INSTRUCTIONAL PROGRAM PLANNING: THEATRE ARTS Spring, 2012
I. BACKGROUND, EVALUATION & ANALYSIS
PROGRAM DESCRIPTION
The Theatre Arts Department continues to maintain instructional quality to ensure student success by
providing a transferable curriculum, concurrent with general education, completion of majors, and
continuing education courses for students and the community-at-large. Theatre Arts continues to
develop skills of acting, direction, appreciation, and technical theatre programs inclusive of evolving
technologies, while seeking improvement to facilities, counseling, production excellence, and
learning for students of all ages and backgrounds. Theatre Arts strives to explore theatre that is
diverse in cultural and historical perspectives while continuing to provide outreach to high school
theatre departments in Santa Cruz County. Because we are aware that we represent the college as a
whole, Theatre Arts takes pride in ensuring that all performances, whether student-directed, facultydirected, or professionally directed represent our highest efforts. We see this as a chance to introduce
students and the general public to the uniqueness and diversity of Cabrillo College.
Relationships
The importance of the Theatre Arts program within the college and community is multi-faceted. It
provides an opportunity for an Associate Arts Degree for students interested in working in an
expanding entertainment industry or continuing to a university. Students pursuing General
Education requirements for transfer find Theatre Arts an exciting discipline, allowing them to
develop creative problem-solving, critical thinking, and empathic interpersonal skills while working
as part of a creative, interdependent team, either on stage or behind the scenes. These skills, uniquely
developed in and through theater experiences, may be applied to a host of lifelong endeavors beyond
the medium of the theater.
Thru a wide variety of class offerings the department provides a unique opportunity to present high
quality cultural events to the general public, including traditional, contemporary and experimental
plays, musicals, and world theatre. The Cabrillo College Theatre Arts Department is the longest
running theatre company in Santa Cruz County, where it has become an integral part of the
community’s cultural identity. It has partnered with Cabrillo Stage Professional Musical Theatre for
over thirty years to provide valuable professional internships and courses that allow our students to
work along side admired professionals in the field.
The strength of our core courses, the diversity of our electives, and the quality of our productions has
helped to lend the department respect in the community. Two local Bond measures were passed to
remodel the college and to build the VAPA Complex. This is a stunning sign of support for the value
of the Arts in Santa Cruz County. The Theatre Arts program is especially humbled and grateful for
this support. These facilities have allowed us to teach classes and to establish production values at a
level that we have not been able to achieve in the past.
Most of our students are typical college age students exploring the discipline, however, many are
older, returning students that come to further develop their craft or job skills, to develop professional
contacts, or to fill an artistic need. To meet the needs of the student community, we have developed a
three-pronged course organization.
o Introductory courses are offered in acting, appreciation and technical theatre designed to provide
students with the opportunity to explore the discipline, while maintaining transferability in
General Education.
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o Theatre Arts Major courses in acting, theatre aesthetics, technical theatre, and performance allow
students to complete their lower division major requirements for transfer to a university,
including CSU and UC programs.
o To develop student strength in focused areas of the discipline, and to serve as a testing ground for
curriculum development, an umbrella course for Studies in Theatre Arts has been successfully
utilized. This wide range of courses brings diverse and topically current offerings that respond to
changing needs of the department and college.
We are hopeful, that through these diverse class offerings and the excellence and commitment of our
staff and faculty, the community support will help the Department to compete and to grow in
mercurial economic times. Cabrillo College has the potential to develop into the Central Coast’s
premier Performing Arts Center. The Theatre Arts Department is interested in being a major
contributor to that vision.
Within the VAPA Division, the Theatre Arts department is one of the smallest in size yet leaves a
wide footprint. Our students are shared with many of the departments. Many of our acting students
are taking courses in dance, music, and voice. Our technical and design students are taking classes in
studio art, photography and art history. There is strong “cross pollination”. The skills and
sensibilities acquired within the various disciplines of the VAPA Division yield a very well prepared
and honed student.
On a wider level, the core and elective courses offered by Theatre Arts are utilized to support several
other programs within the college and are as follows:
o Associate in Arts Degree students can select from 7 courses to fulfill Area C: Humanities and Fine
Arts requirement (Theatre Arts 7, 8, 9, 10A, 28, 29, 77).
o Multicultural Studies Requirements can be met with TA 8, World Theatre.
o Acting and technical courses (TA 10A, TA 31) are recommended as other electives in the model
program for Transfer in the Dance Program.
o Introduction to Dance, DANCE 61 is an approved elective in the model program for Transfer in
Theatre Arts.
These courses open the door to a wide range of skill development, cultural points of view and ways
of understanding the world.
There are several other programs in the college that have similar or comparable courses that should
be discussed. The English Department addresses Creative Writing and Literature as applied to
Drama, but the emphasis differs from comparable courses in Theatre Arts in that the related TA
course transforms pure knowledge into practice and performance. These courses are as follows:
o ENGL12D--Creative Writing: Drama complements TA85B--Introduction to Playwriting for
Performance
o ENGL 34—Shakespeare complements TA15--Styles of Acting/Playing Shakespeare
o ENG 30-40 series complements TA14--The Art of Play Reading
Other disciplines that offer similar subjects, but different emphases, include:
o ART 31AB--Painting complements TA 35-- Scene Painting
o ART 5-- 3D Design complements TA 31-- Design in the Theatre
o DANCE 61—Introduction to Dance complements TA 12-- Movement for Actors and Directors
o DANCE 67/68—Dance Theatre as Performance Art complements TA 29--Rehearsal and
Performance
o MUS 200—Freeing the Natural Voice complements TA11--Voice and Diction
o CEM 151-- Construction Fundamentals complements TA 27-- Technical Production Workshop
These courses are not duplicates, but rather complementary in subject matter in some components.
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There are a few courses that are cross-listed in both departments.
o MUS 74— Introduction to Musical Theatre with TA74
o MUS 75— Summer Musical with TA75
In many ways, inter-programmatic and community collaboration occurs on a regular basis. Theatre
Arts is a wide field that thrives on working with all disciplines, areas and fields of study. Each
production offers a new opportunity to creatively explore ways of seeing and hearing varying points
of view and experiencing the world. A few examples from the past few semesters are relayed below:
o Regular collaborations with the Music Department each year on presentations by Cabrillo Stage
(Summer Musical MUS/TA 75), which are enjoyed by over 20,000 patrons each season.
o Collaboration between Music MUS 67—Opera Theater Production and TA27 Theatre Production
Workshop created a beautifully successful production of Mozart’s The Magic Flute in Spring 2004.
