Course Form (revised 7-2008)
I. Summary of Proposed Changes
Dept / Program
Course #
School of Theatre & Dance
Course Title
Graduate Methods of Teaching Theatre
G THTR 538
Short Title (max. 26 characters incl. spaces)
Grad Methods Tchg Theatre
Summarize the change(s) proposed
New course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Jere Hodgin
Phone/ email :
x2877
Program Chair/Director:
Date
jere.hodgin@umontana.edu
Mark Dean
x2879
Other affected programs:
Dean:
Dr. Stephen Kalm
x4970
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
G 538 Graduate Methods of Teaching Theatre 2 cr. In-depth study of teaching methods for presenting the
craft of acting to introductory-level students.
Justification: How does the course fit with the existing curriculum? Why is it needed?
This course is specifically designed to introduce graduate students to the requirements necessary for teaching
THTR 120A/121A: Introduction to Acting I/II.
Are there curricular adjustments to accommodate teaching this course?
Yes.
Complete for UG courses. (UG courses should be assigned a 400 number).
Describe graduate increment (Reference guidelines: http://www.umt.edu/facultysenate/Grad/UG.htm)
Fees may be requested only for courses meeting specific conditions determined by the
Board of Regents. Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
YES
From:
To:
Repeatability
Cross Listing
(primary program
initiates form)
Is there a fee associated with the course?
2. Full and exact entry (as proposed) 
NO
X
3. If cross-listed course: secondary program & course
number
4. Graduate increment if level of course is changed to
UG. Reference guidelines at:
http://www.umt.edu/facultysenate/Grad/UG.htm
(syllabus required in section V)
Have you reviewed the graduate increment
guidelines? Please check (X) space provided.
5. Other programs affected by the change
6. Justification for proposed change
V. Syllabus/Assessment Information
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
Graduate Methods of Teaching Theatre
(MFA and MA Graduate-Student Specific)
THTR 538
2 credits
TTH 10:10-11:00
PARTV 190
Professor: Dr. Ann C. Wright
Office: McGill 212B Phone: 243-5846 Mailbox: PARTV 197
Email: ann.wright@umontana.edu
Office Hours: TTh 11:00-12:30, or by appointment
Course Description: This course is a hands-on and theoretical inquiry into pedagogy as a public
practice, in universities, and in other sites of teaching. While we engage in our primary task, which
is to prepare you to teach courses in theatre and performance studies (specifically DRAM 111 and
112,) we’ll think about the contexts in which you’ll find yourselves as teachers.
We will address the profile of the student, exploring various learning styles and intelligences, and
investigating methods of training the disciplinary, synthesizing, creating, respectful, and ethical
minds. We will ground our discussions by looking at various theories and debates about
contemporary progressive pedagogy, including “habits of mind,” that contribute to student learning
ability across the curriculum.
As we contextualize our work, we will address the pragmatics of teaching, including writing a
syllabus and formulating assignments; developing your “style” as a lecturer and facilitator; grading
and assessing student work; creating a student-centered classroom; and more.
This class aims to provoke your intellectual and practical commitments to the field, and to help you
develop your skills as an artist and a teacher.
Required Texts:
Gardner, Howard. Frames Of Mind: The Theory Of Multiple Intelligences. New York:
Basic Books, 1993. ISBN-13: 9780465025107
Hetland, Lois , Ellen Winner, Shirley Veenema. Studio Thinking: The Real Benefits of
Visual Arts Education. Teachers College Press Pub., 2007. ISBN-13:
9780807748183
Departmental Rules and Regs:
All Theatre and Dance students must have an in-depth knowledge of the practices and procedures
outlined in the School of Theatre and Dance Handbook. The Handbook is available online at
http://www.sfa.umt.edu/drama/index.html. Scroll to the bottom of the page and click “handbook.”
Please consult the 2008-2009 Handbook for specific information regarding attendance policies,
absences, tardies, missed or late assignments or tests, ways to challenge a grade, special
accommodations, scholastic dishonesty, and other areas of interest.
