Overview
In this unit you will learn how to analyse various theatrical texts from the Renaissance to the present day. You will analyse important primary source material for meaning and functionality, exploring the concept that plays are designed to be performed and are therefore constructed in specific ways to maximise their effect onstage.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations
Assessments
Continue clear communication of assessment tasks and criteria to students.
- Analyse selected play scripts to identify important elements relating to character, place and action within the context of the whole work
- Identify and discuss specific examples from primary sources that influence the practical staging choices for each play
- Relate the selected scripts to the broader, social and cultural contexts of their respective historical periods.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Research Assignment - 50% | |||
| 2 - Research Assignment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Research Assignment - 50% | ||||||||||
| 2 - Research Assignment - 50% | ||||||||||
Textbooks
Backwards and Forwards: A Technical Manual for Reading Plays
Edition: 1st (1983)
Authors: David Ball
Southern Illinois University Press
Evansville Evansville , IL , USA
ISBN: 9780809311101
Binding: Paperback
Script Analysis for Actors, Directors, and Designers
Edition: 5 (2013)
Authors: James Thomas
FOCAL PR
GB
ISBN: ISBN: 9780415663250 ISBN-10: 0415663253
Binding: Paperback
Four Great Plays of Henrik Ibsen
(2005)
Authors: Heinrik Ibsen
Simon & Schuster
New York New York , NY , US
ISBN: ISBN: 9781416500384 ISBN-10: 1416500383
Binding: eBook
Additional Textbook Information
Thomas, J. In addition to CQUni bookshop, E-book should also be available through CQU library
Ball, D. In addition to CQUni bookshop, available to purchase online through https://www.booktopia.com.au/backwards-and-forwards-david-ball/prod9780809311101.htm
Ibsen, H. Four Great Plays of Heinrik Ibsen purchase e-book through https://www.booktopia.com.au/ebooks/four-great-plays-of-henrik-ibsen-henrick-ibsen/prod9781451685671.html
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- http://www.gutenberg.org/
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.lorenza@cqu.edu.au
Module/Topic
Topic 1: Action analysis (versus Formalist analysis)
Chapter
James Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 1, pages 1-40
Shakespeare, Hamlet
David Ball, Backwards and Forwards: A Technical Manual for Reading Plays: Introduction and Part One: Shape (sections 1 and 2) pages 1-14
Events and Submissions/Topic
Answer the questions at the end of Thomas Chapter 1 in Script Analysis for Actors, Directors, and Designers using Hamlet as a reference. Repeat activity on Mr Burns Act 1.
Module/Topic
Topic 2: Given Circumstances
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 2 pp41-72
Shakespeare, Hamlet
Events and Submissions/Topic
Answer questions 1-9 at the end of Thomas Chapter 2 pp70-72 in Script Analysis for Actors, Directors, and Designers using Hamlet as a reference. Repeat activity on Anne Washburn, Mr Burns Act 1.
Additional reading:
Tony Kushner, Angels in America
Sam Shepard, A Lie of the Mind
Moliere, Tartuffe
Module/Topic
Topic 3: Background story
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 3 pp73-95
Shakespeare, Hamlet
Moodle videos
Events and Submissions/Topic
Answer questions 1-4 in Thomas, Script Analysis for Actors, Directors, p95 using Hamlet as a reference. Repeat activity on Mr Burns Act 1.
ASSESSMENT 1 Part 1 due by Monday 29 July
Additional reading:
Lorraine Hansberry, A Raisin in the Sun
Sam Shepard A Lie of the Mind
Module/Topic
Topic 4: External & Internal actions
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 4 pp96-132
Shakespeare, Hamlet
Moodle videos
Events and Submissions/Topic
Answer questions 1-3 in Thomas, Script Analysis for Actors, Directors, pp131-2 using Hamlet as a reference and repeat on Anne Washburn, Mr Burns Act 1.
Additional reading:
Tom Stoppard, Rozencrantz and Guildenstern are Dead
Henrik Ibsen,The Wild Duck
Maria Irene Fornes, Fefu and Her Friends
ASSESSMENT 1 PART 2 due Monday 5 August.
