COURSE OUTLINE New York City College of Technology Humanities Department COURSE CODE: TITLE: PATHWAYS: HOURS/ CREDITS THE 2380 Play Analysis: Texts And Contexts Creative Expression 3 Hours / 3 Credits COURSE DESCRIPTION: The analysis of play scripts for literary structure, aesthetic elements necessary for their theatrical realization, and an appreciation of stylistic approaches to plays from various historical and theatrical genres. COURSE CO/PREREQUISITE (S): English 1101 RECOMMENDED/TYPICAL/REQUIRED TEXTBOOK (S) and/or MATERIALS* Cal Pritner & Scott E. Walters. Introduction to Play Analysis. (McGraw-Hill, 2005) Stanley Vincent Longman. Page and Stage: An Approach to Script Analysis. (Allyn and Bacon, 2004) David Rush. A Student Guide to Play Analysis. (Southern Illinois University Press, 2005) Aristotle. Poetics (excerpts) 5-8 play scripts drawn from representative authors, eras, and styles, such as (but not limited to) the following: Aeschylus, Albee, Anouilh, Baraka, Beckett, Brecht, Calderon, Chekhov, Churchill, Euripides, Fo, Giradoux, Glaspell, Gorky, Hansberry, Ibsen, Inge, Ionesco, Kaiser, Kushner, Mamet, Miller, Moliere, Norman (Marsha), O Neill, Parks, Pinter, Pirandello, Plautus, Schnitzler, Shaffer, Shakespeare, Shaw, Shepard, Sheridan, Smith (Anna Deavere), Sophocles, Soyinka, Synge, Tredwell, Williams, Wilson (August), Wilson (Lanford) SAMPLE SEQUENCE OF TOPICS AND TIME ALLOCATIONS* A new play is introduced every 2 weeks. The following topics are discussed as applicable to each script. Dramatic Form vs. Narrative Form; Approaches to Analysis Aristotelian elements: Plot, Character, Diction, Thought, Music, Spectacle Given Circumstances The Theatrical Contract Theatrical contracts and conventions in performance. 1
Analyzing Character through Dialogue, Language & Action. Dramatic Genres Conflict/Resolution Plot Structure Aristotelian Plot Structure The Scene as a Unit of Conflict. Beats. Actors Character Analysis Non-linear Plot Structures Theatrical Contract & Given Circumstances of Fantastical Plays *Topics are introduced in a sequence and manner to increase understanding and appreciation of the play being studied. There is no assumption or obligation to cover these topics in sequence. The theatre faculty recognizes that the relevance of any concept varies with respect to the specific play being considered. The selection of plays in any given semester will influence the emphasis given to each topic. Instructors make an effort to choose plays that represent a variety of styles, genres, and historical eras. COURSE INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS LEARNING OUTCOMES 1. Students will decipher the structure of dramatic works. 2. Students identify and apply Aristotelian components of dramatic structure. 3. Students demonstrate understanding of the processes involved in the theatrical realization of a script. 4. Students demonstrate ability to identify plays by genre and socio-historical context ASSESSMENT METHODS 1. Scene Analysis Presentation; Response papers; Character maps; Paper # and Final Project. 2. Mid-term exam. In-class discussion. Paper #1 3. Final Project relies on this foundation reinforced throughout the term by in-class discussion. 4. Mid-term exam. Basic Play Analysis Forms. 5. Students utilize professional vocabulary 5. Mid-term exam. GENRAL EDUCATION LEARNING OUTCOMES/ASSESSMENT METHODS LEARNING OUTCOMES KNOWLEDGE: Develop a working vocabulary of play analysis concepts and terminology (Aristotelian and ASSESSMENT METHODS Mid-term exam; implementation during inclass discussion and in formal papers. 2
Stanislavkian). Demonstrate familiarity with a variety of dramatic genres. Understand the varying approaches required for different design aesthetics and understand the processes involved in the theatrical realization of a script. SKILLS: Communicate ideas in writing. Communicate ideas orally. Communicate ideas visually. Use textual evidence to support conclusions. Research information effectively and document it using standard bibliographic style. VALUES: Develop empathy for groups and/or individuals who differ from oneself in any significant respect. Mid-term exam; implementation during inclass discussion and in formal papers. In-class response writing; Paper #1; Dramaturgical Report; Production Concept Paper. In-class writing; formal essays. Formal & informal oral presentations; frequent class discussion. Character maps; Final Project Production concept presentation. In-class discussion; formal essays; Final Project. Given Circumstances Project & Bibliography; Dramaturgical Report & Bibliography. Verbal and written character analyses. In-class enactments of characters. Increased respect for others opinions; desire and ability to function effectively as a team member. Increased aesthetic appreciation. Final Project: Team Presentation. Written reflections at beginning and end of term. SCOPE OF ASSIGNMENTS and other course requirements* Oral Assignments In addition to active, informed participation in discussion, students will give at least 2 prepared oral presentations, which may include the following: Oral Presentation on Given Circumstances. Oral Analysis of a scene from a Shakespearean play. Oral Presentation as part of Pre-production Analysis, as detailed below. 3