Academic Misconduct and the Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or disciplinary sanction by the University. All students need to
be familiar with the Student Conduct Code. The Code is available for review online at
www.umt.edu/SA/VPSA/Index.cfm/page/1321.
A Note about Attendance and Late Policy:
Departmental policy allows for two unexcused absences. Each subsequent unexcused absence will
result in the lowering of your final grade by 1/3 of a letter grade. The only excuses accepted for
absences are illness accompanied by a doctor’s note; death in the family, also with a note; university
obligation, with appropriate documentation; and, religious holidays as outlined in the departmental
Handbook.
Class begins promptly at 10:10, and two excessive tardies (after 10:15) will be counted as an
absence. If you are absent, or late, you are responsible for finding out what you missed and making
up all work. If you know in advance that you are going to be absent, you are required to submit in
advance any work that will be due during your absence, and you will be responsible for making up
all work missed during the absence. It is obviously to your advantage to learn what you have
missed. If necessary, arrange a meeting with me, after you have consulted with a fellow classmate
for class notes and assignments.
Please do not enter the classroom late on days when other students are making assigned
presentations. Listen for applause before entering.
Written work will not be considered if it is not typed and ready to be turned in at the beginning of
the class period for which the assignment is due. Computer/printer problems do not constitute a
valid excuse for a late paper. (Notice the “period” there!) In other words, NO LATE WORK, OR
SUBMISSIONS VIA EMAIL, WILL BE ACCEPTED. Also, please don’t try to hastily knock
something out by hand during the class period for which an assignment is due. It will not be
accepted.
Productive Participation:
“Productive participation” is of utmost importance to the Graduate student. It means being prepared
for class; asking relevant questions; contributing informed, relevant comments; engaging in the
process of learning through group discussion; and being open to informed, intelligent debate. You
do not always have to agree with your peers or your instructor (how boring would that be?) but you
do always need to be respectful of differing opinions, and you must always be certain that your
positions are informed by your own reading, research, and experience, not merely by what you’ve
heard from someone else, or read in the latest issue of Vanity Fair.
Grading/Assessment:
30% - Written assignments (Critical analyses of assigned reading material, annotated
bibliography, teaching philosophy, and Spring 2010 syllabus)
30% - In-class micro-teaching sessions (3 at 10% each)
20% - Observed teaching sessions
20% - Class participation
Brief description of assignments:
Reading Assignments: Both required texts need to be read thoroughly. You may
accomplish this at your own pace, but be sure that you are up-to-date on the reading by the
dates indicated for class discussion in your course schedule.
Written assignments:
Critical Analysis*: These short (2-3 page) papers will be based on ideas generated
by texts either required or recommended for this class (or “discovered” by you.) The
papers are intended to demonstrate your understanding of the authors’ arguments and
points of view. For each, you will discuss the author’s stance, and show how s/he
arrived at specific conclusions, using a defined methodology and approach. These
short papers may serve as critiques as they present an opportunity for the writer to
enter into debate with the author. Remember, however, a critique is not always
negative. In the event that you heartily agree with the author’s stance on a subject,
use this opportunity to say so, and to bring in quotations from other sources that
strengthen the argument. Always maintain evidence of a grasp of the author’s
intention, and the work’s significance in the greater scheme of things, regardless of
your personal take on the thesis.
* Please turn in all written assignments typed, double spaced, 1.3” margins,
12 pt. Times New Roman (or other “readable font”), following MLA or
Chicago guidelines for style. Number all pages, after the first page, in the
upper right-hand corner, and insert your last name as illustrated on this
syllabus. Cover pages (title pages) are not necessary (save the trees!) Place
your name, the course number, the title of the assignment, and the date in the
top left-hand corner of the first page. Please STAPLE pages together!!!
Annotated bibliography: books, articles, and websites that you have already
consulted or plan to use to support and elaborate on acting for non-majors. (The
“what?”) Each entry should including a brief statement of why this material matters,
or how its use can contribute to theatre arts education and arts education in general.
(The “so what?”) Divide into categories such as “theatre games,” “monologues and
scenes for beginning actors,” “methods of actor training,” “history,” etc.