Given Circumstances Due: Week 4 Monday (5 Aug 2019) 9:00 am AEST
Module/Topic
Topic 5: Progressions & Structures
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 5, pp133-170
Shakespeare, Macbeth
Events and Submissions/Topic
Answer questions 1-3 in Thomas, Script Analysis for Actors, Directors, pp170-1 using Macbeth as a reference.
Additional reading:
David Mamet, American Buffalo
Sophocles, Oedipus Rex
Module/Topic
Topic 6: Character
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction Chapter 6, pp172-203
Ibsen, Hedda Gabler
Events and Submissions/Topic
Answer questions 1-8 in Thomas Script Analysis for Actors, Directors, pp202-3 using Hedda Gabler as a reference
ASSESSMENT 2 Part 1 due Monday 19 August
Module/Topic
Topic 7: Further approaches to script analysis
Chapter
Ball, Backwards & Forwards: A technical manual for reading plays pp 1-44; Analyse Hamlet and Mr Burns using Ball's approach
Events and Submissions/Topic
Analysis of Hamlet and Mr Burns
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Self-directed study to complete research assignment
Chapter
Events and Submissions/Topic
ASSESSMENT 2 Part 2 due Monday 9 September
Plot Progressions & Structure Due: Week 8 Monday (9 Sept 2019) 9:00 am AEST
Module/Topic
Self-directed study to complete research assignment
Chapter
Events and Submissions/Topic
Module/Topic
Self-directed study to complete research assignment
Chapter
Events and Submissions/Topic
Module/Topic
Self-directed study to complete research assignment
Chapter
Events and Submissions/Topic
Module/Topic
Self-directed study to complete research assignment
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This unit is designed to help you learn how to read drama as a performance based art form and imagine the transition from page to stage. Script analysis is a reading technique that allows you, as a theatre artist, to fully understand the meaning and functionality of a play; to understand that plays are designed to be performed, and that, as such, they are constructed in specific ways to maximize their effect onstage.
For Semester 2 2019 the schedule has been designed to accommodate the timetable for the
intensive production period for the Bachelor of Theatre students in
Mackay. Distance students may apply for alternative due dates for the
assessments. Distance students must apply for alternative dates before the listed due date. Please contact Dr Linda Lorenza l.lorenza@cqu.edu.au to arrange alternative submission dates.
1 Research Assignment
Complete a formalist text analysis of William Shakespeare's Hamlet and Anne Washburn's Mr Burns Act 1.
PART 1: Analysis table due by online submission 9am Monday 29 July 2019
Analyse the first Act from each play. Examine the dramatic potential of each given circumstance: Time, Place, Society, Economics, Politics and Law, Learning and the Arts, Spirituality, and the World of the Play. Where possible, explore each given circumstance from the character perspective of Hamlet (Hamlet) and Matt (Mr Burns). If a particular given circumstance does not have a strong impact on the dramatic potential of the text, either in the scene or the play as a whole, note why this is the case. Remember to focus your analysis on the practical purpose of the text, i.e. staging the play rather than from the perspective of dramatic literature.
Complete this initial analysis in the table and submit online by 9am Monday 29 July 2019.
PART 2: Short essay due by online submission Monday 5 August 2019 9am
Revisit the analysis table. Choose one scene from Hamlet Act One. Examine the dramatic potential of each given circumstance: Time, Place, Society, Economics, Politics and Law, Learning and the Arts, Spirituality, and the World of the Play. Where possible, explore each given circumstance from the character perspective of Hamlet. If a particular given circumstance does not have a strong impact on the dramatic potential of the text, either in the scene or the play as a whole, discuss why this is the case. Use references from the primary source to inform your analysis. Remember to focus your analysis on the practical purpose of the text, i.e. staging the play rather than from the perspective of dramatic literature.
Word count: 1500
The word count is considered from the first word of the introduction to
the last word of the conclusion. It excludes the cover page, abstract,
contents page, reference page and appendices. It includes in-text
references and direct quotations.
Presentation:
This assignment is to be saved as a Word document and submitted online through the course website.
Use 12 point Times New Roman font.
1.5 spacing throughout
Sub-headings may be used as appropriate.
