Please remember that everything is due tomorrow, Thursday, August 7, by 12:00 noon.
Also, if you have improved (or completed) an earlier assignment and want me to revisit and regrade it, then send me an e-mail telling me what to look for: dam005@shsu.edu. (Remember that whatever your new grade is, you still lose a letter grade for being late.)
Please do not submit anything via BlackBoard.
If you are doing your Educator's Packet in MSWord, then e-mail it to me at dam005@shsu.edu.
If you are turning in a hard copy of anything, please turn it in to the main office in UTC no later than 12:00 noon on Thursday.
I hope to have grades finished and posted by 5:00 p.m. tomorrow (Thursday).
Wednesday, August 6, 2008
Monday, August 4, 2008
Class on Monday, August 4
I have to go to the doctor this morning and won't be able to make class. The CJ lab is reserved from 10-12 noon for you. Please work on your final assignments during that time. See you on Tuesday.
Thursday, July 31, 2008
Deadline Postponed
The deadline for the Week 4 assignments has been postponed to this Sunday, August 3, at noon.
Substitution for Design Assignment
If you cannot find (enough) materials for the "Production Design" assignment you may substitute the following:
Special Topic: Name Provided By You
Pick one topic or theme in your play that the production team needs to understand. (Examples: LDS/Mormonism and Angels in America; Fashion and Regrets Only; Mental Health Care and The Boys Next Door.)
Identify, describe in complete sentences, and link 5 online resources that will help your team understand this special topic.
Special Topic: Name Provided By You
Pick one topic or theme in your play that the production team needs to understand. (Examples: LDS/Mormonism and Angels in America; Fashion and Regrets Only; Mental Health Care and The Boys Next Door.)
Identify, describe in complete sentences, and link 5 online resources that will help your team understand this special topic.
Wednesday, July 30, 2008
Links for Class Discussion
Terry McCabe on "The Production Dramaturg"
My argument is not really an attack on dramaturgs. There are many excellent dramaturgs, just as there are many excellent designated hitters in the American League. But the designated hitter rule, because it creates an unnecessary team member, is a disservice to baseball, and the emergence of the dramaturg as a distinct position is likewise a disservice to the theater. Independent of the performance of individual dramaturgs, it has this harmful effect: it puts distance between the director and the play.
http://mrexcitement.blogspot.com/2007_01_14_archive.html
Dramaturg's Network
http://ee.dramaturgy.co.uk/index.php/site/front/
Dark Knight Dramaturgy for Moliere's The Misanthrope
http://darkknightdramaturgy.wordpress.com/category/misanthrope/
My argument is not really an attack on dramaturgs. There are many excellent dramaturgs, just as there are many excellent designated hitters in the American League. But the designated hitter rule, because it creates an unnecessary team member, is a disservice to baseball, and the emergence of the dramaturg as a distinct position is likewise a disservice to the theater. Independent of the performance of individual dramaturgs, it has this harmful effect: it puts distance between the director and the play.
http://mrexcitement.blogspot.com/2007_01_14_archive.html
Dramaturg's Network
http://ee.dramaturgy.co.uk/index.php/site/front/
Dark Knight Dramaturgy for Moliere's The Misanthrope
http://darkknightdramaturgy.wordpress.com/category/misanthrope/
Criticism and Dramaturgy: Frank Rich's Review of Angels in America
http://theater2.nytimes.com/mem/theater/treview.html?_r=2&html_title=&tols_title=ANGELS%20IN%20AMERICA:%20MILLENIUM%20APPROACHES%20(PLAY)&pdate=19930505&byline=By%20FRANK%20RICH&id=1077011429136&oref=slogin&oref=login
Tuesday, July 29, 2008
Final Assignments
Your final assignments are due by noon on Thursday, August 7.
10% Educator's Packet
This is a packet of materials that you would send to a class or school (you determine the level) planning to attend a performance of your play. There is no one "right" way to prepare a packet. While you may base your packet on one posted in "Educational Guides: Samples," you must include the following (this section counts 5%):
--the basic facts of the script
--an introduction to the plot and its characters
--an introduction to the author
--a brief production history with excerpts from reviews
All of these are materials you have created already; however, you will need to edit them to cater to your target audience.
