Writing Course Review Form (1/12)
I. General Education Review – Writing Course
Dept/Program
Course # (i.e. ENEX
School of Theatre &
Subject
200)
Dance
Course Title
Theatre History I
U THTR 330H
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor Requestor
Jillian Campana
Phone / Email
x5846
Program Chair
Dean
Date
jillian.campana@umontana.edu
Jere Hodgin
jere.hogdin@umontana.edu
Dr. Stephen Kalm
stephen.kalm@mso.umt.edu
III. Type of request
New
One-time Only
X
Renewal
Reason for new course, change or deletion
Change
Remove
IV Overview of the Course Purpose/ Description: Provide an introduction to the subject
matter and course content.
This course is a foundational survey of Eastern and Western theatre traditions from theatre origins in
ancient times through the nineteenth century. Throughout the course students will be considering, through
various methodologies, what we mean by “theatre” and “history,” ultimately addressing what the term
“theatre history” encompasses and its importance to students and practitioners of theatre and world
culture.
Students will explore various kinds of evidence theatre historians and historiographers use to construct
theatre history, and discuss ways in which that evidence has been and can be interpreted. Through
readings, lectures, class discussions, videos, group presentations, writing, and research, students will
become familiar with theatre practices, practitioners, and texts from a variety of cultures and points of
view. By consistently addressing the relevance of their individual and group research, students will
approach the study of theatre history as a vital and influential aspect of the present.
V Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Student learning outcomes:
Use writing to learn and synthesize new
concepts
This course is designed to introduce the student to
discipline-specific writing conventions. Throughout
this course, students employ a methodology that
incorporates the location of relevant topics, asking
pertinent and answerable questions, and
developing coherent analysis based on research.
Students access information from a wide variety of
sources and synthesize it with available data from
theatre history. Doing so teaches students to
ascertain the socio-political environment that gave
Formulate and express written opinions and
ideas that are developed, logical, and
organized
Compose written documents that are
appropriate for a given audience, purpose and
context
Revise written work based on constructive
comments from the instructor
Find, evaluate, and use information
effectively and ethically (see
http://www.lib.umt.edu/informationliteracy/)
rise to specific works, and helps to indicate why
certain plays were produced at particular times for
specific audiences. Such research, accomplished
by writing and discussed in class, also helps
students anticipate the significance of later and
contemporary theatrical events and suggest
directions for the future.
Students learn to formulate and express opinions
and ideas in writing both in the form of periodic
response papers (recognizing and analyzing an
author’s position) and through the writing of two
research papers. There are also both short and
long essay questions in the form of periodic
quizzes. In addition, there are periodic sessions
incorporated into certain class periods during which
students prepare lines of inquiry for potential future
research. For each of these assignment types,
students are asked to approach their work through
a structured process culminating in critical analysis
of material.
In-class presentations provide students with the
opportunity to compose documents appropriate for
a given audience and purpose. Specific topics are
addressed by each small presentation group; the
specific material discovered during research and
included in the presentation are prepared in written
form for distribution to the entire class in the form of
PowerPoint or other presentation formats. For
research papers, proposals are submitted and
outlines are critiqued and revised, which inform the
final drafts.
Students are offered the opportunity to revise
written work based on constructive criticism
particularly during the process of essay proposing,
outlining, and drafting.
Students learn to find, evaluate, and use
information effectively and ethically through
immediate and consistent access to both electronic
reserves and Moodle (where class materials other
than textbook resources are stored). By accessing
this material, and supplementing it with information
obtained directly from the Library or other outside
sources, students learn to evaluate source material
based on extensive experience with like materials.
Working both individually and in small groups,
students discover how to incorporate positively
Begin to use discipline-specific writing
conventions
Demonstrate appropriate English language
usage
VI. Writing Course Requirements
Enrollment is capped at 25 students.
If not, list maximum course enrollment. Explain
how outcomes will be adequately met for this
number of students. Justify the request for
variance.
What instructional methods will be used to teach
students to write for specific audiences, purposes,
and genres?
evaluated source material in the construction of
their written work. The basic steps in historical
research as used in written composition in this
course include the formulation of a question or
hypothesis, the discovery and evaluation of
pertinent evidence, investigation/conjecture into the
contemporary relevance of historical information
(the “so what?”), and ultimately the communication
of results through writing and other related
techniques. Early in the course we discuss at length
issues of fair usage, the public domain, plagiarism,
etc.
