Course Form
I. Summary of Proposed Changes
Dept / Program
Prefix and Course # C THTR 539
School of Theatre & Dance
Course Title
Graduate Methods of Teaching Theatre
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
Grad Methods Tchng Theatre
Renumbering course; requesting approval to coconvene
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
mark.dean@umontana.edu
Other affected programs
Dean:
Dr. Stephen Kalm
stephen.kalm@umontana.edu
Are other departments/programs affected by this modification Please obtain signature(s) from the
because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
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.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
course is interdisciplinary. (http://mus.edu/transfer/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes
on syllabus or paste below. The course number may be changed at the system level.
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.) 
Justification: How does the course fit with the existing curriculum? Why is it needed?
Are there curricular adjustments to accommodate teaching this course?
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by Administration
and Finance. Fees may be requested only for courses meeting specific conditions
according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please
indicate whether this course will be considered for a fee.
YES
NO
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,
X
538
X From: G
G
To:
To:
539
C
Co-convened
Description Change
Repeatability
X
Change in Credits
From:
Cross Listing
(primary
To:
program
initiates form)
Prerequisites
Is there a fee associated with the
course?
1. Current course information at it appears in catalog
2. Full and exact entry (as proposed) 
(http://www.umt.edu/catalog) 
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.
C 539 Graduate Methods of Teaching
Theatre 2 cr. In-depth study of teaching
methods for presenting the craft of acting and
theatre production to introductory-level
students. Co-convenes with THTR 439.
3. If cross-listed course: secondary program & course
number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
U 439 (DRAM 402) Methods of Teaching Theatre 2 cr. (R-6) Offered autumn. Prereq., consent of
instr. Building and addressing specific curriculum in theatre arts.
5. Is this a course with MUS Common Course Numbering?
http://mus.edu/transfer/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course
status.
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
http://umt.edu/facultysenate/committees/
grad_council/procedures/default.aspx
(syllabus required in section V)
7. Other programs affected by the change
8. Justification for proposed change
YES NO
X
Have you reviewed the graduate
increment guidelines? Please check (X)
space provided.
We are renumbering this course and
requesting approval to co-convene the abovereferenced courses.
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: THTR 539
Mondays 9:10-11:00 McGill 215
Dr. Jillian Campana
Jillian.campana@umontana.edu 243 5846 McGill Hall 212a
Office hours: Tuesdays and Thursdays 1:00-2:30
AIM:
The aim of this course is to explore content, methodology and strategies for teaching Theatre Arts.
We will be focusing on theatrical pedagogy, creative development and the theories and practices
of major theatre education figures in order to develop your own pedagogical practice and
philosophy.
OUTCOMES:
At the end of the course the student will successfully be able to:
 Devise and implement a lesson for any level Theatre/Drama class;
 Put together a solid semester curriculum for a specific level of Theatre Arts;
 Articulate and discuss their individual teaching philosophy;
 Assess and offer critical and important feedback to students in effective ways;
 Effectively manage a Theatre classroom environment so that freedom and creativity reign;
 Understand how to look for teaching work or educational theatre positions.
CONTENT:
Through exercises, readings, lesson implementation and discussion we will be focusing on the
following areas:
 What do I do? planning a great lesson
 The Shape of a Class: curriculum planning for a semester
 Theatrical Pedagogy: practicing what you preach/teach
 You Can’t Teach It All: what to cover and when to cover it
 Without Desks: classroom management 101
EVALUATION:
In addition to coming to every class on time and being an active participant in exercises,
discussions and readings, you will be assessed on the following assignments, which will be spread
out evenly over the semester:
 Written: Lesson plan shown to class (September 12)
 Written and Presented: Mini lesson- pedagogy (September)
 Written and Presented: Lesson connected to literature (October)
 Written and Presented: Full lesson plan (50 minutes to 90 minutes) and implementation of
lesson in front of two distinct classes (October) (you will need to observe this class 2 times prior to
teaching the lesson)


Written: Curriculum unit (November)
Written and Performed: Teaching philosophy (December)
POLICY:
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
http://life.umt.edu/vpsa/student_conduct.php.
No food, drink or gum is allowed.
All Theatre & Dance students must have an in-depth knowledge of the practices and procedures
outlined in the School of Theatre & Dance Student Handbook. The Handbook is available online at
http://www.umt.edu/theatredance/about/handbook.
There is inherent risk involved in many Theatre & Dance classes as they are very physical in nature.
Please proceed through class, shop time, or rehearsal with caution. Always be mindful of your
personal safety and the safety of others. Students participating in
class/shop/rehearsal/performance do so at their own risk.
Due to safety considerations, at no point during a student’s time spent in class or serving on a
production (in any capacity) should non-enrolled persons be guests of that student without my
consent. Presence of such unauthorized persons in a class, shop, or any backstage/off-stage area
will negatively affect a student’s grade.
The University of Montana assures equal access to instruction through collaboration between
students with disabilities, instructors, and Disability Services for Students (DSS).
TEXTS:
Games for Actors and Non-Actors, Augusto Boal. Routledge, 1992 (on-going)
Course Packet:
 “Drama in Education and Theatre in Education” from Learning Through Theatre. Tony
Jackson
 “Individual Differences In Learning and Learners” from Human Characteristics and School
Learning. Benjamin Bloom
 “Dramatic Age Stages” from The Dramatic Curriculum. Richard Courtney.
