Syllabus
WSU Department Name
Theatre Arts
WSU Course Number & Listing
THEA CA1013: Introduction to Theatre/Survey to Theatre (3 Credit Hrs.)
High School: [High School Name]
WSU Concurrent Adjunct Instructor: [Name]
High School Course Name: [Concurrent High School Course]
[School Year]
(Attention: Contact the College or University you wish to attend to make sure that
these Concurrent Enrollment courses will meet your goals for fulfilling General
Education requirements or will count toward your chosen major).
Concurrent Adjunct Instructor’s Office Hours
[WSU Adjunct Instructor’s office hours]
Concurrent Adjunct Instructor’s phone and email
[WSU Adjunct Instructor’s phone and email]
Prerequisite High School Courses if any
[Prerequisite High School Courses if any]
WSU Course Description:
This course encourages the appreciation of theater as an art and should aid in your
understanding of how theater is created, how it is presented, and how it relates to its
audience and society in past and modern cultures. You will also increase your
understanding of the craft of theater and of the various skills and artists necessary for
theater production.
WSU Course Objectives:
Objective 1: Students will create theatre sketches and presentations that increase their
understanding of the creative processes in art as demonstrated by the creative project and
class assignments that explore different areas of theatre production.
Objective 2: Students will demonstrate knowledge of key themes, concepts, issues,
terminology and ethical standards employed in theatre as demonstrated by their three play
analysis papers, their exams, and their reading quizzes.
WSU Required Textbook & Materials:
Instructors should select the required text books based on their own knowledge of
Theatre History. If the instructor is well versed, they can choose a book that is an
anthology of plays. If the instructor is not, they should select a supplementary Intro to
Theatre text book alongside of the plays to assist students in understanding theatre as a
whole. Selected plays should represent the major periods in theater history (e.g.,
classical, renaissance, early modern, moderns, and contemporary). Instructors MUST
specify what text(s) they are using when they submit their syllabus for approval.
WSU Grading:
A student’s final grade for the class will be determined by dividing the total number of
points earned over the course of the semester by 1000 (the total possible points). There
may be some opportunities for extra credit throughout the semester, however there will
be NO individual assignments for extra credit, nor any extra credit after the final grade in
the class is determined.
Outcomes Assessment:
Exam (4)
100 Points Each
Play Critique (3)
100 Points Each
Reading Quiz (10)
10 Points Each
Performance (1)
150 Points
Participation
50 Points
900-1000
800-899
700-799
600-699
00-599
Total Points
A
B
C
D
E
40%
30%
10%
15%
5%
Objective
Subjective
Objective
Subjective
Obj/Subj
Grade
Calendar of Course Content:
(Note: this iteration of the course is taught thematically and not chronologically.
The instructor should arrange the material in a way that suits them).
Unit One: Introduction to the Terms
Week 1
T
1/3
Introduction to the Course, Syllabus
Th
1/5
Acting
Week 2
T
1/10 Directors [Tartuffe- Quiz #1]
Th
1/12 Dramaturgy/Playwriting
Week 3
T
1/17 Production Elements
Th
1/19 Exam 1
Unit Two: Popular Theatre
Week 4
T
1/24 Circuses, World’s Fairs, and Pageants
Th
1/26 Greek and Roman Theatre [Oedipus Rex- Quiz #2]
Week 5
T
1/30 Neoclassical France and Censorship
Th
2/2
Shakespeare and Commedia [Hamlet- Quiz #3]
Week 6
T
2/7
KCACTF- NO CLASS
Th
2/9
KCACTF-NO CLASS
Week 7
T
2/14 Medieval Performance in Europe and Asia [Noah and his Sons AND The
Shrine in the Fields- Quiz #4]
Th
2/16 Modern Musicals
Week 8
T
2/21 Exam #2
Unit Three: American Theatre
Th
2/23 Defining "American"
Week 9
T
2/28 Melodrama/Vaudeville/Burlesque/Minstrelsy
Th
3/1
Realism/Naturalism [Cat on a Hot Tin Roof- Quiz #5]
Week 10
T
3/6
Docudramas and the Federal Theatre Project
Th
3/8
Diverse Voices in U.S. Theatre [Ma Rainey’s Black Bottom- Quiz #6]
Week 11
T
3/13 No Class Spring Break
Th
3/15 No Class Spring Break
Week 12
T
3/20 Theatre in the Last Decade [Becky’s New Car- Quiz #7]
Th
3/22 Exam #3
Unit Four: Avant Garde Theatre
Week 13
T
3/27
Th
3/29
Week 14
T
4/3
Th
4/5
Week 15
T
4/10
Th
4/12
Week 16
T
4/19
Surrealism/Futurism/Expressionism [The Hairy Ape- Quiz #8]
Performance Art and Happenings
Arabic and African Theatre [The Strong Breed- Quiz #9]
Performance Project Presentations
Queer and Feminist Theatre [How I Learned to Drive- Quiz #10]
Critics and Scholars
11:00- 12:50 EXAM #4
Quizzes:
Ten multiple choice quizzes will be given over the course of the semester. These brief
quizzes will cover the content of the assigned plays. As quizzes may take place at any
time during the class period noted on the syllabus, do not be late on these days; late
students will not be permitted to make up missed quizzes. Students may want to consider
reading each play twice before the quiz. Together, the quizzes comprise 10% of a
student’s final grade.