Additional collaborations with the opera discipline are in the planning stages.
o During the production of Inherit the Wind we invited several distinguished real-life scientists to
represent onstage one of the scientists who was never allowed to testify in the original trial. Their
presence inspires us to consider the timeliness of the issues in the play. They were: Chuck Smith
Alan Lonnberg, Michael Edwards, Carol Hoffman and Robin McFarland. Concurrently there was a
panel discussion after one of the performances with these faculty members and the audience.
o In January of 2008, Theatre Arts collaborated with the highly respected local theatre company,
Pisces Moon. The result was a successful presentation of the nationally acclaimed play, Dead Man
Walking. Concurrently, panel discussions on capital punishment were presented which included a
seminar from the playwright.
o 2008 Cabrillo Summer Arts’ class, Acting for the Camera, was taught by an internationally
respected team of film and theatre artists.
o Theatre Arts was one of the organizers of a session for Cabrillo’s Social Justice Conference, 2008
in which the collaboration of Cabrillo College, Delta School, and Pisces Moon was featured. The
presentation was entitled: Art and Social Justice- Dead Man Walking, a case study.
o The opening Gala of the VAPA Complex was very successful in collaboration among programs.
Theatre, Dance, Music, Visual Art all worked together to create a beautiful celebration and spectacle
for a three-day free public event. It was a once in a lifetime opportunity that was shared by all.
o Sarah Albertson and Michael Mangin (History Program) developed a collaborative flex activity
Grapes of Wrath: Fact, Myth, and Historical Memory. Further collaboration developed between programs
surrounding the production of The Grapes of Wrath.
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o In 2009, Cabrillo Theatre Arts was represented at the 16 Annual Amman International Theatre
Festival in Amman, Jordan when Mosaic Theatre was invited to participate by presenting Cabrillo’s
An Evening of World Theatre,’09 production of Of Mint, Olive Oil and Zaatar.
o During the Fall Semester, 2010, Elke Kaiser from Berlin, Germany led a workshop in “Exploration
of Mime Acting”. Elke weaves the techniques of Decoux, LeCoq, Marcel Marceau and commedia
dell’arte into her own distinctive process of artistic exploration. Based in improvisation, the work is
highly physical and imaginative.
o The Spring 2010 Production of The Marriage of Figaro (TA 29) combined efforts with the Dance
Department, with dance choreography by Rhonda Martyn.
o The Gaza Monologues, writings by Palestinian youth in the aftermath of the January 2009 attack on
Gaza and its continued blockade. This event was part of a global project involving 30 cities,
performances occurred simultaneously around the world, some of which were connected via satellite.
Some performers joined the culminating international performance on November 29th at the United
Nations. Cabrillo Theatre Arts students performed as part of this international event on the shores of
the Monterey Bay at Twin Lakes State Beach in October 2010.
o Story Through Theatre: Cabrillo Theatre Arts hosted workshops given by London based Theatre
Companies Theatre Témoin and Grafted Cede Theatre for theatre artists and military veterans. The
workshop provided a dialogue between veterans and theatre practitioners on the experience of
homecoming. It was geared toward responding to the companies’ touring piece, Nobody’s Home, which
is an exploration of post-war trauma and the soldier's journey home through a modern retelling of The
Odyssey.
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o A community event in March 2011, entitled A Joyful Leap Into Spring in which Cabrillo Theatre Arts
students performed stories from A Pint and a Haircut, an anthology of Irish tales, that was published to
raise funds for humanitarian aid to Haiti.
o Productions of Seussical, Sweet Charity, and The Mikado (TA 29) provided collaboration between
Theatre Arts and Music, with music faculty member Don Adkins leading an orchestra containing
several music students and professional musicians.
The above examples serve as a springboard for additional collaboration. It is exciting and rewarding
to work creatively among disciplines and have our students benefit from the collaboration.
It is easy for a smaller department to become isolated and attempt to try to proudly hold itself as an
island. Theatre people often will take a “get it done myself” attitude and not take advantage of
programs that can be mutually beneficial. We share a resource lab with the Music Program that
provides several video and dialect resources for our students. A sparkling cross-curricular program
that has been utilized for years is the Swenson Library. A wide variety of scripts have been made
available to our students thru the main desk, as well as a large array of video and DVD selections
used in the appreciation classes. Theatre Design students have thrived on the folios and been inspired
by the selections. We appreciate the relationship with the Library and look forward to utilizing its
resources even further.
In terms of other educational institutions in the area that offer similar programs, the University of
California at Santa Cruz and San Jose State University offer lower division Theatre Arts courses that
are comparable to the Cabrillo major in Theatre Arts. However, courses in acting, technical theatre
and especially performance vary in uniqueness with each production, instructor, and class. Theatre
Arts is an art form in which skills develop in collaboration with students, instructors, and audience
members. With entry-level courses offered in several Theatre Arts areas, the Theatre Arts Department
encourages all students to explore their interests in Theatre Arts education, and as they develop their
skills, they contribute to the cultural vitality of our community.
With respect to articulation, nearly all program courses are acceptable transfer courses to UC and
CSU. Specific articulation agreements exist with several campuses including the following: UC Santa
Cruz, Sacramento State, Chico State, San Jose State, Cal State Hayward, and Fresno State, as follows:
TA 7, TA 9, TA 10A, TA 11, TA 28, TA 31, TA 33, TA 35.
Two courses are IGETC courses: TA 8 World Theatre, TA 9 Appreciation of Theatre Arts.
Cost
WSCH/FTEF information comparing the program load with the average for the
College
College
Theatre Arts
Academic
Year
2006/07
2007/08
2008/09
2009/10
2010/11
WSCH/FTEF=Load
WSCH/FTEF=Load
Fall
545.3
550.7
609.6
626.1
590.7
Fall
488.9
471.7
497.5
628.9
603.0
Spring
516.2
534.6
612.7
603.1
587.7
Spring
448.7
480.1
538.3
570.7
573.8
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o
o
o
Load patterns for Theater Arts have generally followed the college pattern in terms of increases
in the fall and decreases in the spring.
Significant Load increases in Spring 2009 followed the opening of the new Crocker Theater in the
VAPA Complex.
Load ratios vary significantly from semester to semester depending in large part to the size of the
drama production and the corresponding size of the cast and support crew.
