THEA 401
Methods of Teaching Theatre
Spring 2010
Instructor: Pamela Arkin
Office: CSAT #391
Office telephone: 395-2615
Office hours: MW 2-5
E-mail: arkinp@longwood.edu
& by Appt.
Course Catalog Description: A concentrated study of contemporary practices, theory,
and methods of teaching theatre in the secondary school. Emphasis will be placed on
curriculum development, creating lesson plans, and formulating effective assessment
guidelines. This is a reading intensive course. Prerequisites: BA Theatre Core
Curriculum.
Text: There is no textbook for this course; however, you will need to download the
following:
National Standards for Arts Education (Theatre)
http://www.artsedge.kennedy-center.org
Theatre Arts Standards of Learning for Virginia Public Schools
http://pen.k12va.us
Course Objectives:
As a result of this course, students will be able to:
1. demonstrate the ability to formulate a well written lesson plan aligned with
national standards and Virginia SOLs.
2. demsonstrate the ability to create a thematic unit aligned with national
standards and Virginia SOLs.
3. demonstrate the ability to create appropriate models of assessment, evaluation,
and critique of student learning.
4. demonstrate the ability to research content, materials, and procedures for
teaching a learning unit.
5. demonstratre the ability to use the Internet as a resource for teaching and
professional development.
6. develop a bibliography of sources for teaching a theatre topic.
7. demonstrate the value of becoming a reflective practitioner.
8. discuss appropriate ways of teaching theatre to diverse populations.
9. model instructional techniques and strategies for teaching a variety of theatre
topics.
10. demonstrate the ability to select, direct, and produce a play for performance or
competition.
Course Evaluation: Candidate performance in the course will be evaluated through a
combination of written assignments, exams, individual projects, class attendance, and
participation.
PAMELA ARKIN – THEA 401 – P.1
Guidelines:
1. Attendance Policy: Candidates are expected to attend all class sessions. A large
portion of your grade is dependent upon your participation. It is your choice, however,
whether or not you attend class or decide to be late. But if you choose to be late or absent,
there are consequences—consequences that will affect your grade. Excused absences are
ONLY those which are approved by your theatre instructor. In cases of real and severe
illness, occurrences of death in the immediate family, or other cases of extenuating
circumstances may be considered excused—but only by your instructor. (E-mails sent on
the day of class never constitute excused absences.) If there are extenuating
circumstances that prevent you from being on time, you need to negotiate that dilemma
with the theatre instructor on the first day of class. Otherwise, you are considered late it if
you appear more than one minute late after class begins. If you are more than five
minutes late, you are considered absent and should not even attempt to enter the
classroom.
-Three unexcused absences will result in the dropping of one letter grade
-Six unexcused absences will result in the dropping of two letter grades
-Seven absences will result in your being failed in the course.
-Being late three times (i.e., more than one minute but less than five minutes)
constitutes one absence.
2. Field Experience: You will be working in groups at Randolph-Henry High School in
Charlotte Court House. Attendance is mandatory on your assigned days. If a catastrophic
event occurs, or severe illness strikes, it is the responsibility of the student to make the
necessary arrangements for fulfilling his/her responsibility.
3. Professionalism: Since we will be working in a professional environment, it is
imperative that students exhibit behaviors that will be expected of you when you become
teachers. These behaviors include punctuality, conduct, and appearance. Any student who
does not adhere to this code, will be removed from the course.
4. Professional Dress: We will follow the dress code used by Randolph-Henry High
School. NO jeans, sweat pants, or flip-flops. All clothing should be in good repair.
Students may not chew gum or wear headgear or excessive jewelry. Shirt tails should be
tucked in and a belt worn if appropriate. Students who are not professionally dressed will
not be able to participate, resulting in a zero (0) for the day.
5. Accommodations of Special Needs: Any student who needs an accommodation based
on physical, psychological, medical, or learning disability should contact me privately.
Every means will be used to address your needs.
6. Class assignments are due at the beginning of the class period on the assigned date.
Ten points will be deducted for each day the assignment is late. Computer, printer, or
paper issues are not acceptable excuses for lateness.
PAMELA ARKIN – THEA 401 – P.2
7. As prospective teachers it is imperative that you have exceptional written
communication skills. Therefore, all written work should be done on a computer and
checked for spelling and grammatical errors. Failure to do so will result in serious
consequences.
Honor Code: Candidates must follow the policy of the Honor Code as described in the
current University catalog and refrain from lying, cheating, stealing, and plagiarism. Any
material used in class must be cited as to source and author. Any written work must be
pledged. Any violation will result in Honor Board hearings.
Tentative Course Schedule:
Date
Topic
Assignment
Tuesday, January 12
Course Overview/
Why Teach Theatre?