In addition, (1) you will create and include a preparatory classroom exercise (something to do and discuss) before the class attends the performance as well as (2) a list of 5 questions that will be included in the Q&A with the director and production team following the performance. (This additional section counts 5%.)
In real life, you likely would mail a hard copy to the class. For this project you will share everything in a single post on your blog. (So everyone in the class can see what you've come up with.)
10% Dramaturg's Statement
This is a brief essay in your own words (about 700-750 of them written in complete sentences and organized into paragraphs) that summarizes your understanding of the script from a dramaturg's perspective. This is not a production concept but rather what you would want to share early in the design process with the production team stemming from your research and reflection. This statement includes what you think are the most important ideas and problems that must be addressed and solved by the production. (You probably discovered many of these problems in comments made by the critics in the their reviews.)
5% Resources & Links
This final post on your blog includes what you think are the 5 most important online resources that need to be explored by the production team. For each, include a title, brief description of what this site is and why it is so valuable, and an active link.
10% Educator's Packet
This is a packet of materials that you would send to a class or school (you determine the level) planning to attend a performance of your play. There is no one "right" way to prepare a packet. While you may base your packet on one posted in "Educational Guides: Samples," you must include the following (this section counts 5%):
--the basic facts of the script
--an introduction to the plot and its characters
--an introduction to the author
--a brief production history with excerpts from reviews
All of these are materials you have created already; however, you will need to edit them to cater to your target audience.
In addition, (1) you will create and include a preparatory classroom exercise (something to do and discuss) before the class attends the performance as well as (2) a list of 5 questions that will be included in the Q&A with the director and production team following the performance. (This additional section counts 5%.)
In real life, you likely would mail a hard copy to the class. For this project you will share everything in a single post on your blog. (So everyone in the class can see what you've come up with.)
10% Dramaturg's Statement
This is a brief essay in your own words (about 700-750 of them written in complete sentences and organized into paragraphs) that summarizes your understanding of the script from a dramaturg's perspective. This is not a production concept but rather what you would want to share early in the design process with the production team stemming from your research and reflection. This statement includes what you think are the most important ideas and problems that must be addressed and solved by the production. (You probably discovered many of these problems in comments made by the critics in the their reviews.)
5% Resources & Links
This final post on your blog includes what you think are the 5 most important online resources that need to be explored by the production team. For each, include a title, brief description of what this site is and why it is so valuable, and an active link.
Monday, July 28, 2008
Educational Guides: Samples
East Bay Children's Theatre: Rumplestiltskin
http://www.childrens-theatre.org/images/Rumpel%20Ed%20Packet.pdf
Blue Man Group
http://www.blueman.com/files/BM_EDPressKit.pdf
Deaf West Theatre: Big River
http://www.deafwest.org/productions/br_discoveryguide.pdf
Folger Shakespeare Library: Romeo & Juliet
http://www.simonsays.com/assets/series/859/CG17_859.pdf
SUNY Osego: A Doll's House
http://www.oswego.edu/academics/colleges_and_departments/departments/theatre/performance/0708/Dolls%20House%20Ed%20Packet.html
Coterie Theatre: In Spite of Thunder: The Macbeth Project
http://www.coterietheatre.org/MCP%20Resource%20Guide.pdf
http://www.childrens-theatre.org/images/Rumpel%20Ed%20Packet.pdf
Blue Man Group
http://www.blueman.com/files/BM_EDPressKit.pdf
Deaf West Theatre: Big River
http://www.deafwest.org/productions/br_discoveryguide.pdf
Folger Shakespeare Library: Romeo & Juliet
http://www.simonsays.com/assets/series/859/CG17_859.pdf
SUNY Osego: A Doll's House
http://www.oswego.edu/academics/colleges_and_departments/departments/theatre/performance/0708/Dolls%20House%20Ed%20Packet.html
Coterie Theatre: In Spite of Thunder: The Macbeth Project
http://www.coterietheatre.org/MCP%20Resource%20Guide.pdf
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