FTES income and program expenditures indicating the cost effectiveness of the
program
Academic
College
Theatre Arts
Year
Percent of
FTES
FTES
2006/07
2007/08
2008/09
2009/10
2010/11
o
o
o
Fall
5,068.5
5,405.1
6,088.1
5,978.4
5,569.6
Spring
4,927.0
5,248.1
5,901.3
5,666.0
5,446.5
Fall
57.4
57.4
65.0
78.5
75.4
Spring
59.9
61.7
70.6
74.8
75.5
TA Program
FTES to College
Fall
Spring
1.13%
1.22%
1.06%
1.18%
1.07%
1.2%
1.31%
1.32%
1.35%
1.39%
Percent of FTES generated by Theater Arts compared to college FTES has varied over the fiveyear study; however, it has not fallen below 1.0% in any semester and has seen a significant and
steady increase in the past two years.
The increase in FTES may be attributed in part to the excitement of opening the new facilities.
The quality of the facilities as a teaching and learning center may account for the continued
steady rise.
Academic
Year
2006/07
2007/08
2008/09
2009/10
TA Program
Base
Expenditures
College Base
Expenditures
$357,008
$382,796
$399,359
$391,525
$26,934,725
$29,023,043
$28,658,802
$27,072,480
Program
Expenditures
from
Sources Other than
Base
$43,826
$42,160
$47,235
$44,651
Percent
of
Program
Expenditures
College
1.325%
1.319%
1.393%
1.446%
TA
to
The ratio of Theater Arts expenditures when compared to college expenditures rose over the fiveyear period. Three full time faculty members, at or near the top of the salary schedule, could be a
factor. There have also been significant increases in the cost of building materials (wood, steel,
plastics, special materials special products, and paint) utilized for set and prop construction in
production classes (the largest amount of our expenditures beyond personnel). It is important to note
that dollars spent by Theater Arts outside general fund contributions, necessary to mount student
productions, are funded through ancillary accounts, which are filled with proceeds from ticket sales.
Academic
Year
Percent
of
Program
FTES to College
Fall
TA Percent of TA Program
Expenditures to College
Spring
5
2006/07
2007/08
2008/09
2009/10
1.13%
1.06%
1.07%
1.31%
1.22%
1.18%
1.2%
1.32%
1.325%
1.319%
1.393%
1.446%
Further examination reveals that when expenditures are compared to FTES generated, the Theater
Arts program is consistently a little expensive. The department manages a large budget for its
program size. Classroom expenses are higher than many traditional lecture courses due to
production costs associated with the semester production and technical classes (TA 29, 27, 85T, 28,
35,and 77 for example). It costs money to put on a show in both materials and people. During the
past few years, production costs have been controlled through careful budgeting and management
even as costs have soared and General Fund budgets slashed. Much of the rise in cost is countered
through ticket sales. We have worked hard to keep ticket prices down, quality high and to serve as
many audience members as possible.
It is important to note, that while general enrollment in most Theatre Arts courses is consistent,
overall WSCH and FTES can vary semester to semester due to the particular drama production
produced (TA 29). One semester may feature a musical with 35-45 students, which is then followed
by a smaller dramatic play with 18 students. The number of students who provide technical support
(TA 27) also varies depending on the productions selected. The nature of the plays presented
determines the enrollment and that should not be viewed as growth or decline in any given semester.
We work to provide a balance in the curriculum to help offset theses choices. In our pursuit of cost
effectiveness, we must be aware that pedagogy, curriculum and student learning can be drastically
compromised if choices are made solely on efficiency and cost in determining the type, size, and
scope of the class productions. All productions cannot (or should not) have 45 students enrolled.
Nor, need every show cost $20,000. This flexibility is important to provide what is necessary to
create a strong and effective learning environment.
With the economic downturn and continued budget crisis we understand the importance of
improving efficiency as much as possible. With council from the VAPA Dean we are working to
achieve an effective balance. We have identified a few points to develop through the upcoming
semesters. They are noted below:
o Creation of more online courses. These classes historically fill quickly and have strong waitlists.
o Raise the enrollment cap on the existing online Theater Appreciation Course (TA9) from 30 to 50.
This class has been a prime example of successful online teaching and should be able to allow
more students to enroll for the same teaching load without jeopardizing student learning.
o New TMC (Transfer Model Curriculum) for TA has been finalized. Incorporating curriculum
alignment and adjustment to comply with the standards should make transfer simpler, and
increase the number of majors. It is to be assumed that more majors will generate more
consistent and stronger FTES.
o Work to increase awareness and popularity of potential large load classes. TA9, 8, 27, 29, 75. This
can be accomplished through more majors and promotion from faculty.
o Increase efficiency of production budget through more consistent interface with Division
Accounting Specialist. We must work to make every penny count.
Student Learning Outcomes
Learner outcomes have had a significant impact on our faculty by bringing to light a system that we
have been using for every course. They have helped in the following ways:
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o
o
o
Discussing learner outcomes for multiple sections of TA10 Acting series (10A, B, C) at
departmental meetings has helped instructors compare objectives with each other while still
maintaining academic freedom to teach their course as they see fit. All Core 4 areas were
discussed and assessed for those classes and sections and refinement of the SLO’s were
incorporated into the curriculum revisions.
Every SLO in every course in the department was reviewed through Curriculum rewrites.
Consistencies in SLO’s in sequential courses have been refined through the review and rewrites.
All instructors are using learner outcomes in their syllabi and projects.
It should be noted that we have been remiss in properly assessing all Core 4 and every single course
over the six-year period. Assessment has been spotty and documentation inadequate. As indicated
above, the documentation only includes analysis of the TA10 Acting Series.
It is understood that the department will work closely with Marcy Alancraig to bring the Student
Learning Outcomes for Theatre Arts into correction. A chart of courses that will be offered for the
next three years and a timetable to complete the task will be worked out with the Program Chairs.
However, as indicated in the attached Departmental Assessment Analysis Form, our instructors were
pleased to see consistency in student learning across the sections offered. It is clear from the analysis
that students could utilize more dedicated lab time to break down and rehearse scenes and
monologues in order to refine their skills and techniques.
Instructional improvement and support was identified as follows:
o Creation of an additional Theatre Arts Laboratory section, dedicated to rehearsals of scenes and
monologues was suggested. This idea is in the process of investigation to develop new
curriculum and make changes as needed.
o Discuss specific needs of individual instructors who use the Acting Studio and how the
classroom might be better organized and maintained. Instructors have met to discuss the needs
of the individual instructors in the classroom.
o The need of adequate, controllable, flexible lighting to help establish scene focus and playing
space was determined. In the Fall 2011 a Faculty grant was requested and received for the
lighting system. In the Spring 2012 semester, the lighting system is to be installed through the
work of staff and M&O.