Written Assignments Students will complete a minimum of 3 short writing assignments (1-3 pages) such as the following: o dramatization: transforming a short narrative into drama. o character mapping: creating a graphic representation of the relationships in the play. o response papers: responding to a writing prompt in class. o beat analysis of a scene. Midterm exam on plot and vocabulary and theory. 7-10 page Dramaturgical Report and Pre-Production Analysis. * Theatre faculty are aware that the designated Learning Outcomes in this area may be achieved through a wide variety of methodologies. While all classes will require significant amounts of oral and written communication, the list of assignments presented here is intended only as a sample. Instructors may replace or augment these assignments. TYPLICAL SHORT WRITING ASSIGNMENTS: SAMPLE #1. Character Map: In a 1-2 page essay, describe the character relationships in Doll s House in terms of family ties, power, desire, cause, and effect. SAMPLE #2. Given Circumstances Assignment: Research the Given Circumstances of an assigned play including such factors as its temporal and geographic setting; political, economic, or religious systems that underlie the world of the play; and cultural norms that shape character s attitudes towards race, class, gender, family, love, marriage, and language usage. Summarize your findings in a 1-2 pages paper that includes a bibliography of the sources consulted. Explain your findings to the class in an extemporaneous oral presentation. TYPICAL PAPER ASSIGNMENTS SAMPLE #1. Final Project: Team Pre-Production Analysis Dramaturgical Report & Bibliography Production Concept Paper Team Presentation The class will be divided into teams of four; each team will be assigned a play not studied as part of the class; each member of the team will choose a production area (direction, sets, sounds, costumes, lights). The team will work to create a joint production concept for a proposed production of the play. Each student will individually research and write a 7-10 page dramaturgical report which will include an analysis of given circumstances and a survey of past production choices. Each paper will also explain and justify the concept as planned for the individual student s chosen production area. The Team Presentation will explain the concept, illustrating each area with visual, audio, and/or video support. 4
SAMPLE #2. Dramaturgical Report, Bibliography, and Pre-Production Concept. Students will synthesize the main concepts of the semester in the final written paper and oral presentation. They will execute a complete dramaturgical case study and text analysis on a play/playwright of their choosing. In a research paper of 7-10 pages, students will offer a biography of their chosen playwright as well as detailed historical and cultural context in which the play was written. Students may also wish to discuss production history of their play and in some cases may wish to read other plays by the playwright in order to gain a deeper understanding of their dramaturgical style. For their chosen play students will analyze the structure, given circumstances, theme, plot, character development, historical style, and theatrical style. Four sources minimum are required, only one of which may be an internet source. Encyclopedias and textbooks should not be listed on the bibliography. These types of sources are great for starting your research, as they can provide a general picture of the subject matter and bibliographies with leads to additional material. However, there is nothing in encyclopedias and textbooks that will enable you to say anything new or interesting about a subject. METHOD OF GRADING elements and weight of factors determining the students grade* 10% Substantive Contribution to Class Discussion 10% Midterm Exam on Terminology and Concepts 10% Oral Presentations 10% In-class writing 30% *Short papers 30% Dramaturgical Report and Pre-Production Analysis 100% *Instructors may substitute other assignments designed to elicit student responses to plays and/or to assess student comprehension of plays or textual material. New York City College of Technology s official grading scale will be used 93-100% A 90-92.9% A- 87-89.9% B+ 83-86.9% B 80-82.9% B- 77-79.9% C+ 70-76.9% C 60-69.9 D 59.9% F ACADEMIC INTEGRITY POLICY STATEMENT Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing 5
sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog. COLLEGE POLICY ON ABSENCE/LATENESS A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows: Class Meets Allowable Absence 1 time/ 2 classes 2 times/ 3 classes 3 times/ 4 classes HUMANITIES DEPARTMENT POLICY ON ABSENCES/LATENESS Class Meets Allowable Absence 1 time/week 1 1/2 classes 2 times/week 3 classes 3 latenesses equal one absence There are no excused absences, since a student who is not in a class for any reason is not receiving the benefit of the education that is taking place. The professor will keep accurate, detailed records of all absences from class, and may assign a WU grade (withdrew unofficially) to any student who exceeds that limit. A student is required to take the responsibility of keeping track of his/her own absence from class. When it exceeds four hours, he or she should make an appointment to discuss the problem with the professor. Typical 15- week calendar Week Play Topic 1 Dramatic Form vs. Narrative Form 2 Play #1 Approaches to Play Analysis 3 Analysis of Aristotelian elements: Plot, Character, Diction, Thought, Music, Spectacle 4 Play #2 The Theatrical Contract 5 Attendance at Live Theatre Performance; 6
Theatrical contracts and conventions in performance. 6 Play #3 Analyzing Character through Dialogue, Language & Action. 7 Midterm Exam; Dramatic Genres 8 Play #4 Conflict/Resolution Plot Structure 9 Aristotelian Plot Structure 10 Play #5 The Scene as a Unit of Conflict. Beats. 11 Attendance at Live Theatre Performance; Actors Character Analysis 12 Play #6 Non-linear Plot Structures 13 Theatrical Contract & Given Circumstances of Fantastical Plays 14 Production Analysis: Direction; Design 15 Group Presentations Revised February 2016 Shauna Vey 7