In applying their group and individual research,
students learn to recognize and adopt similar
theoretical languages and become fluent in the
terms, style, phraseology, and general expression
techniques of dramatic theory and analysis. This
familiarity allows them to improve their own critical
writing skills.
Throughout the course—in discussion, presentation
proposals, quizzes, and class research papers—
students are encouraged to demonstrate correct
and appropriate English language usage. Errors or
suggestions for improvement are always marked on
written work. Consistent use of the most recent
MLA style manual is also encouraged.
The enrollment cap is currently 100, and 61
students were enrolled for Fall 2012; 45 students
are enrolled for Fall 2013. These numbers are
based on the School of Theatre & Dance
requirement for this course in every degree
program in theatre (two BAs, two BFAs, and the
minor) and the anticipated out-of-school interest in
the class as a Group VI general-education history
course. Outcomes can be adequately met because,
in addition to the instructor, there is always at least
one graduate-student teaching assistant.
Assessment and advising responsibilities for this
course rest with the instructor, but initial grading
and reading responsibilities are shared.
Instructional methods used to teach students to
write for specific audiences, purposes, and genres
include close attention to information included in
The Norton Anthology of Drama, Volume 1. Other
key texts in this area such as History of the Theatre
by Oscar Brockett and Franklin J. Hildy, or Theatre
Histories: an Introduction by Phillip Zarrilli, Bruce
McConachie et al., are also referenced. Writing
styles used in the other class texts such as Vincent
Longman’s From Page to Stage also provide
models for student work. Through close attention to
these texts, students are introduced to a disciplinespecific style of writing and analysis and
expectations for its use in areas such as script
analysis, history, review/critical analysis of plays in
production, technical aspects of theatre (lighting,
scenic, and costume design), and theory and
criticism. Written assignments throughout the
semester address all of these aspects of theatrical
production and critique.
Which written assignments will include revision in Essay One (see syllabus below).
response to instructor’s feedback?
VII. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
Students are graded on all group assignments,
essays, and quizzes. At least 70% of the student’s
course grade is based on student performance on
written assignments, which consist of at least 16
pages of writing for assessment.
Informal Ungraded Assignments
Several class activities, such as impromptu
development of student-generated lines of inquiry,
are conducted during the course of this class.
These projects are interspersed throughout the
semester in order to encourage students’
continual awareness of the need to develop strong
critical thinking and decision-making skills. Often
the turn-around is intentionally quick (from onset
of assignment to turning in results) in order to
encourage students to habitually write as
concisely and effectively as possible.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form. 
For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
THTR 330H.01 THEATRE HISTORY I MCGILL 210
TUES 9.40-11.00 & THURS 9.40-11.00
Dr. Bernadette Sweeney
T.A Kate Morris
Office: MCGILL 212C email: bernadette.sweeney@mso.umt.edu
Office Hours: Mon 12-1pm,Weds 10am-1pm
Course Description:
Students will study each play, the context of each play and its period, selected scenes through
performance, participate in class discussion, write 2 papers for formal assessment, and
collaborate with selected classmates to present a research presentation, production proposal
and/or scene for assessment.
Course Outcomes:
On completion of this course students will:
Have a broad knowledge of theatre history, style, context and audiences.
Have a knowledge of chosen play texts through close reading
Have a critically informed understanding of chosen play texts through reading and analysis of
critical material
Have an understanding of how each play performs its time, its politics and the conditions of
contemporaneous production
Have engaged with this work through script analysis, scene study, research and analysis
Have articulated their engagement with the work through formal research and writing, through
informal review and other writing, and through written reflection on their own experience of the
work as performers, dramaturgs, researchers and/or audience members
Will have collaborated with each other to present research presentation, scenes and/or
production proposals
Required Texts:
The Norton Anthology of Drama volume one
Materials on Moodle, Reserve or Hand Outs
Work:
GRADED:
30%-- essay 1: 4 pages in length.