 “The Nature of Freedom” from Experience and Education. John Dewey
 “Movement and the use of Sound” from Development Through Drama. Brian Way.
 Reading of a play, title TBA
 Frames of Mind. Howard Gardner.
 “Can Drama be Assessed” from Learning Through Drama. Schools Council Drama Project.
 Impro. Keith Johnston.
 “Paths to Adulthood” from Being Adolescent. Mihaly Csikszentmihalyi and Reed Larson.
FINAL: Wednesday, December 14 10:10-12:10
Methods of Teaching Theatre: THTR 439
Mondays 9:10-11:00 McGill 215
Dr. Jillian Campana
Jillian.campana@umontana.edu 243 5846 McGill 212a
Office Hours: Tuesdays/Thursdays 1:00-2:30
AIM:
The aim of this course is to explore content, methodology and strategies for teaching Theatre Arts.
We will be focusing on theatrical pedagogy, creative development and the theories and practices
of major theatre education figures in order to develop your own pedagogical practice and
philosophy.
OUTCOMES:
At the end of the course the student will successfully be able to:
 Devise and implement a lesson for any level Theatre/Drama class;
 Put together a solid semester curriculum for a specific level of Theatre Arts;
 Articulate and discuss their individual teaching philosophy;
 Assess and offer critical and important feedback to students in effective ways;
 Effectively manage a Theatre classroom environment so that freedom and creativity reign.
CONTENT:
Through exercises, readings, lesson implementation and discussion we will be focusing on the
following areas:
 What do I do?: planning a great lesson
 The Shape of a Class: curriculum planning for a semester
 Theatrical Pedagogy: practicing what you preach/teach
 You Can’t Teach it All: what to cover and when to cover it
 Without Desks: classroom management 101
EVALUATION:
In addition to coming to every class on time and being an active participant in exercises,
discussions and readings, you will be assessed on the following assignments, which will be spread
out evenly over the semester:
 Written: Lesson plan shown to class (September 12)
 Written and Presented: Mini lesson- pedagogy (September)
 Written and Presented: Lesson connected to literature (October)
 Written and Presented: Full lesson plan and implementation of lesson in front of a class
(October) (you will need to observe this class 2 times prior to teaching the lesson)
 Written: Curriculum unit (November)
 Written and Performed: Teaching philosophy (December)
POLICY:
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
http://life.umt.edu/vpsa/student_conduct.php.
No food, drink or gum is allowed.
All Theatre & Dance students must have an in-depth knowledge of the practices and procedures
outlined in the School of Theatre & Dance Student Handbook. The Handbook is available online at
http://www.umt.edu/theatredance/about/handbook.
There is inherent risk involved in many Theatre & Dance classes as they are very physical in nature.
Please proceed through class, shop time, or rehearsal with caution. Always be mindful of your
personal safety and the safety of others. Students participating in
class/shop/rehearsal/performance do so at their own risk.
Due to safety considerations, at no point during a student’s time spent in class or serving on a
production (in any capacity) should non-enrolled persons be guests of that student without my
consent. Presence of such unauthorized persons in a class, shop, or any backstage/off-stage area
will negatively affect a student’s grade.
The University of Montana assures equal access to instruction through collaboration between
students with disabilities, instructors, and Disability Services for Students (DSS).
TEXTS:
Games for Actors and Non-Actors, Augusto Boal. Routledge, 1992 (on-going)
Course Packet:
 “Drama in Education and Theatre in Education” from Learning Through Theatre. Tony
Jackson
 “Individual Differences In Learning and Learners” from Human Characteristics and School
Learning. Benjamin Bloom
 “Dramatic Age Stages” from The Dramatic Curriculum. Richard Courtney.
 “The Nature of Freedom” from Experience and Education. John Dewey
 “Movement and the use of Sound” from Development Through Drama. Brian Way.
 Reading of a play, title TBA
 Frames of Mind. Howard Gardner.
 “Can Drama be Assessed” from Learning Through Drama. Schools Council Drama Project.
 Impro. Keith Johnston.
 “Paths to Adulthood” from Being Adolescent. Mihaly Csikszentmihalyi and Reed Larson.
FINAL: Wednesday, December 14 10:10-12:10
Week 1: August 29: teaching theatre, what are their interests, experience, ages interested in ,
what makes a good teacher? A good theatre teacher? What to cover? ( I do min lesson and they
figure out how it would look like on a lesson plan). I show them the lesson plan.) READING Leaning
through Theatre
Week 2: September 5: NO CLASS
Week 3: 12: Viola Spolin, side coaching, directing styles, interrupting, experiential education.
Pedagogy. I give each of them in pairs a subject that they teach to the class using side-coaching
and experiential work mini lessons and critiques. Warm-up games. READING: Human
Characteristics and School Learning
Week 4: 19 into the lesson ideas READING:
Week 5: 26: through the lesson
Week 6: October 3: beyond the lesson
Week 7: 10 full lesson practices
Week 8: 17: devising a unit
Week 9: 24:
Week 10: 31
Week 11: November 7
Week 12: 14
Week 13: 21: presenting unit plans
Week 14: 28: developing a teaching philosophy
Week 15: December 5: How to find a job
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.
Revised 5-4-11