<p> GAVILAN COLLEGE CURRICULUM DEVELOPMENT</p><p>FORM C Modify or Inactivate an Existing Course Date: February 15, Prepared & Submitted by: John Lawton haehl 2011 Department: Theatre Arts Course Discipline and Number: Theatre 1</p><p>1. What is the effective term? Fall Spring Summer Year: 2011</p><p>2. Inactivate Course(s): (Inactivating a course will remove it from the course catalog. Courses may be re- activated by updating the course and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to reactivate the course.) </p><p>Reason for inactivation: </p><p>3. Modification of the following: (Attach existing course outline, note changes as appropriate. Update Prerequisite/Advisory Form, if appropriate )</p><p>Number Hours Prerequisite/Advisory Discipline Title Units Description Content Grading GE Applicability Repeatability Transferability General Update Reinstate Course Cross list course with Update Textbook Other (please describe.) </p><p>FROM: Discipline & Number Course Title Units Lec Lab Hours per Hours per week week TO: Discipline & Number Course Title Units Lec Lab Hours per Hours per week week Reason for modification: General Update including text and G Learning Outcomes</p><p>4. Will this course be offered via distance education? Yes No If yes, fill out Form D – Distance Education form.</p><p>5. Routing/Recommendation for Approval Signatures Approval Dept. Approval (Chair Sign) Date Yes ___ No ___</p><p>Area Dean Date Yes ___ No ___</p><p>Curriculum Committee Chair Date Yes ___ No ___</p><p>VP of Instruction Date Yes ___ No ___</p><p>Superintendent/President For Yes ___ No ___ District Board CCC Chancellor’s Office Date Yes ___ No ___ (if applicable)</p><p>0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 1 GAVILAN COLLEGE CURRICULUM DEVELOPMENT COURSE OUTLINE</p><p>DISCIPLINE: THEA 1 DEPARTMENT: Theatre Arts (Discipline and Number) COURSE TITLE: History of the Theatre (Maximum of 58 spaces) ABBREVIATED TITLE: (Maximum of 28 spaces)</p><p>SEMESTER UNITS: 3 LEC HOURS PER WEEK: 3 LAB HOURS PER WEEK: </p><p>Classification: Non Credit Category: Occupational Code (SAM): N/A Y Not Applicable, Credit Course N/A TOP Code: 0000.00 LEH Factor: FTE Load: </p><p>CATALOG DESCRIPTION: No Change Change </p><p>COURSE REQUISITES: List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form. No Change Replaces existing Advisory/Prerequisite In addition to existing Advisory/Prerequisite Prerequisite: Co-requisite: Advisory: </p><p>GRADING SYSTEM: No Change Standard Letter Grade Option of a letter grade or pass/no pass Pass/no pass Non Credit</p><p>REPEATABLE FOR CREDIT: (Note: Course Outline must include additional skills that will be acquired by repeating this course.) No Change Credit Course Yes No If yes, how many times? 1 2 3 Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited (Noncredit only) STAND ALONE: No Change Yes - Course is NOT included in a degree or certificate program No - Course IS included in a degree or certificate program</p><p>METHODS OF INSTRUCTION: No Change Lectures & discussions 0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 2 RECOMMENDED OR REQUIRED TEXT/S: (The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification) Required: Recommended: n/a Author: Bedford Title: Compact History of the Theatre Publisher: Year of Publication: 2010, or other appropriate college level text. ISBN: (if available) Reading level of text, Grade: Verified by: Other textbooks or materials to be purchased by the student: </p><p>STUDENT LEARNING OUTCOMES: 1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs. 2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc. 3. Identify which Program Learning Outcomes (PLO) apply to this course. List them by number in order of emphasis. 4. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication. (1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific. 5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below. 6. Indicate when the course was last assessed. </p><p>As a reference, copy and paste your existing Program Learning Outcomes and number them. Program Learning Outcomes (Acting): after completing this degree the student will be able to: 1 Describe significant movements or genres in theatre history, and to elaborate on their social and cultural significance. 2 Work effectively in a team, having developed collaboration and team work skills through class exercises, assignments and performances. 3 Articulate the differences in theatrical styles and modes of creation. Students participate in both the organic creative process (in which the students participate in the creation of the performance or play) and the more traditional approaches to theatre and performance using an established or already created text. 4 Discuss and critique theatrical performances, articulating the playwrights view and director’s interpretation of the text. Students can evaluate the various technical elements of the production (costume, set, lights & sound) to determine whether they support or detract from the production and text. 5 Demonstrate practical knowledge regarding the responsibilities of the different technical and creative jobs related to theatre and theatre production. 6 Master fundamental concepts and vocabulary relating to acting through class exercises and public performances.</p><p>Student Learning Outcomes: Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.</p><p>1. 