We will work with great diligence to make Student Learning Outcome Assessment a more consistent
and usable tool for our department in the semesters to come.
Student Success
Generally, in the area of Course Success and Retention (Course Completion), the statistical data
sheets for 2006-2011 below show that the Theatre Arts Department is consistently above the college
average. In the last three spring semesters, course completion has been softer than that of the college
overall. We will investigate this issue with the Research Analysis to help determine a cause to help
mitigate a way to strengthen our Spring Course Success rate. Overall, though, this data characterizes
a department with a consistent rate of success. Our Enrollments have been consistently high and
retention strong showing a thriving department.
College
Academic
Year
2006/07
2007/08
2008/09
Theatre Arts
Course Success
Course Completion
Course Success
Course Completion
Fall
66.7%
Spring
66.6%
Fall
80.6%
Spring
80.3%
Fall
71.6%
Spring
75.3%
Fall
82.6%
Spring
81.7%
67.3%
67.8%
80.6%
82.0%
69.2%
75.9%
81.2%
83.8%
68.5%
68.9%
85.7%
84.6%
74.5%
72.7%
87.4%
83.0%
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69.7%
70.6%
85.3%
84.7%
74.4%
73.3%
88.6%
82.0%
2009/10
71.0%
71.9%
85.8%
86.3%
78.7%
75.9%
86.5%
84.1%
2010/11
Other determinants of success include the number of graduating majors. We are disappointed in the
number of majors that we have on a consistent basis. There has not been a strong push toward major
declaration in the past. Instead, focus has been upon technique and skills acquired in the classroom.
Cabrillo’s student base offers the student the opportunity to bring in a wide range of skills that can be
quickly adapted to the program. Therefore, there have been many students that have gone straight
into the professional realm. Many have utilized Cabrillo Stage as their first quality professional job
and have moved on to other theatres and/or positions in the industry. Carpenters, painters, welders,
electricians, audio technicians, stage hands, properties artisans and buyers, stitchers and pattern
makers, and stage managers are a few of the positions that have served as career starts for Cabrillo
students.
Whether it be technician, director, or actor, it has been our experience that the majority of our
students take what they have learned from the classroom to the workplace without a degree. The
entertainment industry is an over-employed freelance field and requires persistent networking and
commitment. However, the industry is always looking for the right person, for the right part at the
right time. Tracking success in the marketplace is challenging and many times unreliable. Much of
this career information comes anecdotally. Often students are out of the loop for years and then pop
up with a break. Contacts with past students through social media and networking have offered the
best information. Unfortunately, it is data that cannot be easily assembled and codified.
With greater emphasis placed upon majors and transfer education by the state and college we are
seeing the importance of focusing our students toward Major declaration where possible. This is an
important goal for our A.A. Degree and transfer programs.
In the area of technical theatre, there is a need to provide better recruitment from high school and
community programs in order to have those students receive the training they desire here at Cabrillo.
The program is strong and has the potential of being one of the best in the state. Professional training
and experience is vital in the entertainment industry job market. Cabrillo Stage has been the testing
and launching ground for many technical theatre students in the Theatre Arts program. Many
students have taken this opportunity to be a part of the technical internship program and continue to
be hired for the next Cabrillo Stage season or move straight into another professional organization.
The student intern training is rigorous and time intensive. The training concentrates on one or more
productions produced with very high aesthetic and technical demands. The intern works side-by-side
with professionals who are working in the field and greatly benefits from their expertise and
experience. This type of program is vital in the field and this type of training is the norm (and
preference) in the industry.
Cabrillo Stage’s professional program is a valuable but still it is an under-utilized resource to the
Department. Stronger affiliation and integration with Cabrillo Stage and its technical internship
program needs to be developed. This relationship can be the cornerstone of a certificate program in
Technical Theatre.
Results Of Student Survey
Examination of student surveys brought many realizations to light. Some of the most important are
noted below:
o Student surveys indicate strong reasons for enrolling in Theatre Arts courses as the following: the
skills are required for job, transfer, or major and are offered at an appropriate time. It is good to
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o
o
o
hear that our department enjoys a strong reputation. It is helpful to utilize this information when
working with other schools, area high schools for recruitment. It is also helpful to relay this info
to professional programs that may be hiring our students in the future.
Students enjoy the TA classes, take several in their time at the college, and recommend them to
others.
Students indicate the major strength of the program is found in the teaching staff (knowledge,
experience, and passion.)
Students indicate the need for adequate funding for class productions, classroom equipment, and
media materials.
Curriculum Review
Every course in the program has undergone curriculum action by updating textbooks, adjusting
arranged hour labs, and fine-tuning learner outcomes. We worked together to develop stronger
relationships and leveling of the Acting series (TA 10 A,B,C) and to the Improv series (TA13 A, B).
Each course was reviewed and adjusted where necessary to bring arranged lab hours into compliance
with State mandates. In some cases we were able to fold the arranged lab into the course schedule.
In other cases we turned the lab into a co-requisite TA250 positive hour lab. Each class was examined
on a case-by-case basis with focus upon learner outcomes and pedagogy. Adjustment to lecture / lab
configuration times proved to be a challenge that created some issues with program teaching unit
allocations. Further adjustment of lecture/lab times will most likely be required and therefore
continue into the next semester.
Attached is a copy of the current course catalogue pages that reflect the current courses and model
program.
II. NEW DIRECTIONS
In summary, the Theatre Arts Department continues to provide students and the community-at-large
with quality courses and professional-level productions—often at the expense of over-working the
staff and faculty. Since the last full Program Plan was completed, we have taken residency of a state
of the art facility, which has been a welcomed blessing to all faculty, staff, and students. It is a
pleasure to be able to offer quality instruction in a quality teaching facility. Theatre Arts requires a
large amount of square footage to operate. Safe and adequate space and equipment is needed for
performance (including stage and audience spaces), rehearsal studios, backstage support (makeup
and dressing rooms), technical classrooms and support spaces for lighting, sound, projection, paint,
costume, scenic fabrication, prop manufacturing, scenic and drop painting, storage facilities, design
and drafting classrooms, and lecture classrooms.
