Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

New Course OR Existing Course

Instructor(s)/Author(s): Douglas Dildine, Nick Garcia

Subject Area/Course No.: DRAMA-016 Units: 3 Course Name/Title: Theatre Appreciation Discipline(s): Drama

Pre-Requisite(s): None Co-Requisite(s): None

Advisories: Eligibility for ENGL-100

Catalog Description: An introduction to theatre appreciation in which students will explore the various aspects of the theatrical experience: the components of theatre, the various creative artists and technicians who make it happen, explore design and technical production elements including the “nuts and bolts” aspects of scenery, costumes, lighting and sound, the traditional and historical background from which theatre springs and the genre of movement of which a particular play is part.

Schedule Description: Theatre is alive with humanity’s joy, humor and tragedy. Learn the various aspects of theatre, how it came into being and why it continues to thrive and fascinate. Through hands-on experience, lectures, live theatre production(s) and DVD/Videos specifically geared to the course, become a part of a community of theatre lovers.

Hours/Mode of Instruction: Lecture 54 Lab Composition Activity Total Hours 54 (Total for course)

Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3

Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): Creative Arts

Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No

Page 1 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

Signatures:

Department Chair Date

Librarian Date

Dean/Sr. Dean Date

Curriculum Committee Chair Date

President/Designee Date

CCCCD Approval Date (Board or Chancellor's Office) Date

For Curriculum Committee Use only:

STAND ALONE COURSE: YES NO

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: ____Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced

Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_

LMC GE or Competency Requirement Approved by the Curriculum Committee: ______

Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 09-17-2008

Page 2 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

Institutional Student Learning Outcomes

General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives.

Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry.

Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner.

Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy.

Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. Access and effectively utilize available campus Library and Learning Support Services. 2. Apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. Demonstrate information competency skills needed to meet the research demands of academic course work and life long learning.

None of the Above

Page 3 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

Program-Level Student Learning Outcomes (PSLOs)

1. Critically evaluate a film and/or play by writing an essay which synthesizes social and historical events and important themes in the films and plays 2. Effectively communicate onstage as a performer or direct others in scenes to create a dramatic statement. This is evaluated through clear and projected speech, body fluidity and movement and specific, conscious choices a student makes. 3. Write a short screenplay or play which has at least 2 characters in conflict with one another that deals with interpersonal, social or political issues in a way which shows creativity and innovation. Or critically evaluate a short screenplay or play or a full length screenplay or play in an essay which shows the student understands the essential elements of dramatic writing. 4. Show appreciation for a stage production by writing an essay or critique which reflects on the qualities which make for excellence on the stage and which draws upon historical knowledge and understanding of the entire theatrical process 5. Write, shoot and direct a short documentary film which is coherent and shows creativity of thought and process. Or write an essay or answer questions which shows an appreciation of the documentary film 6. Observe, monitor and evaluate strengths and weaknesses of oneself, then apply feedback to improve skills and learning.

Course-Level Student Learning Outcomes (CSLOs): At the end of the course students will be able to:

1. Read and dissect a play script orally and in writing to recognize dramatic structure, the creation of dramatic characters and the point of view incorporated in tragedy, comedy, tragicomedy, melodrama (GESLO 1) (PSLO 4, 6). 2. Write critical evaluations of plays using the vocabulary, skills, tools and language of drama (GESLO 1) (PSLO 4, 6). 3. Synthesize ideas, concepts and facts from a variety of disciplines such as drama, film, dance, visual art, music, literature, science, philosophy, ethics and sociology in order to evaluate the content and meaning of theatre (GESLO 2) (PSLO 4, 6). 4. Classify the paramount movements in theatre history from prehistoric rituals through the 21st century and draw parallels and contrasts between periods and interpret various contemporary theatre genres: realism and departures from realism; diverse eclectic theatre; musical theatre; multi-cultural and international theatre (GESLO 3) (PSLO 4, 6). 5. Apply moral reasoning to ethical dilemmas posed in plays (GESLO 4) (PSLO 4, 6). 6. Discuss and write about cultural differences and similarities among Americans and peoples from all over the globe as depicted in drama in a way which stresses the positive aspects of such diversity (GESLO 5) (PSLO 4, 6).