Quiz #1: Tartuffe 1/10
Quiz #2: Oedipus Rex 1/24
Quiz #3: Hamlet 2/2
Quiz #4: Noah and his Sons AND The Shrine in the Fields 2/14
Quiz #5: Cat on a Hot Tin Roof 3/6
Quiz #6: Ma Rainey’s Black Bottom 3/15
Quiz #7: Becky’s New Car 3/20
Quiz #8: The Hairy Ape 3/29
Quiz #9: The Strong Breed 4/3
Quiz #10: How I Learned to Drive 4/10
Exams:
Four exams will be administered over the course of the semester. Each exam will consist
of multiple-choice, short answer, true/false, matching, and essay questions covering class
lectures, handouts, and material from the plays we’ve read. Each exam will include
questions based on in-class demonstrations and class discussions about the ten plays
being read over the course of the semester. In addition, each exam will include questions
based on the performances that students are required to see. Together, the exams
comprise 40% of a student’s final grade.
Attending productions and performance responses:
Since theatre is a live art form, students will be required to see a total of three shows over
the course of the semester. Two of the shows will be performed by the Weber State
University Department of Performing Arts. The other will be a community show that is
pre-approved by the instructor. It is the student’s responsibility to contact the theatre,
purchase tickets, and attend the performance. Some words of advice: do not wait to
purchase tickets at the door, as many productions sell out! If you are unable to attend the
required performances because of authorized participation in a WSU event, you must
provide documentation and make alternate arrangements at least one week ahead of time
(this includes athletes, band members, students attending conferences, etc.). Note: There
is ALWAYS a free night for each WSU performance. Students may obtain a free ticket
for that night. If money is an issue, make sure you attend on the FREE STUDENT
NIGHT.
Performance Responses: Students are required to attend three productions over the
course of the semester. These include: both of the official Weber State theatre
performances Tartuffe and The Cradle Will Rock and one performance in the
community. Students will write a 2-3 page analysis of each performance they see. This is
not a critical review (I liked it or didn’t like it), but rather an analysis of the play in terms
of the discussion in class. Students should apply the topics we have covered (technical,
textual, or historical) to the performance they see before them. Students may choose to
focus on a specific topic: how costumes were used in the production, how Tartuffe is or is
not like a French Neoclassical performance, what style of acting is being used etc. The
final paper should be typed, double spaced, using normal font and margins. A rubric is
attached for how these will be graded. Each of the performance responses will count for
10% of the final grade for a total of 30%.
Performance Production: In small groups of 3-4 students, students will choose a scene
from one of the plays we have read this semester and one of the styles and do a “mash
up.” For example, what would an Artaudian performance of Hamlet look like? What
about a Noh version of Cat on a Hot Tin Roof? It will likely be necessary to rewrite the
performance text to make this work. Each group will hand out a program for their scene
that lists the group members, information on the text they are using and explains the
modifications they have made to suit the new style of performance. Scenes should be
approximately 10 minutes. This production will be worth 15% of the final grade.
Academic Dishonesty: As specified in PPM 6-22 IV D, cheating and plagiarism violate
the Student Code. Plagiarism is “the unacknowledged (uncited) use of any other person’s
or group’s ideas or work.” This means that “putting something into your own words” is
plagiarism. Students found guilty of cheating or plagiarism are subject to failure of a
specific assignment, or, in more serious cases, failure of the entire course.
Core Beliefs: According to PPM 6-22 IV, students are to “[d]etermine, before the last
day to drop courses without penalty, when course requirements conflict with a student's
core beliefs. If there is such a conflict, the student should consider dropping the class. A
student who finds this solution impracticable may request a resolution from the
instructor. This policy does not oblige the instructor to grant the request, except in those
cases when a denial would be arbitrary and capricious or illegal. This request must be
made to the instructor in writing and the student must deliver a copy of the request to the
office of the department head. The student's request must articulate the burden the
requirement would place on the student's beliefs.”
DEPARTMENT COURSE CONTENT POLICY: Some of the writings, lectures,
discussions or presentations in this course may include material that some students may
find offensive. Please review the syllabus carefully to see if the course is one that you are
committed to taking. If you have a concern, please discuss it with me at your earliest
convenience.
Disability Accommodation: PPM 3-34 notes: “When students seek accommodation in a
regularly scheduled course, they have the responsibility to make such requests at the
Center for Students with Disabilities before the beginning of the quarter [semester] in
which the accommodation is being requested. When a student fails to make such
arrangements, interim accommodations can be made by the instructor, pending the
determination of the request for a permanent accommodation.”