Thursday, January 14
Discuss Video #1
Hitorical Overview of
Theatre Ed/Names You
Should Know
Discuss Video #2 (Student
Led)
Developing a Teaching
Philosophy
Discuss Video #3 (Student
Led)
WATCH:
“The Art of Teaching the
Arts: Principles of Artful
Teaching”
www.learner.org
COMPLETE:
“Viewing & Discussion
Sheet”
WATCH: Video #2
COMPLETE:
“Activities & Discussion”
Section
WATCH: Video #3
COMPLETE:
“Activities & Discussion”
Section
WATCH: Video #4
COMPLETE:
“Activities & Discussion”
Section
WATCH: Video #5
COMPLETE:
“Activities & Discussion”
Section
WATCH: Video #6
COMPLETE:
“Activities & Discussion”
Section
WATCH: Video #7
COMPLETE:
“Activities & Discussion”
Section
Tuesday, January 19
Thursday, January 21
Tuesday, January 26
Discuss Video #4 (Student
Led)
Thursday, January 28
Discuss Video #5 (Student
Led)
Tuesday, February 2
Discuss Video #6 (Student
Led)
PAMELA ARKIN – THEA 401 – P.3
Thursday, February 4
Discuss Video #7 (Student
Led)
Tuesday, February 9
Discuss Video #8
Refelct on Series
Thursday, February 11
Developing a Curriculum
Using Standards
Texts/Resources
Curriculum Planning
Cont.
Parent/Administration/
Discipline Issues
Tuesday, February 16
Thursday, February 18
Tuesday, February 23
Structuring Thematic
Units
Thursday, February 25
Creating Effective Lesson
Plans
TeachingStyles/Strategies
/Assessment Tools
Discuss Lesson Plans
Tuesday, March 2
Thursday, March 4
Tuesday, March 9
Thursday, March 11
Tuesday, March 16
Thursday, March 18
Selecting Plays for
Production/Competition
Tuesday, April 6
NO CLASS/Observe @
Randolph-Henry High
School
Licensing/Royalties/Tech
Considerations/Resources
NO CLASS – Teach @
RH
Casting Issues/Ethical
Issues
NO CLASS – Teach @
RH
Scheduling/Time Mgt.
Thursday, April 8
NO CLASS -Teach @ RH
Tuesday, March 23
Thursday, March 25
Tuesday, March 30
Thursday, April 1
PAMELA ARKIN – THEA 401 – P.4
WATCH: Video #8
COMPLETE:
“Activies & Discussion”
Section
DOWNLOAD:
VA Theatre SOLs &
National Arts Standards
(Theatre)
DOWNLOAD:
Theatre Standards from
another state or major city
DOWNLOAD:
Examples of Theatre
Thematic Units (2)
DOWNLOAD:
Examples of effective
lesson plans (4)
INCLUDE: Rubrics
Create a Lesson Plan &
Scoring Rubric
Work on Teaching
Philosophy
Spring Break!
Spring Break!
COMPILE a list of oneacts and full-length plays
that you feel confident to
direct
Paper outlining
Contextual Factors
observed at RH
Create Lesson Plan
Self-Evaluation/Peer
Evaluation
DUE:Personal Teaching
Philosophy
Self-Evaluation/Peer
Evaluation
Create a Rehearsal
Schedule
Self-Evaluation/Peer Eval.
Tuesday, April 13
Thursday, April 15
Tuesday, April 20
Thursday, April 22
TBA
NO CLASS – Teach @
RH
Review for Final Exam
NO CLASS – Teach @
RH
DUE: Thematic Unit
Self-Evaluation/Peer
Evaluation
DUE: Resource Folder
All syllabus contents and schedule are subject to change.
Final Exam: Your final exam will be a written, comprehensive exam of materials and
required readings covered in the class.
Assignments:
1. Resource Folder :
Each candidate will compile a resource folder containing a minimum of 20 sources/or
examples for each of the following topics:
Play Selection
Make-up
Warm-ups
Theatre History
Theatre Games
Directing
Improvisation
Stagecraft
Acting
Playwriting
Tests/handouts
Assessments
Candidates for licensure should place this folder in their teaching portfolio.
2. Thematic Unit:
Each candidate will create a thematic unit of instruction that contains 5 lesson plans.
You will be given detailed instructions for the lesson plan format, a checklist for prepared
materials, and criteria for creating appropriate assessment tools. The lessons should
demonstrate your knowledge of planning for instruction, utilization of technology, and
classroom management techniques. The lessons must be aligned with National Standards
for Arts Education (Theatre) and Virginia SOLs (Theatre) and make accommodations for
diverse populations.
