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PREREQUISITES: None
CATALOG DESCRIPTION OF COURSE: A study and utilization of the basic principles and
techniques of acting providing the beginning student with the necessary tools of observation,
sensibility, imagination, and coordination of body and voice. The student will gain acting
experience through presentation of scenes from distinguished dramatic literature.
COURSE PURPOSE: The study of theatre promotes reflection, collaboration and individual
expression. In this course, students will focus on rigorous text analysis combined with emphasis
on enhancing the actors spontaneity through training in the acting technique of "Practical
Aesthetics."
STUDENT LEARNING OUTCOMES
Through the study of the fundamental techniques and terminology of acting, physical and vocal
expression, improvisation, and monologue and scene work, students will:
1. build an ensemble (your classmates)
2. incorporate a basic acting vocabulary and skills focused on action, objective and obstacle
3. explore the fundamentals of preparing and rehearsing a scene
4. engender respect for the theatre and the craft of acting
5. express his/her artistic skills through performance
INSTRUCTIONAL MATERIALS: (Required Textbook)
Bruder, Cohn, et al, A Practical Handbook for the Actor; New York: Vintage/Random House, 1986.
- Access to online scripts and supplemental material (Blackboard)
- Ticket to NSU Theatre Production $5 (or usher for free):
See The Fantastics at NSU Playhouse
INSTRUCTIONAL PROCEDURES: Reading textbook chapters; class discussion/activities; reading
playscripts; individual/group performance projects; viewing plays on video; chapters quizzes and written
reports.
STUDENT PERFORMANCE ACTIVITIES: (Attendance/Punctuality)
All assignments must be turned in on time, in person, and in class. There will be no make-up assignments.
Group Rehearsals: It will be necessary to rehearse outside of class in addition to the in class rehearsal
opportunities.
Stage Fright is not only natural, but can also be beneficial if you are prepared and focused. Preparation
and focus means doing outside homework, knowing what you want in the scene/play, and keeping your
attention on the other people in your scene/play.
STUDENT EVALUATION:
Activity
Point Value
Teach the class
(5 points)
Syllabus Quiz
(5 points)
Reading Quiz #1
(10 points)
Reading Quiz #2
(10 points)
Reading Quiz #3
(10 points)
Performance #1
(10 points)
Performance #2
(10 points)
Performance #3
(10 points)
Performance #4
(10 points)
Participation
(10 points)
Performance Review
(10 points)
Total Points
5
10
20
30
40
50
60
70
80
90
100
Your POINT TOTAL is your percentage for the course. In other words, 75 points is a 75%. This does not
include deductions as a result of attendance and punctuality.
WEEK 4 Sep. 8
Sep. 10
Sep. 12
The acting instructor must help student actors develop self-awareness. Sometimes an
objective pair of eyes can help an actor become aware of the patterns of thinking, feelings
and behaviors that emerge and evolve as they work.
The acting instructor must define and re-define specific craft goals. Helping students
understand the basic skills that are the common ground of good acting (i.e. script
analysis, diction and projection, character development, etc.), is a crucial part of any
acting course.
The acting instructor must provide various means of achieving these goals.
Assignments must be varied and expectations must be appropriate and specific. Actors
must be given multiple opportunities to try out new skills and to build on the feedback
they receive.
Performance Evaluation
Please type your responses to the following. A few sentences for each will suffice.
Bring your evaluations to the first class meeting following each performance.
1. What did you learn about yourself as a result of the rehearsal and performing processes?
2. Were you an asset or a liability to the process? What grade would you give yourself if
rating cooperation, contribution, meeting memorization deadlines, punctuality and
attendance, exibility in setting the rehearsal schedule, and focus and concentration at
each rehearsal? Be specific in justifying your grade.
3. Was your partner(s) an asset or liability to the process in the areas listed above? Grade
your partner(s) and justify the grade.
4. Next time, what will you do differently? Consider everything from selection of scene to
use of rehearsal time to preparation for entering stage. Explain.
5. How did you use your scene analysis to help structure and shape your scene? Explain.
6. Tell me about your rehearsal process. What specific strategies did you use? Explain why
you used them.
7. Briey summarize audience response to your performance and your reaction to their
response.
8. Anything else you would like to share?