Emergency Closure: If for any reason the university is forced to close for an extended
period of time, we will conduct our class through our Canvas page. Look for
announcements on Weber email and our Canvas page.
WSU Course Evaluation:
As a concurrent student, you are given the privilege of evaluating this course. This is an
anonymous evaluation which allows you an opportunity to express your opinions of the
course and the instructor.
WSU Student Code of Conduct: Download the WSU Student Code of Conduct at:
www.weber.edu/concurrent/students/CodeOfConduct.asp
The instructor reserves the right to change this syllabus at any time during the course of
the semester.
REQUIREMENTS FOR CRITIQUES:
Event:
Critiques review out-of-class performances. Preferably you will go see two of the following shows:
“Xanadu,” “Tartuffe,” and “The Cradle Will Rock.” If you choose to see another performance, check with
your instructor first. You will be required to staple your ticket and a program to your paper if you go see
something off campus.
Grading:
 The first critique is due X
 They are worth 100 points.
Content:
 Each critique must thoroughly analyze the play using criteria discussed in class and used
throughout the semester.
 Each answer must use complete sentences in paragraph form.
 Answers must be supported with specific evidence. Evaluative phrases like "it was nice" or "I
liked it" are not critically engaged. Say why. Engage with your experience at the art event.
Contemplate context. Judge the effectiveness of artistic choices.
Format:
 All critiques must be typed and double-spaced. They must use Times New Roman or other
standard font, 12 point size, 1 inch margins.
 Use footnotes to give credit to the author of any quotation you use. Give credit to the author of any
idea not your own (i.e., putting things “in your own words” is plagiarism). Give credit to the
author of any historical research you used. Failure to cite appropriately is considered
plagiarism.
 Each answer must be in paragraph form. Do not use bullet points or lists. Avoid slang. Proofread
for spelling and grammar.
Content:
Your critique can cover a formal analysis (the artistic choices on stage without additional info) or a
contextual analysis.
Some sample questions for contextual criticism:
1) What was the artist’s life experience and how might that have influenced his/her art?
2) What was going on in the world as a whole at the time? What were the big political happenings
or major changes in thought?
3) How was the artist received at the time and how has that changed?
4) What point does the artist say they are trying to make?
5) How does this work fit into the artist (or company’s) larger body of works? Is this the
continuation of a style, the development of one, a departure from normal works?
6) How might this art work in service of some political movement or against a political movement?
IE: “this artist has been criticized by people with disabilities for perpetuating x stereotypes. I
agreed with their claims because of x, or I disagree because I see the artist doing y.”
Helpful Hint: It is often better to pick a few questions and explore them in detail, thoroughly, than to try
to answer a BUNCH of questions briefly. Quality of info and analysis is better than quantity!
Rubric for Grading Student Critiques
Category
A
B
C
D
Formatting
and
Grammar
Paper is correctly
formatted (double
spaced, 1 inch margins,
12 pt font like Times
New Roman), stapled,
and there are no major
spelling or grammatical
mistakes. Writing is
formal, no slang
(contractions are fine).
Student has written a
paper 2-3 pages long.
Paper has an
introductory paragraph
that explains what the
paper will be discussing
and why. Paragraphs
have at least three
sentences each. Paper
has a conclusion.
Student demonstrates
awareness of formal
and/or contextual
criticism, thoroughly
answers appropriate
questions for those
modes drawn from
class lecture.
Appropriate outside
sources are used and
citations given.
Conclusion does not
simply summarize
paper, but productively
connects to larger issues
or future questions
generated for writer.
Paper is correctly
formatted, but there are
a few spelling and/or
grammatical mistakes.
Writing is mostly
formal, with little slang
used.
Paper is not
correctly
formatted and/or
there are major
grammatical or
spelling mistakes.
Writing is mostly
informal.
Student has written a
paper close to the page
guidelines. Paper has a
thesis/topic sentence,
all paragraphs have at
least three sentences,
and paper has a
conclusion
Student has
written a paper
with a thesis/topic
sentence and a
conclusion. Paper
offers reader no
road map. Paper
may be too short
or excessively
long.
Student asks and
answers some
questions about
the work. Answers
are vague and too
short. No outside
sources are used,
but are needed.
Paper focuses on
unsupported value
judgments (I liked
it, etc).
Paper is
incorrectly
formatted and
contains many
grammatical and
spelling mistakes.
Writing is
excessively
informal and/or
uses “text speak.”
Student’s paper
may be too short
or excessively
long. Paper may
consist of a list,
bullet points, or
stream of
consciousness
writing.
Length and
style of
Paper
Analysis
(Content)
Student asks and
answers appropriate
questions for analyzing
theatre drawn from
class lecture. Answers
need to be more
thorough. Some outside
sources may be used,
with citations given.
But there are places
where more citations
would have been
helpful. Conclusion
summarizes paper.
Paper focuses on
unsupported value
judgments (I liked it,
etc).
Student offers no
real analysis of
event. Paper
focuses entirely
on unsupported
value judgments
(I liked it, etc).