Development of this bibliography is an on-going project throughout the course. A
final version will be turned in at a date specified in the course schedule.
Teaching Philosophy: This 2-3 page document will be introduced, work-shopped in
class, and due on the date specified in the course schedule. It is intended as a
preliminary document that can be amended throughout your tenure as a teacher at
UM, and can ultimately be used in seeking outside employment if you choose to
pursue teaching as a career.
Spring 2010 Syllabus and Course Schedule: This semester you will be working
from a syllabus specified by the Acting/Directing Division. While maintain similar
content, you will be able to make alterations as you feel appropriate, for your second
semester of teaching and beyond. Regardless of whether or not you choose to make
alterations in the current syllabus, you will need one for the second semester—typed,
properly dated, turned in to Erin, and copied in the required quantity prior to the onset of Spring classes. This class project will assure that you are prepared!
In-class Micro-teaching sessions: Each student will present three 15-minute microteaching sessions (10 min. presentation, 5 min. Q&A,) appropriate for use is a specific unit
of the DRAM 111 course. Students will concentrate on synthesizing several disciplinary
approaches to the material. These presentations can include theatre games, coupled with
class discussion topics such as history, theory, literary analysis, or contextual integration of
theatrical activity within a specific cultural environment as they might apply to your theatre
instruction.
For all three sessions, the student will turn in a lesson plan including 1) a statement of the
“problem,” 2) the “motivation” for the lesson and its structure, 3) the “approach” chosen to
present the lesson material, and 4) the anticipated “results,” or “conclusion/outcome”
expected to be reached by the lesson, as well as a detailed description of all activity. A copy
should be made for inclusion in the DRAM 402 resource notebook that will be maintained in
the copy room.
A self-assessment of your micro-teaching lesson will be due the following class period, and
should indicate not only personal reflection on the efficacy of the project, but also
incorporate suggestions made by fellow classmates (during the discussion period) for
changes, increased/decreased emphasis, or revision.
Observed Teaching Sessions: Throughout the semester you will be observed by 1) the
instructor, 2) a peer, and 3) another member of the Acting/Directing faculty. In each case,
you will be given a short written critique, and the opportunity to have a sit-down discussion
with your “observer.” These observations will not be scheduled, but will occur as drop-in
visits. Be prepared! 
Students with Special Needs:
Students with disabilities or special needs should notify me as soon as possible after the onset of
class work.
A Note about your Syllabus and Course Schedule:
This syllabus and course schedule is a guide for you to use to keep up with your assignments and to
plan for important due dates—refer to your syllabus every day; that’s why it’s here. After the
assignment has been discussed in class, if you are still confused about any assignment as it appears
on the syllabus, please ask me about it before the day it’s due. And, just so we’re clear on due dates,
work noted on the course schedule is DUE on the date marked.
Due to the possibility of unforeseen delays and/or rapid progress, this syllabus and course schedule
is subject to change at the discretion of the professor. You will always be notified well in advance if
any changes, additions, deletions, or other modifications are needed.
Grad Methods of Teaching Theatre—THTR 538
Course Outline
Autumn Semester, 2009
August 31 (Mon).........................................................................................Classes Begin
September 7 (Mon).............................................................................Labor Day Holiday
October 26-November 6................................................Spring 2010 Registration Begins
November 11 (Wed).......................................................................Veterans Day Holiday
November 25-27 (Wed-Fri)..........................................................Thanksgiving Vacation
December 12-13 (Sat-Sun)..............................................................................Study Days
December 14-18 (Mon-Fri).................................................................Final Examinations
Tuesday, September 1: Class introduction: reviewing course objectives
Reminder: Be sure, NOW, that your students are in the right section. If
not, get them there. If you are missing someone, find them. Work
together on this, as it will affect final grading at the end of the semester.
Critique, assessment, and discussion of problem areas (or super
successes!) you are experiencing with your class.
Thursday, September 3: Daily critique/assessment/discussion session
DRAM 111 Specific: Unit I—What is Theatre? What is Acting?