We have been adjusting to our new facility, and finding the inherent challenges that arise when
residing in a new space. Because this new facility created separate spaces and buildings for the Music
and Theatre Arts Departments, its operation is exponentially more complex. The Performing Arts
Complex now features three teaching/performance spaces, several rehearsal classrooms, and
additional instructional classrooms, and support spaces.
The faculty and staff rose to the exhausting challenge of opening and operating a new facility without
the support staff requested. Now into our third year, Theater Operations is operating at the
minimum staffing level of six years ago. At the time of writing, cuts to Theater Operations are in the
process and will likely result in the reduction of the Performing Arts Complex Assistant’s load.
The Performing Arts Technician is working diligently to support increased responsibilities and duties
of the new spaces, as well. The larger size of the Crocker Theater provides terrific teaching and
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learning opportunities that could not happen in the old facility. However, the new facilities create a
different set of challenges. Inherently there is a larger volume of scenery necessary to fill the space
and technically more complex systems and are utilized to support and to create the production
designs.
Out of necessity, the VAPA programs have worked ingeniously together with the Dean to create a
self-funding box office for ticketing and patron services. State of the art ticketing and patron
interaction should finally match the quality of the facility that we house. We are searching for
creative ways to meet the needs in a future where traditional funding and staffing are not available.
It has become apparent that group II equipment funding cuts that required salvaging old furniture
and equipment from the old facility has led to several items in need of replacement. Much of this
equipment was old when we moved it, due to wear and tear, deferred maintenance or deferred
replacement of obsolete/incompatible technology, but we could not serve our students successfully
without it. We have worked tirelessly to garner faculty and student senate grants to help meet the
needs of replacing the old, failing earmarked group II equipment, but these proceeds, generous as
they have been, fall short of need.
Reuse of scenic materials, props, and costumes that were built or acquired in previous productions
are a major factor in building a new production. This inventory is a major factor in cost control for
semester productions. However, this inventory requires significant local storage space. There was no
storage designed in the new VAPA facilities to accommodate this inventory. Off-site warehouse
storage was created, combining all of our storage nooks and crannies into one building. The overall
square footage is smaller than what we had previously. We are working to reduce our inventory to fit
into the new space. Disposing valuable classroom resources due to inadequate storage facilities is
especially difficult when the department is working hard to reduce costs, to run more efficiently and
to reduce waste. Obviously, more storage space is needed for this valuable resource.
The average age of the Department’s instructors is over 50. It currently includes three full time and
five adjunct instructors. We will lose a full time teaching position to retirement at the end of the
spring 2012 semester. Classes will be filled with the remaining two full time instructors and our
current pool of quality adjunct instructors. However, we will work to replace this full time position as
soon as possible. We understand that it is vital for our students and the strength of the department to
maintain adequate full time instructors. With the current number of unit offerings we have been
allocated we have seen the importance and benefits of three full time instructors.
With the opening of the new VAPA Complex we looked brightly upon the opportunity to develop a
program that could rival any on the Central Coast. The economic challenges that the College faces
has been demoralizing in many ways. However, with every challenge there is an opportunity. Current
projections for fastest growing occupations by 2020 find many connections to the performing arts field
of study.
To accommodate the needs of students seeking employment in this field of study, development of a
diverse certificate program, especially in the technical theater discipline, would benefit students
seeking employment opportunities in the industry. Specific areas of discipline such as Acting and
Musical Theatre are being investigated and appropriate curriculum designed. Much of the program
should be able to be built out of the current offerings that make up the A.A. degree and transfer
curriculum. Developing this certificate program would bring significant change in the existing
program. Obviously, additional research will need to be coordinated with the Dean of CEED, to begin
conducting market analyses and other studies leading to the validation of creating vocationally
focused certificate programs, especially in technical theater areas.
To accommodate the needs of students transferring to four-year universities, and in view of the new
TMC’s developed on the State level, it is important to refine our degree and transfer program
10
offerings and unit distribution. At this stage, we feel that it is important to maintain our A.A. Degree
with the model program established and to offer it along side the TMC recommended model.
In terms of delivery and methodologies it has become more important than before to strive toward
efficiency in our class offerings with respect to the number of students enrolled. We have found
success with our online offerings with TA9-Theatre Appreciation. Currently, it is loaded with an
enrollment cap of 30. Discussions have taken place with the instructor and she understands the need
to improve efficiency. She concedes that this class could accommodate more students without major
impact on learner outcomes. The fact that the class is successful has sparked discussion as to
additional classes that would serve students effectively as online classes. We understand the desire
and need that students have to take online classes and see an opportunity to meet those needs.
Many of our faculty members have balked at the concept of online theater classes in the past, but are
beginning to see the potential that waits.
III. PROGRAM GOALS AND RECOMMENDATIONS
We look forward, with hope in our strengthening economy, to gain adequate staffing and equipment
to maintain and strengthen our highly visible, highly successful program so that we may provide
quality professional and transfer education to the students of our community.
According to the Cabrillo College Occupation Report, employment growth in Theatre Arts is
projected to continue rising in the next 10 years on both a national, state and regional level. Within
the regional area, growth is anticipated in the broadcast and motion picture and video production
industries. The overwhelming majority of jobs in the industry are for independent artists, writers,
designers, sound engineers and performers. The Theatre Arts Program offers current pathways for
students to prepare themselves and to explore the art form and industry. We would like to take
further advantage of this trend and create a stronger pathway for students to enter the job market.
Goals and recommendations for the Theatre Arts Department:
1. Rebuild and enhance staffing to meet program and division needs.
(Master Plan Goal A: Increase the effectiveness of student outreach and enhance enrollment.; Goal
D: Enhance college effectiveness through measurement and evaluation of key areas such as shared
governance, departmental effectiveness, and student learning.)
o
Hire full-time faculty acting instructor to replace retirement of full time faculty member, Joseph
Ribiero.
o
o
1 Full Contract 100%. $81,127.97 annually
Full Contract Faculty Theatre Arts (Costume, Lighting, Sound Design (3 TU release time per
semester for production) to support new CTE program.
o
1 Full Contract 100%. $81,127.97 annually
2. Expand and develop a performance program that provides student diversity in drama
productions, stronger community marketing and presence, and better utilization of the facility.
(College Master Plan Goal B: Enhance excellence in the classroom and student support services to
support student success; Goal D: Enhance college effectiveness through measurement and
evaluation of key areas such as shared governance, departmental effectiveness, and student
learning; Goal E: Enhance Cabrillo’s resource development and connections with the community.)