1. Explore and compare dramatic literature from Early Greek to contemporary American Theatre. PLO:1,2,3 , ILO: 1,2,3,4,5,7 , GELO: C2,C6 Measure: essays, oral reports, collaborative presentations projects. 2, Identify and define major contributions to theatrical presentation, playwriting and performance from early Greek to contemporary American Drama. PLO 1,2,3 , ILO: 1,2,3,4,5,7 , GELO: C2, C5, C6 Measure: examinations, essays, oral presentation 3. Appraise and critique a live theatrical production. </p><p>0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 3 PLO: 4,5 , ILO: 1,2,3,4,5,7 , GELO: C3, C5, C7 Measure: essay, oral presentation 4. Demonstrate a practical knowledge of the relationship between theatrical performance, plot development, playwriting and artistic design and production elements related to a theatrical production or film. PLO: 1,2,4,5,6 , ILO: 1,2,3,4,5,7 GELO: C1, C2, C5 Measure: groups projects, oral presentation, critiques. 5. Articulate the development of theatrical acting spaces from Early Greek to contemporary American theatre. PLO: 1,5,6 , ILO: 1,2,3,7 GELO: C1, C3 Measure: examination, group project oral presentation 6. Demonstrate practical knowledge of the development of acting, directing and playwriting as they were transformed from early Greek to contemporary American theatrical practices. PLO: 1,2,3,5,6 , ILO: 1,2,3,5,7 GELO: C1, C2, C3, C5 Measure: essay, examination, group project, oral presentation. 7. Describe significant movements or genres in theatre histroy, and to elaborate their social and cultural significance. PLO 1,5,6, ILO: 1,,2,3,5,7, GELO:C1,C5, C6, Measure: essays, examinations, oral presentation Measure: PLO: ILO: GE-LO: Assessment Year: 2011</p><p>2. Measure: PLO: ILO: GE-LO: Assessment Year: 3. Measure: PLO: ILO: GE-LO: Assessment Year: 4. Measure: PLO: ILO: GE-LO: Assessment Year: 5. Measure: PLO: ILO: GE-LO: Assessment Year: 6. Measure: PLO: ILO: GE-LO: Assessment Year: 7. Measure: PLO: ILO: GE-LO: Assessment Year: 8. Measure: PLO: ILO: GE-LO: Assessment Year: 9. Measure: PLO: ILO: GE-LO: Assessment Year: 10. Measure: PLO: ILO: GE-LO: Assessment Year: </p><p>GENERAL EDUCATION LEARNING OUTCOMES AREA A Communications in the English Language After completing courses in Area A, students will be able to do the following: A1. Receive, analyze, and effectively respond to verbal communication. A2. Formulate, organize and logically present verbal information. A3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose. A4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning. A5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work. A6. Read college course texts and summarize the information presented. A7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing. A8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief. A9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.</p><p>0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 4 AREA B Physical Universe and its Life Forms After completing courses in Area B, students will be able to do the following: B1. Explain concepts and theories related to physical and biological phenomena. B2. Identify structures of selected living organisms and relate structure to biological function. B3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems. B4. Utilize safe and effectives laboratory techniques to investigate scientific problems. B5. Discuss the use and limitations of the scientific process in the solution of problems. B6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories. B7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology. B8. Work collaboratively with others on labs, projects, and presentations. B9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.</p><p>AREA C Arts, Foreign Language, Literature and Philosophy After completing courses in Area C, students will be able to do the following: C1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts. C2. Analyze an artistic work on both its emotional and intellectual levels. C3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own. C4. Recognize the universality of the human experience in its various manifestations across cultures. C5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response. C6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures. C7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.</p><p>AREA D Social, Political, and Economic Institutions After completing courses in Area D, students will be able to do the following: D1. Identify and analyze key concepts and theories about human and/or societal development. D2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study. D3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change. D4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender. D5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.</p><p>AREA E Lifelong Understanding and Self-Development After completing courses in Area E, students will be able to do the following: E1. Demonstrate an awareness of the importance of personal development. E2. Examine the integration of one’s self as a psychological, social, and physiological being. E3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.</p><p>AREA F Cultural Diversity After completing courses in Area F, students will be able to do the following: F1. Connect knowledge of self and society to larger cultural contexts. F2. Articulate the differences and similarities between and within cultures.