Overview
In this unit you will learn how to analyse various theatrical texts and songs from important theatre works from the Renaissance to the present day. You will undertake detailed analysis of selected play scripts and songs to develop your understanding of theatrical practice through this period.
Details
Pre-requisites or Co-requisites
Anti-Requisite for Term 2 2017 only: THTR11121 Theatre Studies 2
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 - 2018
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 Unit evaluations
Learning and teaching
Continue positive and constructive communications with students for increased engagement
Feedback from Unit evaluations
Assessments
Ensure clarity of assessment task descriptions.
- Analyse selected play scripts to identify important elements relating to character, place and action within the context of the whole work
- Analyse selected songs to identify important elements relating to character, place and action within the context of the whole work
- Relate the selected scripts and songs to the broader, social and cultural contexts of their respective historical periods.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 30% | |||
| 2 - Written Assessment - 30% | |||
| 3 - Written Assessment - 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 - Written Assessment - 30% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
A Doll's House
Edition: 1st (1999)
Authors: Ibsen, Henrik, trans. Rudall, Nicholas
Dee, Ivan R.
New York New York , NY , USA
ISBN: 978-1566632263
Binding: Paperback
Backwards and Forwards: A Technical Manual for Reading Plays
Edition: 1st (1983)
Authors: Ball, David
Southern Illinois University Press
Evansville Evansville , IL , USA
ISBN: 978-0809311101
Binding: Paperback
Script Analysis for Actors, Directors and Designers
Edition: 5th (2013)
Authors: James Thomas
Focal Press
USA
ISBN: 978-0415663250
Binding: Paperback
Additional Textbook Information
Scripts for Shakespeare's Hamlet and Othello will be available through an open source link on the unit Moodle site.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
p.dawson@cqu.edu.au
Module/Topic
Topic 1: Introduction to Advanced Script Analysis-Formalist and Action Analysis
Chapter
Chapter 1: Formalist and Action Analysis: Thinking Eventfully
Chapter 2: Given Circumstances
Chapter 3: Background story
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Read Hamlet by William Shakespeare
Events and Submissions/Topic
Module/Topic
Topic 2: Action analysis: External and Internal Action
Chapter
Chapter 1: Formalist and Action Analysis: Thinking Eventfully
Chapter 4: External and Internal Action
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Events and Submissions/Topic
Module/Topic
Intensive production period: no classes, workshops, lessons in discipline areas
Chapter
Events and Submissions/Topic
Module/Topic
Intensive production period: no classes, workshops, lessons in discipline areas
Chapter
Events and Submissions/Topic
Module/Topic
Intensive production period: no classes, workshops, lessons in discipline areas
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 4: External and Internal Action
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 7: Idea
Chapter 8: Dialogue
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Read Time Stands Still by Donald Margulies
Margulies, Donald. (2010). Time stands still. New York, NY : Dramatists Play Service
Events and Submissions/Topic
Module/Topic
Topic 3: Idea and Dialogue
Chapter
Chapter 7: Idea
Chapter 8: Dialogue
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Events and Submissions/Topic
Module/Topic
Topic 3: Idea and Dialogue
Chapter
Chapter 7: Idea
Chapter 8: Dialogue
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Events and Submissions/Topic
Module/Topic
Topic 4: Tempo, Rhythm and Mood
Chapter
Chapter 9: Tempo, Rhythm and Mood
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Events and Submissions/Topic
Module/Topic
Topic 5: The Style of the Play
Chapter
Chapter 10: The Style of the Play
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Chapter 1 and 2: Shape and Method
Ball, David. (1983) Backwards and forwards: A technical manual for reading plays. Evansville, IL : Southern Illinois University Press.
Events and Submissions/Topic
Module/Topic
Topic 5: The Style of the Play
Chapter
Chapter 10: The Style of the Play
Thomas, James. (2014). Script analysis for actors, directors and designers. Burlington, MA : Focal Press
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Length: 1000-1500-words
Task:
Complete an action text analysis of William Shakespeare's Hamlet. Choose one scene from the play to analyze. Examine the dramatic potential of all external and internal events in the scene. Comment on the significance of the seed, super-objective and through-action of your chosen scene. Please analyze the scene from the character perspective of Hamlet. 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.
Formatting guidelines:
- Submissions should be in 12 point Times New Roman font.
- Text analysis must be double-spaced.
- Please include your name on the submission, either on a title page or as a header or footer.
- Failure to follow format guidelines will result in a points deduction from presentation and lay out.
- Documentation and in-text referencing must follow APA style.
Week 7 Tuesday (28 Aug 2018) 11:45 pm AEST
Week 9 Friday (14 Sept 2018)
- Clear and connected introduction and conclusion (5%)
- Clear examination of each internal and external event, as well as seed, super-objective and through-action (40%)
- Effective connection of each internal and external event, as well as seed, super-objective and through-action 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
- Relate the selected scripts and songs to the broader, social and cultural contexts of their respective historical periods.
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Length: 1000-1500-words
Task:
Complete a formalist text analysis of Donald Margulies' Time Stands Still, focusing on idea and dialogue.
Examine the concept of idea in script analysis by discussing the ideas in words (including language structure, literary quality and theatricality), character, plot and the main idea as a whole. Choose one scene from the play on which to focus your analysis.
Where possible, explore the concepts of idea and dialogue from the perspective of one of the main characters in Time Stands Still. 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.
Formatting guidelines:
- Submissions should be in 12 point Times New Roman font.
- Text analysis must be double-spaced.
- Please include your name on the submission, either on a title page or as a header or footer.
- Failure to follow format guidelines will result in a points deduction from presentation and lay out.
- Documentation and in-text referencing must follow APA style.
Week 9 Friday (14 Sept 2018) 11:45 pm AEST
Week 11 Friday (28 Sept 2018)
- Clear and connected introduction and conclusion (5%)
- Clear examination of idea and dialogue (40%)
- Effective connection of the concepts of idea and dialogue to the actions of a character from the play (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 songs to identify important elements relating to character, place and action within the context of the whole work
- Communication
- Critical Thinking
- Information Literacy
3 Written Assessment
Length: 1500-2000 words
Task:
Complete a formalist text analysis of Donald Margulies' Time Stands Stilll. 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 a major character from the play. 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. Your analysis should also include a discussion of one of the following concepts: backstory, character, idea, dialogue or atmosphere. Choose the concept that you believe most supports the active playing of the character, e.g. James, Sarah, etc. 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.
Formatting guidelines:
- Submissions should be in 12 point Times New Roman font.
- Text analysis must be double-spaced.
- Please include your name on the submission, either on a title page or as a header or footer.
- Failure to follow format guidelines will result in a points deduction from presentation and lay out.
- Documentation and in-text referencing must follow APA style.
Week 12 Friday (5 Oct 2018) 11:45 pm AEST
Return following exam week
- Clear and connected introduction and conclusion (5%)
- Effective analysis of each given circumstance (40%)
- Effective connection of given circumstances to a main character in the play (10%)
- Effective connection of an additional analysis element (backstory, character, atmosphere, etc.) to the active playing of a main character (10%)
- Depth and quality of analysis (10%)
- Inclusion of documentation and in-text referencing (APA format) from the primary source (10%)
- 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
- Analyse selected songs to identify important elements relating to character, place and action within the context of the whole work
- Relate the selected scripts and songs 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?