Review of resources for developing class activities and discussion topics
when introducing the Unit subject matter
.
Begin your annotated bibliography with three selections/resources
appropriate for use in this Unit. Be prepared to share your rational for
selecting these particular resources.
Bring copies of detailed descriptions of 2 exercises that can help convey the
objective for this unit, and can be included in the class resource notebook.
Lecture/Discussion: Addressing the scope of contemporary pedagogy as it
applies to the theatre classroom, and learning to evaluate teaching styles and
effectiveness in our own experience. Introduction of “Five Minds for the
Future.”
Tuesday, September 8: Daily critique/assessment/discussion session
DRAM 111 Specific: Unit II—Ensemble
Continue review of resources for developing class activities for introducing
the Unit subject matter. Add these to your annotated bibliography (three new
selections/resources.) Be prepared to share your rational for selecting these
particular resources.
Bring copies of detailed descriptions of 2 exercises that can help convey the
objective for this unit, and can be included in the class resource notebook.
Lecture/Discussion: Why arts matter: Introductory discussion of how
theatre education fits into this discussion, using studio art as a case study.
Introduction of “studio habits of mind.”
Assignment: Studio Thinking: The Real Benefits of Visual Arts
Education.
Thursday, September 10: Daily critique/assessment/discussion session
Continued Discussion: Studio Thinking: The Real Benefits of Visual Arts
Education.
Tuesday, September 15: Daily critique/assessment/discussion session
Continued Discussion: Studio Thinking: The Real Benefits of Visual Arts
Education.
Thursday, September 17: Daily critique/assessment/discussion session
Critical Analysis of Studio Thinking: The Real Benefits of Visual Arts
Education Due
Assignment: Frames of Mind: The Theory of Multiple Intelligences: Part I
and II (pp. ix –276)
Lecture/Discussion: Addressing the multiple intelligences and their impact
on the theatre classroom (incorporating science into the arts, giving us more
ammunition as arts advocates, etc.)
Tuesday, September 22: Daily critique/assessment/discussion session
DRAM 111 Specific: Unit III—Impulse and Exploration
Continue review of resources for developing class activities for introducing
the Unit subject matter. Add these to your annotated bibliography (three new
selections/resources.) Be prepared to share your rational for selecting these
particular resources.
Bring copies of detailed descriptions of 2 exercises that can help convey the
objective for this unit, and can be included in the class resource notebook.
Lecture/Discussion: More detailed discussion of “how it’s going, so far”
Thursday, September 24: Daily critique/assessment/discussion session
Assignment: The Theory of Multiple Intelligences: Chapters 11-74 (pp. 277393)
Lecture/Discussion: Investigation of specific intelligences, and
discussion of how using this type of student profiling may impact your
teaching
Tuesday, September 29: Daily critique/assessment/discussion session
Demonstrating your skills #1 (micro-teaching and class feedback) Bring
copies of detailed descriptions of exercises and resources used to develop this
lesson that help convey the objective for this unit, and can be included in the
class resource notebook.
Thursday, October 1: Daily critique/assessment/discussion session
Demonstrating your skills #1 (micro-teaching and class feedback) Bring
copies of detailed descriptions of exercises and resources used to develop this
lesson that help convey the objective for this unit, and can be included in the
class resource notebook.
(Self assessments due from students who presented on
September 29.)
Tuesday, October 6: Daily critique/assessment/discussion session
Demonstrating your skills #1 (micro-teaching and class feedback) Bring
copies of detailed descriptions of exercises and resources used to develop this
lesson that help convey the objective for this unit, and can be included in the
class resource notebook.
(Self assessments due from students who presented on
October 1.)
Thursday, October 8: Daily critique/assessment/discussion session
Applying the Multiple Intelligences:
Guest Lecturer: James Randall, Musical Intelligence
(Self assessments due from students who presented on
October 6.)
Tuesday, October 13: Daily critique/assessment/discussion session
Applying the Multiple Intelligences:
Guest Lecturer: Karen Kaufmann, Kinesthetic Intelligence
Thursday, October 15: Daily critique/assessment/discussion session
Distribution of schedules, and assignment of peer evaluations.