</p><p>CONTENT HOURS CONTENT, STUDENT PERFORMANCE OBJECTIVES, AND OUT-OF-CLASS ASSIGNMENTS Hours - Total number of hours should be based on an 18 week term, even though we are on a 16 week calendar. For example, a 3 unit course should have 54 hours, less 2 for the final. Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture units granted. Hours CONTENT: </p><p>0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 5 5 hours I. Orientation. Theatre as an Art Form. Theatre as Communication. Critiquing Live Theatrical Performances. The Elements of theater. The Poetics by Aristotle Assignments: Read Chapter Introduction Group Project: What is the purpose of theatre in today's society? The student will: Demonstrate an understanding and comprehension of Aristotle's poetics. What are the standards of an excellent critique of a theatrical performance? 5 hours II. The Theatre of Ancient Greece. Background: The Golden Age of Greece - The Fifth Century BCE Origins of theatre and drama. The student will define and understand: Tragedy and Plot development. Basic Theatre Vocabulary Assignments: Read Chapter 1 Debate: The purpose of theatre in Greek Society. Write: Consider the role of women in life & the theatre during this period. Group project: Performing in the chorus. The student will: Understand the purpose and use of masks and music in Greek performance. Read and Analyze: Oedipus Rex by Sophocles. Quiz I 5 hours III. Greek Comedy The Greek satyr plays develop into Old Comedy Assignments: Read & Analyze: Lysistrata by Aristophanes Roman Comedy: Read and analyze a play by Plautus View: "A Funny thing happened on the way to the Forum" The student will: Write a report on the treatment and portrayal of women during this period in history. Compare and contrast with today's portrayals. Perform a scene from a play 5 hours IV. Medieval and Liturgical (Church) drama Background: The Middle Ages: Mystery, Miracle & morality plays Technical Theater innovations Assignments: Read and analyze: The Fall of Man, 2nd Shepard’s Pageant, & Everyman View: "The York Mystery Plays” The student will: Write an essay discussing his/her personal reaction to viewing the documentary of this production. MIDTERM I 5 hours V. Early Asian Theater Background: India, China, Japan : Banruku, Noh & Kabuki Assignments: View and respond to a video of Asian Theatre practices and performance. Read Chapter 4. The student will write an essay discussing the influence of Asian theatrical elements in contemporary theatre and film. 5 hours VI. The Renaissance Italy: Opera, Popular entertainment & Commedia Dell'Arte England: Shakespeare Read Chapters 5 & 6. Read and analyze a play written by William Shakespeare. Present and oral/group report on the play including but not limited to: Plot, character and significance in theatre history. The student will incorporate research and critical thinking skills in making the oral presentation. Perform a scene from Shakespeare 0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 6 5 hours VII. France Neoclassic Theatre Moliere: Tartuffe; Racine: Medea, Hippolyte Assignment: Group collaborative report on the period: select from representative plays for discussion. The students will research & discuss: plot, characters, theme and significance in theatrical history. Perform a scene from the period. MIDTERM II 5 hours VIII. Realism Modern European Drama, Henrik Ibsen & Anton Chekov, Realistic Acting: Stanislavki Hedda Gabler, The Doll House, The Seagul, Three Sisters Assignments: Read Chapter 12 Assignment: Group collaborative report on the period, select and read a play from the list for discussion. The students will research & discuss: plot, character, theme and significance in theatrical history. Perform Scene from early realistic play 9 hours IX. American Drama & Theatre Arthur Miller, Lorraine Hansberry, August Wilson, David Henry Hwang Assignments: Read Chapter 14 Contemporary Drama 1975 - Present The United States The eclectic nature of theatre arts and drama today. Writing Assignment: Look at the way each playwright uses race/class within their play. How does each speak to its own socio-economic period? 2 hours Final STUDENT PERFORMANCE OBJECTIVES (SPO): OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS: 2 Hours Final</p><p>METHODS OF EVALUATION: No Change 0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 7 METHODS OF EVALUATION: CATEGORY 1 - The types of writing assignments required: Percent range of total grade: 35 % to 45 % Written Homework Reading Reports Lab Reports Essay Exams Term or Other Papers Other: Critiques If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason: Course is primarily computational Course primarily involves skill demonstration or problem solving CATEGORY 2 -The problem-solving assignments required: Percent range of total grade: 15 % to 25 % Homework Problems Field Work Lab Reports Quizzes Exams Other: group Projects CATEGORY 3 -The types of skill demonstrations required: Percent range of total grade: 15 % to 20 % Class Performance/s Field Work Performance Exams CATEGORY 4 - The types of objective examinations used in the course: Percent range of total grade: 15 % to 20 % Multiple Choice True/False Matching Items Completion Other: CATEGORY 5 - Any other methods of evaluation: Percent range of total grade: % to %</p><p>0f9335660d1105efe8dd292df8005ced.doc Revised: 2/16/2011 Page 8</p>