Assessments:

Weekly Quizzes, Projects- Final Paper & Reading Responses Presentations Presentation or Essays CSLO 1 x x x CSLO 2 x CSLO 3 x x CSLO 4 x CSLO 5 x x CSLO 6 x

Page 4 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

CSLO 1 Read and dissect the play script: recognizing dramatic structure; the creation of dramatic characters and the point of view incorporated in tragedy, comedy, tragicomedy, melodrama (GESLO 1) (PSLO 4, 6).

Assessment Instrument: Weekly Quizzes, Reading Responses or Essays on materials covered in the reading assignments from required texts

Quizzes or essay questions may include or expand on some of these examples. 1. How is a theatre event live and immediate and what risk and excitement is there in that? 2. How can a group of people (audience) separate from performers (actors) be an essential part of the experience? Explain in your own words using the terms "willing suspension of disbelief" and "aesthetic distance"? 3. Describe the diversity of today's theatre audience and give several examples. 4. Read the play synopsis for August Wilson's play "Fences" on page 26. How would the experience of seeing “Fences” differ for different ethnic and racial groups? 5. What does the word criticize mean according to the text? What is the difference between a theatre critic and a reviewer? 6. Since you are going to be theatre critics this semester when watching assigned shows, what are the three questions you should always ask? Describe how you would apply these questions in your criticism.

Assessment Instrument: Group Projects & Presentations:

Example - Students working in groups will research and then organize and present orally a brief overview of the Renaissance era, emphasizing the major difference between this time period and all others that came before. Describe the importance to the Renaissance of the following 1. Intermezzi - 2. Pastoral - 3. Opera 4. Commedia del'arte 5.scenarios. Describe Pantalone, Dottore, Capitano and Arlecchino and their significance and roots in earlier dramatic forms.

Assessment: Final Paper & Presentation

Students will write a research paper outlining a major theatrical movement, era, or event and discuss it in detail. The content for the assigned paper will come from the instructor and the paper will be turned in as well as orally presented to the class.

Example - What effects did the Postwar Era have on the world and how did this manifest in theatrical productions?

Rationale: Quizzes, projects-presentations and final paper & presentation require the students to demonstrate their knowledge of dramatic structure, characters, and elements of theatre genres both in writing and orally.

CSLO 2 Write critical evaluations of plays using the vocabulary, skills, tools and language of drama and then present that analysis orally to the class and to instructor through written form (GESLO 1) (PSLO 4, 6).

Assessment Instrument: Projects and Presentations

Students will attend a local live production and then write a review using the guidelines below: students will present review orally to class and in written form to instructor. Essay Outline: 1. Theme of play (main subject matter or message of the play; the author’s point of view) 2. Atmosphere (Tell how it was expressed in the scenery, lighting, and sound effects.) 3. Brief summary of story or plot 4. Technical evaluation 5. Setting/Scenic design 6. Lighting 7. Costumes 8. Sound design 9. Acting evaluation 10. Were the actors convincing in their roles? 11. Did all characters work together to create ensemble or did some detract by not doing what they should? 12. How did voice/movement affect believability? 13. Did the actors underplay or overplay their parts?

Page 5 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

14. Were there any outstanding performances? (Give specific examples and details.) 15. Directorial evaluation 16. Did the stage stay comfortably balanced? 17. Did all aspects of the production communicate the same concept or feeling or were some distracting? 18. Did this production interpret the script to your satisfaction? 19. Was the director's concept true to what you think the playwright intended? 20. Were any aspects of the production confusing? 21. Personal opinion (You may discuss any aspect of the play you wish, but give reasons to justify and explain your beliefs.)

Rationale: Students will demonstrate their ability to develop and write a critical evaluation by reviewing a live production using the vocabulary, skills, tools and language of drama and then presenting that analysis orally to the class and to instructor through written form.

CSLO 3 Synthesize ideas, concepts and facts from a variety of disciplines such as drama, film, dance, visual art, music, literature, science, philosophy, ethics and sociology in order to evaluate the content and meaning of theatre (GESLO 2) (PSLO 4, 6).

Assessment Instrument: Group Project and Presentation

Students working in small groups will research and then organize and present orally and in writing a description of the origins of theatre in Greece, in Japan and India and how the theatre is rooted in the religions and rituals of those cultures.

Assessment Instrument: Final Paper and Presentation

Example – Student will describe the development in African American theatre, film, dance and music tracing them from the 19th through the 21st century while showing how this development paralleled the civil rights movement in the United States.

Rationale: Group Project & Presentation and Final Paper & Presentation provide opportunity for students to demonstrate their ability to evaluate the content and meaning of theatre and synthesize ideas, concepts and facts from a variety of disciplines.

