course ensures students will be able to "demonstrate an understanding of the importance of the arts and literature in the human experience" by requiring them to:
base their acting on the knowledge that their art functions as a mirror of human experience allowing both them and those who view them to more proficiently examine vital moral and ethical issues, thereby actively participating in the improvement of society.
5. This course ensures students will be able to "identify and apply the basic concepts of wellness" by requiring them to:
increase their physical awareness of and care for their bodies as their actors’ instruments.
6. This course ensures students will be able to "apply the knowledge of personal, societal, and cultural development to living and working in a culturally diverse environment" by requiring them to:
observe fearlessly and respectfully, as well as embody through acting, the broadest range of human values and beliefs.
This course will cover the following major areas:
1. Physical and vocal preparation exercises for actors.
2. A thorough exploration of the concepts of scoring a text, including beats, objectives, and obstacles.
3. Repeated critiqued performances of short dramatic scenes and monologues from a variety of dramatic genres.
4. Continuing guidance in accepting and using criticism to improve performance.
5. Observation and analysis of live theatre performances.
|Assessment of Outcome Objectives|
1. COURSE GRADE:
Students will be graded on their acting in either two presentations of a short dramatic scene, and in three presentations of a dramatic monologue or three presentations of a short dramatic scene, and in two presentations of a dramatic monologue.
2. DEPARTMENTAL ASSESSMENT
One class of every faculty member will be assessed one semester out of every four years. Each student will show her/his ability to understand and demonstrate acting proficiency by being video taped on her/his final monologue, as well as turning in a scored copy of the monologue. These, along with non-graded duplicated copies of one analytical response paper from each student, will be given to a committee of fine Arts faculty appointed by the department chair for the purpose of assessment. Attached to the duplicates will be the instructor’s guidelines for the completion of the assignment.
USE OF ASSESSMENT FINDINGS
1. Specific plan for gathering assessment data:
Students’ duplicated, non-graded analytical response papers shall be given to the department chair before the final day of class. Videotapes and their scored monologue texts shall be turned in to the department chair immediately after the course final exam has been administered. Students will be advised of the use of these tapes, their permission will be gotten in writing, and the tapes will be erased/destroyed after the assessment is complete.
2. Methods of analyzing assessment data:
During the next semester, the assessment committee shall convene for the purposes of viewing the student videos with scored monologues in hand, and writing evaluations to be given to the department chair. The committee shall also evaluate in writing the instructor’s analytical response paper guidelines that were given to students, as well as the non-graded papers students wrote following those guidelines. The committee’s evaluations will be sent to the department chair in memo form. The chair will then send copies to the instructor of the class.
3. Method for discussion of data analysis:
By mid semester of the semester following receipt of the committee’s evaluations, the department chair shall meet with the evaluated drama faculty to discuss consequent improvement of the course. Suggested course improvements resulting from the evaluation process shall be implemented as early as is practically possible, but no later than the following academic year.
Last Revised: Jun. 14, 2011Return to all courses