11
o
Schedule TA29 productions in rotation to address the needs of faculty directors
o
Schedule productions that emphasize the faculty’s areas of expertise.
o
Give faculty sufficient lead-time for research and pre-production responsibilities (securing
rights, working with designers, publicity, etc.)
o
The following production rotation guideline will be used:
o
Mainstage Semester Class Production in the fall semester.
o
World Theatre Event, Touring Class Production, and Black Box Studio Semester Class
Production in the spring semester.
o
Genres and styles of theatre for the semester class productions will rotate on a 6 semester
basis –Modern Comedy, Short Play Festival, Shakespeare or Classical Drama, Classical
Comedy, Musical or Opera, Modern Drama
o
Further develop dedicated Marketing effectiveness through work with the Marketing
Department.
o
Create income source point through program advertisements to develop $800 per semester for
printing and postage.
o
Work with Division Accounting Specialist to create better oversight and efficiency of
instructional production budgets.
3. Examine and adjust our A.A. and Transfer model program, curriculum, and offerings to respond
to new state TMC guidelines and recommendations.
(Master Plan Goal A: Increase the effectiveness of student outreach and enhance enrollment; Goal D:
Enhance college effectiveness through measurement and evaluation of key areas such as shared
governance, departmental effectiveness, and student learning.)
o
Research other Theatre Arts Transfer programs and determine specific areas conducive to change
for our program.
o
Review articulation agreements with CSU and UC to make adjustments as necessary.
o
Make curricular and catalog changes.
o
No additional costs expected.
4. Meet the needs of working and distance students for access to Associate Degree and Transfer
instruction by offering 2 additional web-based distance-learning courses by spring of 2014 serving a
minimum of 80 students. This increase in enrollment capacity and increase in larger load classes
should help to create higher FTES and to increase program efficiency.
(Master Plan Goal A: Increase the effectiveness of student outreach and enhance enrollment; Goal D:
Enhance college effectiveness through measurement and evaluation of key areas such as shared
governance, departmental effectiveness, and student learning.)
o
Revise curriculum, and schedule and market courses.
o
Coordinate with Distance Learning Office to publicize the course.
o
Provide staff development to faculty as needed to offer courses.
o
Utilize opportunities in TLC for faculty management of online course.
o
Pilot course and evaluate student outcomes.
12
o
Refine as needed.
o
No additional costs expected.
5. Develop Theatre Arts Certificate Program for working students to be ready for the Fall 2014
Schedule of Classes. Development of this program is in response to the occupation trends in the area
industry and to increase the skilled artistic workforce.
(Master Plan Goal A: Increase the effectiveness of student outreach and enhance enrollment; Goal C:
Provide pathways to prosperity through workforce development as well as career and technical
education; Goal D: Enhance college effectiveness through measurement and evaluation of key areas
such as shared governance, departmental effectiveness, and student learning.)
o
Research other Theatre Arts Certificate programs and determine specific areas conducive to
certification for our program.
o
Review offerings of UCSC Extension and other programs serving working students to determine
course offerings, scheduling patterns, and certificate requirements that appear to be serving
working students.
o
Develop skills certificate program in consultation with advisory committee, business contacts,
local IATSE and Actor’s Equity unions, and the Career Education office.
o
Integrate Cabrillo Stage more fully as a professional program offering a professional internship
program.
o
Work with SLO Coordinator to develop appropriate Student Learning Outcomes.
o
Work with Matriculation and Assessment and Counseling and Guidance offices to ensure simple,
effective means for ensuring that students are adequately prepared for the courses.
o
Take skills certificate program to Curriculum Committee.
o
Work with Marketing and Communications and Career Education offices to market certificate
program to potential students.
o
Offer classes required for certificate.
6. Expand and further develop recruitment and outreach program to increase student awareness of
program offerings and benefits.
(Master Plan Goal A: Increase the effectiveness of student outreach and enhance enrollment.; Goal
D: Enhance college effectiveness through measurement and evaluation of key areas such as shared
governance, departmental effectiveness, and student learning; Goal E: Enhance Cabrillo’s resource
development and connections with the community.)
o
Further develop and maintain relationship with area high school program coordinators and
counselors.
o
Promote yearly offering of Stage Door, a day-long Theatre Arts Workshop for High School
Students, offered every third Saturday in September.
o
Develop a stronger relationship with area high school program Drama and English classes and
participate in career days.
o
Develop Theatre Arts promotional DVD to promote college and Program that may be used with
site visits, workshops, or alone. Work with Cabrillo’s Digital Media Program to create
interdisciplinary learning experiences.)
13
o
Visit and collaborate with other programs in the college.
o
Develop stronger recruitment from outside area and other colleges.
o
Investigate and attend American Theatre Festival.
o
Attend and become more active in other national and statewide theatre conferences and
organizations.
IV. REQUIRED ATTACHMENTS
Attached separately.
1.
Planning grid
2.
SLO Assessment Analysis forms
3.
Catalog pages
4.
Coversheet
14
May 31, 2012
Theatre Arts Program Planning
Goals and Recommendations
Description:
Cost
1.
Rebuild and enhance staffing to meet program and division needs.
$70,395 annually
2.
$70,395 annually
Develop Theatre Arts Certificate Program for working students to be ready for the Fall 2014 Schedule of Classes.
3.
Examine and adjust our A.A. and Transfer model program, curriculum, and offerings to respond to new no additional costs
state TMC guidelines and recommendations.
4. Meet the needs of working and distance students for access to Associate Degree and Transfer instruction
by offering 2 additional web-based distance-learning courses by spring of 2014 serving a minimum of 80
students.
no additional cost
5.
Expand and further develop recruitment and outreach program to increase student awareness of program
offerings and benefits.
$800 annually
6
Expand and develop a performance program that provides student diversity in drama productions, stronger
community marketing and presence, and better utilization of the facility.
$1600 annually
.
.
.
.
.
.
Cabrillo College
5/31/2012 2:47 PM
Transfer and Basic Skills
Departmental Assessment Analysis Form
Department
Theater Arts
Meeting Date
Full-Time
3
Adjunct
3
Number of Faculty/Staff sharing
Assessment Results
2
2
Total number of faculty/staff in
department
Core Competency or Course
SLOs measured
3
5
Number of Faculty/Staff
participating in dialogue
Assessment Tools
(Give examples of major
assignments your faculty/staff
used to measure the
competency or course SLOs)
Assessment Results
(Summarize the overall results
of your department)
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Select, analyze, and perform selections from dramatic
texts utilizing the performance skills of memorization,
vocal projection, spatial awareness, stage directions and
physical expression.