CSLO 4 Classify the paramount movements in theatre history from prehistoric rituals through the 21st century and draw parallels and contrasts between periods and interpret various contemporary theatre genres: realism and departures from realism; diverse eclectic theatre; musical theatre; multi-cultural and international theatre (GESLO 3) (PSLO 4, 6).

Assessment Instrument: Weekly Quizzes, Reading Responses or essays on materials covered in the reading assignments from required texts.

Example – Greek & Roman Theatre (Quizzes or essay questions may include or expand on some of these examples) 1. Describe in your own words the origins of theatre and how it is rooted in religion and ritual. 2. What is important about the 5th century in Greece? Give specific examples. 3. Who is Dionysus? Thespis? Why are they so important to Greek drama? 4. Identify the following: Aeschylus, Sophocles and Euripides and explain why each man was critical to Greek drama by explaining who they each were and what their contributions were. 5. Describe the function of the chorus in Greek drama. 6. Read the play synopsis for King Oedipus. In your own words what are some lessons this story teaches us about the tragic circumstances of mankind? Do you agree or not? Why? 7. Describe Old Comedy in Greek theatre. Give examples of "old comedy" today in TV, plays and /or films. 8. What is an amphitheatre? Describe the different parts of an amphitheatre and their purposes and/or functions. 9. Who was allowed to perform in Greek drama? Speculate on why you think this might have been the case. 10. What is the "single most important piece of dramatic criticism in existence" and what are the 6 elements of drama it speaks of? 11. In what ways were the Romans very different from the Greeks and how are these differences shown in their theatres? 12. How is American culture like Roman culture? Give examples from your own experience and knowledge. Page 6 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

13. Identify Plautus, Terence and Seneca and describe their works. 14. How and why did the Christian church's rise lead to the downfall of Roman theatre? Do you see any conflicts today between Christianity, popular culture and/or theatre? Give examples.

Rationale: Students demonstrate their knowledge of the changes and innovations in theater throughout history and the paramount movements in theatre history from prehistoric rituals through the 21st century and draw parallels and contrasts between periods and interpret various contemporary theatre genres: realism and departures from realism; diverse eclectic theatre; musical theatre; multi-cultural and international theatre though their answers on quizzes or essays assigned.

CSLO 5 Apply moral reasoning to ethical dilemmas posed in plays (GESLO 4) (PSLO 4, 6).

Assessment Instrument: Group Projects & Presentations

Example – Students working in groups will research and then organize and present orally a description of what happened during a bearbaiting demonstration and a cockfighting demonstration in Elizabethan England. Students will express more than one opinion on the reasons for these cruel forms of popular entertainment?

Assessment Instrument: Final Paper & Presentation

Example – Cruelty has been a constant in theatre throughout history. Students will pick two historical eras and compare and contrast how cruelty in theatre was reflective of the morality of those socio-historic cultures.

Rationale: Group Project & Presentation and Final Paper & Presentation provide opportunity for students to demonstrate their ability to assess ethical issues through the application of moral reasoning using the reflective elements of the Drama.

CSLO 6 Discuss and write about cultural differences and similarities among Americans and peoples from all over the globe as depicted in drama in a way which stresses the positive aspects of such diversity (GESLO 5) (PSLO 4, 6).

Assessment Instrument: Final Paper & Presentation

Example- The student will research and prepare a written paper to be presented orally to the class and in written form to the instructor on how the Christian Church's rise lead to the downfall of Roman theatre and using the conflicts today between Christianity and popular American culture, America’s non-Christian cultures and contemporary performing arts --- how the arts have succeeded in bridging the cultural gaps.

Rationale: This assessment gives student the opportunity to research, discuss and explore the positive aspects of diversity through written form and oral presentation

1. Read and dissect the play script: recognizing dramatic structure; the creation of dramatic characters and the point of view incorporated in tragedy, comedy, tragicomedy, melodrama (GESLO 1) (PSLO 4, 6). 2. Write critical evaluations of plays using the vocabulary, skills, tools and language of drama (GESLO 1) (PSLO 4, 6). 3. Synthesize ideas, concepts and facts from a variety of disciplines such as drama, film, dance, visual art, music, literature, science, philosophy, ethics and sociology in order to evaluate the content and meaning of theatre (GESLO 2) (PSLO 4, 6). 4. Classify the paramount movements in theatre history from prehistoric rituals through the 21st century and draw parallels and contrasts between periods and interpret various contemporary theatre genres: realism and departures from realism; diverse eclectic theatre; musical theatre; multi-cultural and international theatre (GESLO 3) (PSLO 4, 6). 5. Apply moral reasoning to ethical dilemmas posed in plays (GESLO 4) (PSLO 4, 6). 6. Discuss and write about cultural differences and similarities among Americans and peoples from all over the globe as depicted in drama in a way which stresses the positive aspects of such diversity (GESLO 5) (PSLO 4, 6).

