|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.|
|Prerequisite(s)||DRMA 1603 |
The course emphasizes the collaborative process of directing others in a 10-minute play. The basics of interpreting the script, constructing a prompt book, establishing a positive collaborative environment and common professional vocabulary, as well as blocking the play are covered.
|Expected Educational Results|
As a result of completing this course, the student will be able to:
1. understand the principles of "stage picture" and movement.
2. aid actors in scoring their objectives/ obstacles.
3. articulate and practice the basics of the collaborative process.
4. block a simple scene.
|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 effectively to actors in order to guide them in constructing "stage pictures" and meaningful movement.
b. speak thoughtfully in critiquing fellow student-director’s work.
c. listen effectively to actors to aid the collaborative process.
d. listen to instructor’s assignments and critiques.
e. read to comprehend and analyze dramatic texts.
f. write pointedly and meaningfully about their own collaborative directorial process, as well as about the directorial efforts of others.
2. This course ensures students will be able to "demonstrate effective problem solving and critical thinking skills" by requiring them to:
g. recognize, analyze and solve blocking problems presented by the script and the staging space.
h. think critically to evaluate the work of other directors.
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, as well as correspond with theatre professionals
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 :
realize that their work as directors is effective only to the extent that they fully understand themselves and communicate to their casts the vital role of dramatic art as a mirror of human experience. They cannot expect their audiences to examine vital moral and ethical issues, nor more fully understand the human experience, if they do not base each directorial decision on the role of the art in society.
5. This course ensures students will be able to "identify and apply the basic concepts of wellness" by requiring them to:
a. guide their cast members in safe and effective vocal and physical exercises to increase actor preparedness.
b. understand and articulate the psychological vulnerability of actor "risk-taking" exercises, including their limits.
c. consider actor safety both on and off-stage, both in lighted areas and on the darkened on and off-stage areas.
6. This course ensures students will be able not only to "identify, analyze, and evaluate global economic, political, historical, and geographic forces" but also "apply the knowledge of personal, societal, and cultural development to living and working in a culturally diverse environment" by requiring them to:
accept the need to analyze and articulate fearlessly and respectfully the broadest range of human beliefs, values, and forces in many different time periods and locales. Their casts, as a result, will be able to thoroughly embrace and depict "the world of the play" accurately and meaningfully on the stage.
1. Exercises in establishing the collaborative rehearsal process.
2. Peer and instructor evaluations of scene directing.
3. Introduction of the "stage picture" concept.
4. Study of 3-dimentional spatial movement theory.
5. Formulation of blocking techniques, rhythm, and pacing.
6. Construction of the prompt book, containing scoring, blocking, and production notes.
7. Selection and conceptualization of the dramatic text.
8. Presentation of the 10-minute play.
[NOTE: Whenever possible, the faculty member is encouraged to use as a directorial example his/her actual process of directing an on-campus production during the semester in which the DRMA 2611 is taught.]
|Assessment of Outcome Objectives|
1. COURSE GRADE:
Students will be graded on their directing of two showings of a 10-minute play. Other graded assignments include two analytic response papers: one of a professional or semi-professional off-campus production; the other evaluating in depth the work of a peer. Additional grades include those evaluating the prompt book, class participation,
2. DEPARTMENTAL ASSESSMENT
As DRMA 2611 is taught only once each academic year, the course will be evaluated during one semester in every four years. Each student will demonstrate his/her proficiency in directing a 10-minute play by having the work taped at the final exam presentation. This tape, along with the students’ scored prompt books, will be will be given to a committee of Fine Arts faculty appointed by the department chair for the purpose of assessment. This will accompany the instructor’s guidelines for constructing the prompt book and directing the 10-minute play.
USE OF ASSESSMENT FINDINGS
1. Specific plan for gathering assessment data:
Instructor prompt book and play direction guidelines shall be turned in to the department chair before last day of class. Students’ duplicated, ungraded prompt books and corresponding videotapes of 10 minutes plays will be turned into the department chair within one week following the final exam for the course. Students will be advised that their work is being taped for the purpose of course evaluation; both actors’ and directors’ permission will be gotten in writing, and the videotapes will be erased after the completion of the assessment. Prompt book copies will be destroyed.
2. Methods of analyzing assessment data:
During the following semester, the assessment committee shall convene for the purposes of viewing the student videos with prompt books in hand. The committee will then evaluate the course results in writing and pass these evaluations on to the department chair. Accompanying these evaluations will be a separate evaluation of the clarity of the instructor’s guidelines. The committee’s evaluations will be sent in memo form to the department chair, who will then send a copy to the instructor.
3. Method for discussion of data analysis:
By the midpoint of the next semester, the department chair shall meet with the evaluated theatre faculty member to discuss improvement of his/her DRMA 2611 course. The faculty member shall implement the resulting suggestions for improvements as soon as possible, and no later than the following academic year.
Last Revised: Jun. 14, 2011