3. Field Experience:
Each candidate will prepare and present a thirty-minute lesson at Randolph-Henry High
School. The lesson should include a physical warm-up, theatre game, and appropriate
assessment tools. The lessons will be videotaped and evaluated by a peer and the cooperating teacher.
4. Self-Assessment Paper:
After viewing a video, you will be required to write a paper evaluating your teaching
experience. The paper must be done on a computer and address the criteria in the “SelfEvaluation Rubric.” You should address your strengths and weaknesses in each area and,
if applicable, how you would change in order to improve.
PAMELA ARKIN – THEA 401 – P.5
5. Required Reading & Discussion: Over the course of this semester, students will be
given handouts, web sites to visit, and assigned readings. Class discussions will be
centered on your responses to these readings. A variety of strategies are incorporated into
the class work so that each student will be a participant and a contributor. Student
contributions to group projects and presentations are a key feature of this class so it is
important that each student assume responsibility for his/her involvement.
6. Peer Evaluation: Students will be required to evaluate the teaching of one of their
peers. You will be given a rubric to assist you. After class, spend time with your
classmate discussing what you observed. The student will then submit the form with
his/her lesson plan and self-assessment.
7. Personal Teaching Philosophy: In order to prepare for interviews, students are
required to formulate a written philosophy for teaching theatre.
Grading:
Participation (discussion/professionalism)
Field Experience (planning & execution)
Self-Assessment Paper
Peer Evaluation
Personal Teaching Philosophy
Resource File/Folder
Thematic Unit
Final Exam
900 - 1,000 points = A
800 - 890 points = B
700 – 790 points = C
Total
600 –690 points = D
Below 590 points = F
100 possible points
200
50
50
100
100
200
200
1,000 possible points
Bibliography:
Bloom, B.S. Taxonomy of Educational Objectives: The Classification of Educational
Goals. Handbook 1, Cognitive Domain. New York: Longmans, Green, 1956.
Boal, Augusto. Games for Actors and Non-Actors. New York: Routledge, 1992.
Christ, William G. Assessing Communication Education: A Handbook for Media,
Speech, and Theatre Educators. Laurence Eribaun Associates, Inc. 1994.
Clurman, Harold. On Directing. New York: MacMillan, 1972.
Dodd, Nigel, ed. Drama and Theatre in Education. Heinemann, 1978.
Ellery, J.E. How to Overhaul and Upgrade Your High School Theatre. Kensington,
MD: Tekgod Publications, 1994.
PAMELA ARKIN – THEA 401 – P.6
Engelsman, Alan D. Theatre Arts 1: Teacher’s Manual. St. Louis: Alpen and Jeffries
Publishers, 1983
Grote, David. Play Directing in the School: A Drama Director’s Survival Guide.
Colorado Springs, CO: Meriwether Publishing Ltd., 1997.
Hornbrook, David, ed. On the Subject of Drama. London and New York: Routledge,
1998.
Ionazzi, Daniel A. The Stage Management Handbook. Cincinnati, OH: Betterway
Books, 1992.
Lany, Robert J. Handbook of Educational Drama and Theatre. Greenwood Publishing
Group, 1982.
Lorber, Michael A. Objectives, Methods, and Evaluation for Secondary Teaching. 4th
ed. Illinois State University: Allyn & Bacon, 1996.
Mottler, Charlotte K. Theatre in High School: Planning, Teaching, and Directing.
Englewood Cliffs, NJ: Prentice-Hall, Inc., 1978.
Music Educators National Conference, ed., National Standards for Arts Education in
Dance, Music, Theatre, Visual Arts: What Every Young American Should
Know and Be Able to Do in the Arts. Music Educators National Conference,
1994.
Norris, Joe, Laura A. McCammon and Carole S. Miller, eds. Learning to Teach Drama:
A Case Study Narrative Approach. Portsmouth, NH: Heinemann, 2000.
O’Neill, Cecily and Alan Lambert. Drama Structures: A Practical Handbook for
Teachers. Portsmouth, NH: Heinemann Educational Books, Inc., 1991.
Pittis, Arthur and David Mitchell, eds. Pedagogical Theatre. Association of Waldorf
Schools of North America Publications, 1997.
Spolin, Viola. Improvisation for the Theater. Evanston, IL: Northwestern University
Press, 1983.
------. Theatre Games for the Classroom: A Teacher’s Handbook. Evanston, IL:
Northwestern University Press, 1986.
Tanner, Fran Averett. Creative Communications: Projects in Acting, Speaking, Oral
Reading. Caldwell,ID: Clark Publishing Co., 1985.
PAMELA ARKIN – THEA 401 – P.7
PAMELA ARKIN – THEA 401 – P.8