All excerpts from primary sources, including diagrams and pictures
should include an in-text reference, and full details included in the
Reference List.
Do not rely solely on web-based sources. On-line research sources
obtained from peer reviewed journals or academic databases are
acceptable. Any internet sources used must be scholarly and accredited.
Citations from Wikipedia, Sparknotes, or similar websites are not to be
used under any circumstances.
Week 4 Monday (5 Aug 2019) 9:00 am AEST
Week 6 Monday (26 Aug 2019)
-
Clearly organised analysis points in analysis table submitted by 29 July 2019 (20%)
- Clear and connected introduction and conclusion (5%)
- Clear examination of each given circumstance (20%)
- Effective connection of given circumstances to the character of Hamlet (15%)
- Depth and quality of analysis (20%)
- Inclusion of documentation and in-text referencing (APA format) from the primary source (5%)
- Correct spelling, grammar, and word usage (10%)
- Presentation and clear layout (5%)
- Analyse selected play scripts to identify important elements relating to character, place and action within the context of the whole work
- Identify and discuss specific examples from primary sources that influence the practical staging choices for each play
- Relate the selected scripts to the broader, social and cultural contexts of their respective historical periods.
- Communication
- Critical Thinking
- Information Literacy
2 Research Assignment
Complete a formalist text analysis of William Shakespeare's Macbeth, and Ibsen's Hedda Gabler, focusing on plot progressions and structure.
PART 1: Analysis table due Monday 19 August 2019 9am
Complete a formalist text analysis of William Shakespeare's Macbeth and Henrik Ibsen's Hedda Gabler.
Examine the structure of the play including: inciting action, main obstacles and complications, three major climaxes of the play, minor climaxes, reversals, and resolutions. Where possible, explore progressions and structure from the character perspective of Macbeth. Remember to focus your analysis on the practical purpose of the text, i.e. staging the play rather than from the perspective of dramatic literature.
Complete this initial analysis in the table and submit online by Monday 19 August 2019 9am.
PART 2: Short essay
Revisit the analysis table.
Complete a formalist text analysis of William Shakespeare's Macbeth OR Henrik Ibsen's Hedda Gabler.
Examine
the structure of the play including: inciting action, main obstacles
and complications, three major climaxes of the play, minor climaxes,
reversals, and resolutions. Where possible, explore progressions and
structure from the character perspective of Macbeth or Hedda. Use references from
the primary source to inform your analysis. Remember to focus your
analysis on the practical purpose of the text, i.e. staging the play
rather than from the perspective of dramatic literature.
Word count: 1500
The word count is considered from the first word of the introduction to
the last word of the conclusion. It excludes the cover page, abstract,
contents page, reference page and appendices. It includes in-text
references and direct quotations.
Presentation:
This assignment is to be saved as a Word document and submitted online through the course website.
Use 12 point Times New Roman font.
1.5 spacing throughout
Sub-headings may be used as appropriate.
All excerpts from primary sources, including diagrams and pictures
should include an in-text reference, and full details included in the
Reference List.
Do not rely solely on web-based sources. On-line research sources
obtained from peer reviewed journals or academic databases are
acceptable. Any internet sources used must be scholarly and accredited.
Citations from Wikipedia, Sparknotes, or similar websites are not to be
used under any circumstances.
Week 8 Monday (9 Sept 2019) 9:00 am AEST
Week 12 Monday (7 Oct 2019)
- Clearly organised analysis points in analysis table submitted by 9am Monday 19 August 2019 (20%)
- Clear and connected introduction and conclusion (5%)
- Clear examination of plot progressions and structure (20%)
- Effective connection of plot progressions and structure elements to the character of Macbeth or Hedda Gabler (15%)
- Depth and quality of analysis (20%)
- Inclusion of documentation and in-text referencing (APA format) from the primary source (5%)
- Correct spelling, grammar, and word usage (10%)
- Presentation and clear layout (5%)
- Analyse selected play scripts to identify important elements relating to character, place and action within the context of the whole work
- Identify and discuss specific examples from primary sources that influence the practical staging choices for each play
- Relate the selected scripts to the broader, social and cultural contexts of their respective historical periods.
- Communication
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