Lecture/Discussion: Discussion of Guest Lecturer’s presentations
Tuesday, October 20: Daily critique/assessment/discussion session
DRAM 111 Specific: Unit IV—Performing Scenes
Continue review of resources for developing class activities for introducing
the Unit subject matter. Add these to your annotated bibliography (three new
selections/resources.) Be prepared to share your rational for selecting these
particular resources.
Bring copies of detailed descriptions of 2 exercises that can help convey the
objective for this unit, and can be included in the class resource notebook.
Critical Analysis of Frames of Mind Due
Lecture/Discussion: Class discussion of analyses.
Thursday, October 22: Daily critique/assessment/discussion session
Demonstrating your skills #2 (micro-teaching and class feedback) Bring
copies of detailed descriptions of exercises and resources used to develop this
lesson that help convey the objective for this unit, and can be included in the
class resource notebook.
Tuesday, October 27: Daily critique/assessment/discussion session
Demonstrating your skills #2 (micro-teaching and class feedback) Bring
copies of detailed descriptions of exercises and resources used to develop this
lesson that help convey the objective for this unit, and can be included in the
class resource notebook.
(Self assessments due from students who presented on
October 22.)
Thursday, October 29: Daily critique/assessment/discussion session
Demonstrating your skills #2 (micro-teaching and class feedback) Bring
copies of detailed descriptions of exercises and resources used to develop this
lesson that help convey the objective for this unit, and can be included in the
class resource notebook.
(Self assessments due from students who presented on
October 27.)
Tuesday, November 3: Daily critique/assessment/discussion session
(Self assessments due from students who presented on
October 29.)
Lecture/Discussion: The Teaching Philosophy
(Brief discussion and work session)
Thursday, November 5: Daily critique/assessment/discussion session
The Teaching Philosophy: Work-shopping
Tuesday, November 10: Daily critique/assessment/discussion session
Teaching Philosophy Due
Lecture/Discussion: In depth discussion of Teaching Philosophies
Thursday, November 12: Daily critique/assessment/discussion session
DRAM 111 Specific: Unit V—Solo Performance
Continue review of resources for developing class activities for introducing
the Unit subject matter. Add these to your annotated bibliography (three new
selections/resources.) Be prepared to share your rational for selecting these
particular resources.
Bring copies of detailed descriptions of 2 exercises that can help convey the
objective for this unit, and can be included in the class resource notebook.
Lecture/Discussion: “How it’s Going So Far”
Tuesday, November 17: Daily critique/assessment/discussion session
Lecture/Discussion: The Spring 2010 Syllabus and Course Schedule
(Brief discussion and work session)
Thursday, November 19: Daily critique/assessment/discussion session
The Spring 2010 Syllabus and Course Schedule: work-shopping
Tuesday, November 24: Daily critique/assessment/discussion session
Lecture/Discussion: Assessment of first semester’s teaching experience
Thursday, November 26: Thanksgiving Holiday
Tuesday, December 1: Daily critique/assessment/discussion session
Spring 2010 Syllabus and Course Schedule Due
Final Micro-Teaching: Bring copies of detailed descriptions of exercises and
resources used to develop this lesson that help convey the objective for this
unit, and can be included in the class resource notebook.
Thursday, December 3: Daily critique/assessment/discussion session
Final Micro-Teaching: Bring copies of detailed descriptions of exercises and
resources used to develop this lesson that help convey the objective for this
unit, and can be included in the class resource notebook.
(Self assessments due from students who presented on 12/1)
Tuesday, December 8: Daily critique/assessment/discussion session
Final Micro-Teaching: Bring copies of detailed descriptions of exercises and
resources used to develop this lesson that help convey the objective for this
unit, and can be included in the class resource notebook.
(Self assessments due from students who presented on
December 3.)
Thursday, December 10: Daily critique/assessment/discussion session
(Self assessments due from students who presented on
December 8.)
Student Evaluation
December 14-18 (Mon-Fri): Final Examinations TBA We will use this time to do
student assessments and enter grades.
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.