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 - 2020
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.
- 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 - Report - 10% | |||
| 2 - Essay - 40% | |||
| 3 - Report - 10% | |||
| 4 - Essay - 40% | |||
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 - Report - 10% | ||||||||||
| 2 - Essay - 40% | ||||||||||
| 3 - Report - 10% | ||||||||||
| 4 - Essay - 40% | ||||||||||
Textbooks
There are no required textbooks.
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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.lorenza@cqu.edu.au
Module/Topic
Action analysis
Chapter
James Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 1, pages 1-40
Events and Submissions/Topic
Answer the questions at the end of Thomas Chapter 1 in Script Analysis for Actors, Directors, and Designers.
Module/Topic
Given Circumstances
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 2 pp41-72
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.
Module/Topic
Given Circumstances
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 2 pp41-72
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.
Analysis Table Due: Week 3 Monday (27 July 2020) 11:45 pm AEST
Module/Topic
Background story
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 3 pp73-95
Events and Submissions/Topic
Answer questions 1-4 in Thomas, Script Analysis for Actors, Directors, p95.
Module/Topic
Background story
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 3 pp73-95
Events and Submissions/Topic
Answer questions 1-4 in Thomas, Script Analysis for Actors, Directors, p95.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Progressions & Structures
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction Chapter 6, pp172-203
Events and Submissions/Topic
Answer questions 1-8 in Thomas Script Analysis for Actors, Directors, pp202-3
Short essay Due: Week 6 Monday (24 Aug 2020) 11:45 pm AEST
Module/Topic
Progressions & Structures
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction Chapter 6, pp172-203
Events and Submissions/Topic
Answer questions 1-8 in Thomas Script Analysis for Actors, Directors, pp202-3
Module/Topic
Progressions & Structures
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 5, pp133-170
Events and Submissions/Topic
Answer questions 1-3 in Thomas, Script Analysis for Actors, Directors, pp170-1.
Module/Topic
Progressions & Structures
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Introduction and Chapter 5, pp133-170
Events and Submissions/Topic
Answer questions 1-3 in Thomas, Script Analysis for Actors, Directors, pp170-1.
Analysis table Due: Week 9 Monday (14 Sept 2020) 11:45 pm AEST
Module/Topic
Character
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Chapter 6, pp172-202
Events and Submissions/Topic
Module/Topic
Character
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Chapter 6, pp172-202
Events and Submissions/Topic
Module/Topic
Character
Chapter
Thomas, Script Analysis for Actors, Directors, and Designers: Chapter 6, pp172-202
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Report
Given Circumstances
Complete a formalist text analysis of the selected play.
In the selected play, identify each given circumstance: Time, Place, Society, Economics, Politics and Law, Learning and the Arts, Spirituality, and the World of the Play. Identify quotes from the script (stage directions or dialogue) to provide evidence for each given circumstance.
Complete this initial analysis in the table template provided
Week 3 Monday (27 July 2020) 11:45 pm AEST
analysis in xl table - template provided
Week 5 Friday (14 Aug 2020)
- Clear identification of each Given Circumstance evident in the chosen play 30%
- Demonstration of suitable references from the script to support identified Given Circumstances 30%
- Correct spelling, punctuation 20%
- Effective use of xl for collating analysis 20%
- Analyse selected play scripts to identify important elements relating to character, place and action within the context of the whole work
- Communication
- Critical Thinking
- Information Literacy
2 Essay
Given Circumstances
Length: 1500-2000 words
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.
Refer to the analysis table from Assessment 1. Choose one scene from the selected play. Examine the dramatic potential of at least three given circumstances (Time, Place, Society, Economics, Politics and Law, Learning and the Arts, Spirituality, and the World of the Play as significant to the chosen scene. Explore each given circumstance from the perspective of the chosen character. Where possible, explore each given circumstance from the perspective of a chosen character. Select given circumstances that 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.
If a particular given circumstance does not have a strong impact on the dramatic potential of the scene but is significant to the play as a whole, succinctly explain 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.
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 6 Monday (24 Aug 2020) 11:45 pm AEST
Week 8 Monday (7 Sept 2020)
- Clear and connected introduction and conclusion (10%)
- Clear examination of each given circumstance (25%)
- Effective connection of given circumstances to the character (25%)
- 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%)
- 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
3 Report
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 perspective of the selected character. 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 template provided
Week 9 Monday (14 Sept 2020) 11:45 pm AEST
Week 10 Monday (21 Sept 2020)
- Clearly identified evidence for these components: inciting action, main obstacles and complications, three major climaxes of the play, minor climaxes, reversals, and resolutions in the chosen play 30%
- Demonstration of suitable references from the script to support these components 30%
- Correct spelling, punctuation 20%
- Effective use of xl for collating analysis 20%
- Analyse selected play scripts to identify important elements relating to character, place and action within the context of the whole work
- Communication
- Critical Thinking
- Information Literacy
4 Essay
Plot Progression and Structure
Length: 1500-2000 words
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.
Refer to the analysis table from Assessment 3. 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 perspective of a particular character. 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.
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 12 Monday (5 Oct 2020) 11:45 pm AEST
Exam Week Monday (19 Oct 2020)
- Clear and connected introduction and conclusion (5%)
- Clear examination of plot progressions and structure (25%)
- Effective connection of plot progressions and structure elements to the character (25%)
- Depth and quality of analysis (25%)
- 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%)
- 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
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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.
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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?