Page 7 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

Method of Evaluation/Grading:

A level student work is characterized by: weekly quizzes or essays; projects and presentations; final paper and presentation.

Method of Evaluation - A level student work is characterized by:

Responses to study questions which accurately and insightfully identify and describe the dramatic structure, the dramatic characters and the point of view of the play, and accurately and insightfully compare the movements in theatre history, remain on topic, and have a clear focus; have minimal grammatical and spelling errors and are correct in the specific evidence used to support their response;

Responses to short essays which are focused, accurate in the specific evidence used to support their response about the play script and comparing the movements of theatre, integrate original ideas and opinions, demonstrate a depth of intellectual engagement with the material and have minimal grammatical, sentence and spelling errors;

Quizzes that score 90% or above about dramatic structure, the dramatic characters and the point of view of the play and compare the movements in theatre history

Essays/Creative Writing assignments show substantive intellectual engagement; are carefully proofread with minimal grammatical, sentence and spelling errors; synthesize ideas from a variety of readings; show creativity in use of language; have original ideas and clearly demonstrate that the student has read the material closely and thought deeply about the material; uses imaginative literature as a template for writing their own short stories or creative materials

Final Exam Essay/Creative Writing shows an ability to write a coherent, fluid, essay or story with a clearly defined thesis or carefully crafted theme that gives a substantial amount of references to the imaginative literature that is the subject of the essay; or in the case of a creative piece of writing carefully follows the structure and aspects of a particular genre; uses quotations and examples correctly; has minimal grammatical and spelling errors and is correct in the specific evidence used to support the ideas in the essay; shows a unique and authentic voice

Oral Presentations: The information presented was well researched and accurate. The student presented the material with a strong introduction, offered well supported arguments, and the presentation was focused resulting in a well defined logical conclusion. The student illustrated strong use of diction, projection, articulation as well as focused attention. The speech met time parameters and demonstrated improvement from previous presentations.

C level student work is characterized by:

Responses to study questions which adequately identify the dramatic structure, the dramatic characters and the point of view of the play, and adequately compare the movements in theatre history, remain on topic, have several grammatical and spelling errors and are correct in the specific evidence used to support their response;

Responses to short essays which are accurate in the evidence used to support their response about the play script and compare the movements of theatre and have several grammatical, sentence and spelling errors;

Quizzes that score 70% to 79.9% about dramatic structure, the dramatic characters and the point of view of the play and compare the movements in theatre history

Essays/Creative Writing assignments show some intellectual engagement but nothing very distinguishing; show mistakes in proofreading and have several grammatical, sentence and spelling errors; synthesize ideas from a variety of readings in a somewhat superficial manner; attempts to use imaginative literature as a template for writing their own stories or creative materials but does not stay focused or shows a lack of understanding of the genre to some extent

Final Exam Essay/Creative Writing shows some ability to write a relatively coherent and fluid essay or story with a

Page 8 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016 theme that is not carefully thought out; does not show a unique or authentic voice, has frequent grammatical and spelling errors; in the case of a creative piece of writing does not carefully follow the structure or aspects of a particular genre

Oral Presentations: The information presented was researched and accurate. The student presented the material with a introduction, offered supported arguments, and the presentation was focused resulting in a logical conclusion. The student illustrated moderate use of diction, projection, articulation as well as focused attention. The speech demonstrated improvement from previous presentations.