Synthesize aspects of a scene for performance and
evaluation by others
Analyze a script for literary and performance aspects
Evaluate progress through a theatre journal
Evaluate appropriate materials for a personal
repertoire
Compare and contrast two theatre texts, including
cultural and historical contexts.
Interpret and analyze, in written form, three live
theatre performances
Overall, there was consistency in student learning across
the sections offered.
It was unanimous that students could use more
quality, dedicated time to break down and rehearse
scenes and monologues in order to refine skills and
techniques.
Overall success and morale was very good. Students
feel proud of the work that they have accomplished.
Any areas where it can be
improved?
Greater understanding of spatial relationships and
blocking and staging.
Next Step in the Classroom
to Improve Student Learning
Revise content of assignment/activities.
Revise the amount of writing/oral/visual/clinical or
similar work.
Revise activities leading up to and/or supporting
assignment/activities.
How might student performance
be improved?
Increase student collaboration and/or peer review.
Provide more frequent or more comprehensive
feedback on student progress.
Increase guidance for students as they work on
assignments
Next Step in the Department
to Improve Student Learning
Encourage faculty to share activities that foster
competency.
Write collaborative grants to fund departmental
projects to improve teaching.
Analyze course curriculum so that the department can
build a progression of skills as students advance
through courses.
Priorities to Improve Student
Learning
Provide more dedicated theatre arts laboratory time
that would allow students to work together on scenes
and monologues.
Discuss specific needs of individual instructors who
use the Acting Studio and how the classroom might be
better organized and maintained.
Provide flexible lighting to help establish scene focus
and playing space.
(List the top 3-6 things
faculty/staff felt would most
improve student learning)
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Create an additional Theatre Arts Laboratory section
dedicated to rehearsals of scenes and monologues.
Bring all users together specifically to discuss and
develop a plan and inventory for the classroom.
Purchase and install dedicated lighting system for
scene work.
Spring 2012-investigate and develop new curriculum
and changes where needed.
Spring 2012-flex week-all users met together to
discuss the needs of the individual instructors in
classroom.
Fall 2011-Faculty grant received for lighting system.
Spring 2012-lighting system to be installed through
work of staff and M&O.
Cabrillo College Catalog–2011-2012
THEATRE ARTS/DRAMA
Approved Electives Select 8 units from:
Units
TA 8
World Theatre . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 9
Appreciation of Theatre Arts . . . . . . . . . . . . . . 3
TA 12A
Movement for Actors . . . . . . . . . . . . . . . . . . . . 2
TA 17
Introduction to Directing . . . . . . . . . . . . . . . . . 3
TA 29
Rehearsal and Performance . . . . . . . . . . . . 1 - 3
TA 33
Makeup and Masks . . . . . . . . . . . . . . . . . . . . . 3
TA 34
Costume Workshop . . . . . . . . . . . . . . . . . . . . . 3
TA 35
Scene Painting . . . . . . . . . . . . . . . . . . . . . . . . . 3
TA 85M
Characterization for the Musical Stage . . . . 1 - 3
DANCE 61
Introduction to Dance/Moving
to Live Music. . . . . . . . . . . . . . . . . . . . . . 0.5 - 3
Electives:
(Any Course Numbered 1-99) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Total Units
60
Visual, Applied, and Performing Arts Division
John Graulty, Division Dean
Division Office, Room VAPA1007
Skip Epperson, Program Chair, (831) 479-6168
Aptos Counselor: (831) 479-6274 for appointment
Watsonville Counselor: (831) 786-4734
Call (831) 479-6464 for more information
http://www.cabrillo.edu/programs
Program Description:
The study of Theatre Arts/Drama requires creative technical and performance skills that benefit students in their individual relationships with
others in social and artistic environments. Students selecting to major
and minor in Theatre Arts/Drama frequently choose this area of study for
three reasons: (1) to enter the professional fields of theatre, film, television, radio, and modeling; (2) to enter communication fields in teaching,
business, industry and law; (3) to pursue personal goals or leisure activity in community events. Opportunities for careers in theatre arts/drama
are found in acting, theatre lighting, costume design, set production,
scenery design, scene painting, television production, theatre production
management, stage management, teaching and directing.
Theatre Arts Courses
TA 7
Introduction to Acting
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Presents the basic techniques of performance on stage. The student
will develop stage presence and explore movement, voice, improvisation,
scene interpretation and other aspects of the actor in production. For
non-theatre majors.
Transfer Credit: Transfers to CSU, UC.
Model Program for Theatre Arts/Drama
The following Model Program fulfills requirements for an A.A. Degree
in Theatre Arts/Drama at Cabrillo College. Specific lower division major
preparation at four-year public institutions in California can be found at
www.assist.org. Please see a counselor for advisement for transfer to
any four-year institution.
TA 8
World Theatre
A.A. Degree: Theatre Arts
A.A. General Education
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Introduces the theatrical traditions of World cultures and their influences on Western theatre. Racial, ethnic, political and social diversity as
reflected in major theatrical works.
Transfer Credit: Transfers to CSU, UC.
30 Units
Core Courses Select 18 units from:
Units
TA 7
Introduction to Acting . . . . . . . . . . . . . . . . . . . 3
TA 10A
Basic Acting Techniques . . . . . . . . . . . . . . . . . 3
TA 10B
Intermediate Acting . . . . . . . . . . . . . . . . . . . . . 3
TA 11
Voice and Diction for the Theatre. . . . . . . . . . . 3
TA 14
The Art of Play Reading . . . . . . . . . . . . . . . . . . 3
TA 27
Theatre Production Workshop . . . . . . . . . . 1 - 3
TA 28
Backstage Theatre . . . . . . . . . . . . . . . . . . . . . . 3
TA 31
Introduction to Design in the Theatre . . . . . . . 3
TA 9
Appreciation of Theatre Arts
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Covers the historical, literary, technical and performance aspects of
theatre, film, TV and performance art from earliest time to the present.
May be offered in a Distance-Learning Format.
Transfer Credit: Transfers to CSU, UC.
TA 10A
Basic Acting Techniques
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Presents the fundamentals of the acting process to students with little
or no acting experience. The student will discover and explore major theories and techniques of acting, improvisation, stage movement, vocal
projection, concentration, motivation, characterization, rehearsal, and
performance. The class will be taught through lectures and scene work.