40%-- essay 2: 6 pages in length
30%--attendance, presentation and class contribution
Students will work in groups to give one presentation per group in class at a scheduled point in
the semester – these will require time spent rehearsing/researching together outside of class
time. Presentations can include a production proposal for your chosen text, a research
presentation and/or a selected scene performed for the class. Full staging is not required, but a
presented scene should effectively communicate a chosen element of the play to your audience, be
that characters’ dynamic, use of space, attention to language etc. This is assessed on a credit/no
credit basis as part of your class contribution mark. Each presentation should be between 10 and
15 minutes long.
Ground Rules:
I do not accept late papers unless the student contacts me with a reasonable excuse before
the beginning of the class on the day the paper is due (examples of unreasonable excuses include
‘my printer is broken’, ‘the dog ate my homework’, ‘I’m in rehearsal’.)
More than 3 unexcused absences from class will result in your grade falling by a full letter.
Please feel free to ask and answer questions inside and outside class. I or T.A. Kate
Morris will have at least one conference with each student during the semester. If you have any
questions about how you are doing, what you want to write about, or any of the material, contact
me by e-mail, or arrange to see me during my office hours.
Syllabus: (always subject to change)1
Tues
Aug/28
Class Introduction
Thurs Aug/30
Theater history, research and writing
___________________________________________________________________
Tues
Sept/04
Greek Theatre Agamemnon by Aeschylus
Thurs Sept/06
Greek Theatre Agamemnon by Aeschylus
___________________________________________________________________
Tues
Sept/11
Greek Theatre The Bacchae by Euripides
Thurs Sept/13
Greek Theatre The Bacchae by Euripides
___________________________________________________________________
Tues
Sept/18
Chinese theatre ---KATE MORRIS
Thurs Sept/20
Chinese theatre --- KATE MORRIS
___________________________________________________________________
Tues
Sept/25
Noh theatre Atsumori by Zeami
Thurs Sept/27
Noh theatre Atsumori by Zeami
___________________________________________________________________
Tues
Oct/02
World folk theatre [see article on Moodle] Devising
FIRST PAPER DUE
Thurs Oct /04
World folk theatre [see article on Moodle] Devising
___________________________________________________________________
Tues
Oct/09
Meetings
Thurs Oct/11
Meetings
___________________________________________________________________
Tues
Oct/16
The Storytelling Tradition Arabian nights by Mary Zimmerman
LEAH JOKI AND REBECCA SCHAFFER
Thurs Oct/18
The Storytelling Tradition Arabian nights by Mary Zimmerman
___________________________________________________________________
Tues
Oct /23
Medieval theatre Everyman anon. ANNA DULBA-BARNETT
Thurs Oct /25
Medieval theatre Everyman anon.
___________________________________________________________________
Tues
Oct/30
Commedia The Mistress of The Inn by Goldoni
Thurs Nov/01
Commedia The Mistress of The Inn by Goldoni
___________________________________________________________________
Tues
Nov /06
Elizabethan drama Hamlet by Shakespeare
Thurs Nov /08
Elizabethan drama Hamlet by Shakespeare KATE MORRIS
___________________________________________________________________
Tues
Nov /13
Elizabethan drama Hamlet by Shakespeare JOHN DEBOER
Thurs Nov /15
Special session on Indian theatre and drama Dr Jillian Campana
___________________________________________________________________
Tues
Nov /20
Tartuffe by Molière
Thurs Nov /22
THANKSGIVING – NO CLASS
___________________________________________________________________
Tues
Nov /27
Tartuffe to Restoration
Thurs Nov /29
Restoration The School for Scandal by Sheridan
__________________________________________________________________
TUES Dec/04
Melodrama – KATE MORRIS
SECOND PAPER DUE
Please refer to the fall schedule for relevant dates with regard to adding, dropping, and
withdrawing. Please make contact with a colleague or two to find out what has been assigned
if you miss class.
1
THURS Dec/06
Melodrama – KATE MORRIS TA scene presentation
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.
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.
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The University of Montana assures equal access to instruction through collaboration between students with disabilities,
instructors, and Disability Services for Students (DSS). If you think you may have a disability adversely affecting your
academic performance, and you have not already registered with DSS, please contact DSS in Lommasson 154. I will
work with you and DSS to provide an appropriate accommodation.