Grading: 400 points for Performance Review or Research assignments; 200 points for Quizzes; 300 points for Group Presentation/Peer Review Assignments; 100 points for Final Essay/Creative Writing

Total: 1000-900 points = A 899-800 points = B 799-700 points = C 699-600 points = D below 600 =F

CSLO's are weighted: CSLO 1: 20% CSLO 2: 20% CSLO 3: 20% CSLO 4: 10% CSLO 5: 20% CSLO 6: 10%

Course Content:

Part 1: The Theater in Today's World 1: Experiencing Theater Today a. The Term “Theater” b. Why do we go to the theater? c. Theater as an art form 2: Theater Across Today's Culture a. How theater permeates our lives b. Theater & Television c. Theater & Film d. Film & other mass media e. Theater and Rock & Roll f. Theatricality in Amusement Parks, Museums, Las Vegas, and Sporting Events g. Theater and Digital Media 3: Today's Diverse Theater a. Cross-Cultural Trends b. Diversity in American Theater c. Traditional & Avant-Garde Theater Part 2: Creating Theater 4: Audiences and Critics a. The Theater Audience b. The Theater Critic 5: Stage Performers a. Demands of Classical Acting b. Challenges in Acting c. Judging Performances 6: The Playwright: Creating the Script a. The Playwright’s role b. Creating the Text

Page 9 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

c. Subject d. Focus & Emphasis e. Dramatic Purpose f. Structure in Drama (Climatic, Episodic, etc.) g. Creating Dramatic Characters 7: Tragedy or Comedy? Dramatic Genres a. What is Genre? b. Tragedy c. Comedy d. Heroic Drama e. Melodrama f. Domestic or Bourgeois Drama g. Tragicomedy (Shakespeare, Modern) 8: The Director and the Producer a. The Director b. The Director’s Collaborators c. The Producer or Manager (Commercial, Noncommercial) 9: Theater Spaces (History & Characteristics) a. Proscenium Stage b. Thrust Stage c. Arena Stage d. Created or Found Spaces e. Multi-focus Environments f. All-Purpose & Experimental Spaces 10: Designers: Scenery and Costumes a. Scene Design: Objectives, Elements, Process, Collaborators b. Costume Design: Objectives, Elements, Collaborators 11: Designers: Lighting and Sound a. Lighting Design: Objectives, Elements, Resources, Collaborators b. Sound Design: Objectives, Elements, Collaborators Part 3: Theater Tradition and Theater Today 12: Greek and Roman Theater a. Origins of Theater b. Greece: Background, Theater & Culture, Tragedy, Comedy, Theater Production, Dramatic Criticism – Aristotle c. Rome: Background, Theater & Culture, Popular Entertainment, Comedy, Tragedy, Theater Production, Dramatic Criticism - Horace 13: Asian and Medieval Theater a. Asia: Background, Asian Theaters, India, China, Japan, Southeast Asia - Shadow Plays. b. The Middle Ages: Background, Theater & Culture, Drama – Mystery & Morality Plays, Theater Production 15: Renaissance Theater a. Italy: Background, Commedia dell’Arte, Dramatic Rules – Neoclassical Ideals, Theater Production b. England: Background, Theater Production, Jacobean c. Spain: Background, Drama, Theater Production d. France: Background, Drama - Neoclassical, Theater Production 16: Theater from Restoration through Romanticism a. 17th Century English Restoration: Background, Restoration Drama – Comedies of Manners, Theater Production b. 18th Century: Background, Drama – new dramatic forms, Theater Production c. 19th Century: Background, Dramatic Forms & Social Change, Theater Production 17: Early Modern Theater Movements a. Birth of Realism: Theatrical Realism, Playwrights, Naturalism, Independent Theaters (1915-1945) b. Departures from Realism: Antirealist Designers, Russian Theatricalism, Early Eclectics, Theater Production (1915- 1945) c. Popular Theater Traditions d. Totalitarianism, The Second World War, and Theater 18: Twentieth Century Theatrical Diversity a. Postwar Realistic Theater: Background, American Selective Realism b. Experimentation & Departures from Realism (1945-1980) c. Existentialism & Theater of the Absurd Page 10 of 11 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Theatre Appreciation Subject Area/Course Number: DRAMA-016

d. Experimental Theater e. Postwar Eclectics f. Developments in Postwar American Theater: African American, Musical, Alternatives to Commercial Theater 19: Contemporary Trends a. Today’s Theater: Diversity and Eclecticism b. Asian American Theater c. Latino-Latina Theater d. Native American Theater e. Feminist Theater f. Gay & Lesbian Theater g. Performance Art h. Postmodernism i. International Trends

Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ______

Textbooks:

Theatre, the Lively Art, by Edwin Wilson and Alvin Goldfarb, McGraw Hill, 2008 (Sixth Edition) Play scripts Handouts DVD/Videotapes Links to Websites

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