Transfer Credit: Transfers to CSU, UC.
1
Cabrillo College Catalog–2011-2012
TA 10B
Intermediate Acting
TA 13A
Beginning Improvisation
3 units; 3 hours Lecture, 1 hour Laboratory
Prerequisite: TA 10A.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Studies acting with emphasis upon more advanced theories and practices, techniques and styles, and upon the methods of Stanislavsky,
Brecht, and Meisner.
Transfer Credit: Transfers to CSU, UC.
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Covers the creation of nonscripted theatre through improvisational
scenes and theatre games. Developing group consciousness and trust
work toward ensemble techniques.
Transfer Credit: Transfers to CSU, UC.
TA 13B
Intermediate Improvisation
TA 10C
Advanced Acting
3 units; 3 hours Lecture, 1 hour Laboratory
Prerequisite: TA 13A.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Studies improvisation as both theatre training and a performing art;
including theatre games, styles, techniques for performance, motivation
and characterization.
Transfer Credit: Transfers to CSU, UC.
3 units; 3 hours Lecture, 1 hour Laboratory
Prerequisite: TA 10B.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Presents intensive script analysis, scene study (period and modern)
and critiques using in-class rehearsals and performances of student
selected scenes.
Transfer Credit: Transfers to CSU, UC.
TA 14
The Art of Play Reading
TA 11
Voice and Diction for the Theatre
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Covers reading, discussion, and interpretation of plays, films, radio
and television in both the comic and serious genre. Materials will be
drawn from both modern and historical scripts, as well as from all parts
of the world. Emphasis on how to read a play and understand its unique
structure.
Transfer Credit: Transfers to CSU, UC.
3 units; 3 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Introduces the study and practice of using the voice effectively for
drama. Breath, diction, articulation, emphasis and interpretation will be
covered. Will be taught through readings, performances and improvisation and uses the phonetic alphabet, as well as acting techniques.
Transfer Credit: Transfers to CSU, UC.
TA 12A
Movement for Actors
TA 15
Styles of Acting/Playing Shakespeare
2 units; 4 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
A physical class, held on the stage, designed to provide actors with
confidence, strength and grace in performance. Basic instruction in all
varieties of stage movement including dance, mime, stage combat
(hand-to-hand and weapons), t'ai chi and creative movement. Scene
study and character work.
Transfer Credit: Transfers to CSU, UC.
3 units; 4 hours Lecture
Prerequisite: TA 10B.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Presents an intensive analysis of Shakespearean texts, particularly
verse. Designed to sensitize and aid the actor in developing a rehearsal
process. Performance of monologues and scenes. Prior experience in a
beginning to intermediate acting class is recommended.
Transfer Credit: Transfers to CSU, UC.
TA 12B
Intermediate Movement for Actors
TA 17
Introduction to Directing
3 units; 3 hours Lecture, 1 hour Laboratory
Prerequisite: TA 12A.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Presents movement in relation to scene study, directorial blocking,
props, character analysis. Period styles, contact scenes.
Transfer Credit: Transfers to CSU, UC.
3 units; 4 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 3 times.
Presents principles of basic directing, the history of the director in
European and American theatre, scene analysis and interpretation.
Transfer Credit: Transfers to CSU, UC.
2
Cabrillo College Catalog–2011-2012
TA 18
Narrative Performance
TA 29
Rehearsal and Performance
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: TA 7, TA 10A; Eligibility for ENGL 100 and READ
100.
Repeatability: May be taken a total of 4 times.
Examines dramatic literature from texts, through rehearsals of voice
usage and staging, to performance. Lectures, practice sessions, casual
and formal readings and production.
Transfer Credit: Transfers to CSU, UC.
1 - 3 units; 1 hour Lecture, 6 hours Laboratory
Corequisite: TA 28, TA 33, TA 34, TA 35, or TA 27.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents the rehearsal and performance of the Theatre Arts stage production for the current semester. Must audition and be cast in current
Theatre Arts production.
Transfer Credit: Transfers to CSU, UC.
TA 21
Acting for the Camera
TA 31
Introduction to Design in the Theatre
1 - 3 units; 1 hour Lecture, 1 hour Laboratory
Prerequisite: TA 7 or TA 10A or equivalent skills.
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Explores the actor's relationship to the camera and the screen by performing and evaluating on camera interviews, auditions, improvisations
and monologue/scene study. Off camera exercises in character analysis
and actor concentration prepare the student for on camera work. The
student learns to identify the differences between stage and screen acting techniques. Screen actors' performances from a diverse range of
sources including films from Hollywood, the U.S. independent film
industry, India, Japan, China, countries of Africa and Europe are examined. The course pays particular attention to the development of a serious work ethic and the discipline necessary to this art form.
Transfer Credit: Transfers to CSU.
3 units; 2 hours Lecture, 2 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 3 times.
Presents a wide exploration of design for the theatre, film, and video
industries that includes projects in set, costume, lighting, and sound
design.
Transfer Credit: Transfers to CSU, UC.
TA 33
Makeup and Masks
3 units; 4 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 3 times.
Presents an introduction to the theory and practice of makeup for the
stage. Practice in the design and application of straight, stylized character and other makeup techniques.
Transfer Credit: Transfers to CSU, UC.
TA 27
Theatre Production Workshop
1 - 3 units; 1 hour Lecture, 4 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents hands-on backstage preparation for the current TA 29 stage
production, including practical problem solving in scenery construction,
lighting, props, costumes, make-up, sound, management and public
relations.
Transfer Credit: Transfers to CSU, UC.
TA 34
Costume Workshop
3 units; 3 hours Lecture, 1 hour Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents an introduction to costume design, theory and construction
for the theatre. Includes costume support for the current Drama production (TA 27).
Transfer Credit: Transfers to CSU, UC.
TA 28
Backstage Theatre
TA 35
Scene Painting
3 units; 2 hours Lecture, 2 hours Laboratory
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Surveys all components of theatre technology (stagecraft) including
lighting, sound, set construction, painting, costumes, stage management, makeup and properties. Students are given hands-on experience
in all areas.
Transfer Credit: Transfers to CSU, UC.
3 units; 4 hours Lecture
Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 4 times.
Presents the study of basic scene painting techniques and materials,
including illusionistic and faux painting methods, realization of color elevations, and painting furniture and props.
Transfer Credit: Transfers to CSU, UC.
3