Overview
In this unit you will study the development and structure of various theatre styles from the mid nineteenth century to the mid twentieth century. You will analyse important primary sources while studying the broader political, social and cultural contexts as they apply to the history of theatrical performance practice.
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 1 - 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 Student evaluations
Assessment feedback
The unit coordinator will continue to ensure students are provided with specific feedback for each assessment item submitted.
- Discuss the development and structure of various theatre styles from the mid nineteenth century to the mid twentieth century.
- Articulate attributes of performance practice relating to various theatre styles from the mid nineteenth century to the mid twentieth century.
- Relate the performance practices of the various theatre styles from the mid nineteenth century to the mid twentieth century to their broader political, social, and cultural contexts.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Presentation - 30% | |||
| 2 - Written Assessment - 30% | |||
| 3 - In-class Test(s) - 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 - Presentation - 30% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - In-class Test(s) - 40% | ||||||||||
Textbooks
There are no required textbooks.
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.
j.brown@cqu.edu.au
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 1: Music for the stage: 1900 - 1945
Chapter
Events and Submissions/Topic
Module/Topic
Topic 1: Music for the stage: 1900 - 1945
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Events and Submissions/Topic
Module/Topic
Topic 2: 19th century naturalism and realism
Chapter
Events and Submissions/Topic
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Topic 2: 19th century naturalism and realism
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 3: Early 20th century realism
Chapter
Events and Submissions/Topic
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Topic 3: Early 20th century realism
Chapter
Events and Submissions/Topic
Module/Topic
Topic 4: Japanese traditional theatre and its influence on the West
Chapter
Events and Submissions/Topic
Module/Topic
Topic 5: Symbolism in the theatre
Chapter
Events and Submissions/Topic
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Topic 6: Expressionism
Chapter
Events and Submissions/Topic
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Topic 7: Epic theatre
Chapter
Events and Submissions/Topic
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Topic 7: Epic theatre
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Events and Submissions/Topic
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Events and Submissions/Topic
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Events and Submissions/Topic
1 Presentation
- You are to find video recordings of two contrasting European cabaret songs by different writers that were written before World War II, in either the original language or an English translation. These videos may be sourced from DVDs, Youtube or any other video platform.
- Provide a critique of these video recordings regarding the authenticity of the performances with respect to the history of cabaret and political theatre between the two world wars. This can include a discussion on
- Use of the stage
- Costuming
- Type of accompaniment
- Vocal techniques employed
- Discuss the historical background to these two songs, the writers and society at the time.
Assignment format:
- This assignment is to be saved as a Word document and submitted online through the course website.
- Use 12 point Times New Roman font for the body of the essay
- 1.5 spacing throughout
- You may use sub-headings to organise your assignment. These may be in a different colour and font.
- Include in-text references (citations) throughout the assignment.
- Include a reference list at the end of the assignment in APA style, 6th Edition.
- 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, Sparksnotes, or similar websites are not to be used under any circumstances.
- Include URL links to all video recordings referred to in this assignment.
Week 5 Wednesday (4 Apr 2018) 11:45 pm AEST
Week 7 Friday (27 Apr 2018)
- Appropriate introduction and conclusion (10%)
- Insightfulness of critique (20%)
- Ability to create a convincing argument (20%)
- Depth of discussion of historical background (30%)
- Correct spelling, punctuation and grammar (10%)
- Correct use of APA 6th edition referencing style (10%)
- Articulate attributes of performance practice relating to various theatre styles from the mid nineteenth century to the mid twentieth century.
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Task: Write an essay on ONE of the topics provided below:
Length: 2000 words
Topic 1: The foundations of modern scenic design
Discuss the ways that Adolphe Appia and Edward Gordon Craig sought to revolutionise the theatre from its traditional stylistic conventions of the 19th century to the new demands of the non-realistic stage during the early decades of the 20th century. Compare and contrast their theories and practices, and how they differed from established theatrical conventions. Support your argument with examples from primary sources: text and images where appropriate. All images must be correctly referenced.
Topic 2: The modern actor
Bertolt Brecht and Constantin Stanislavski both rebelled against 19th century theatrical conventions, developing new methodologies in acting, rehearsal technique, and approaches to play production. Compare and contrast their theories and practices, and how they differed from established theatrical conventions. Support your argument with examples from primary sources: text from specific plays and excerpts from the original theories where appropriate.
Assignment 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, Sparksnotes, or similar websites are not to be used under any circumstances.
Week 12 Monday (28 May 2018) 11:45 pm AEST
Exam Week Friday (15 June 2018)
- Clear introduction and conclusion (10%)
- Accuracy of information and depth of treatment of the topic (25%)
- Appropriate use of primary and secondary sources to support the argument (20%)
- Ability to present the argument clearly and logically (25%)
- Correct spelling, grammar, punctuation and clear lay-out (10%)
- Correct use of APA style for the in-text referencing and reference list (10%)
- Discuss the development and structure of various theatre styles from the mid nineteenth century to the mid twentieth century.
- Relate the performance practices of the various theatre styles from the mid nineteenth century to the mid twentieth century to their broader political, social, and cultural contexts.
- Communication
- Critical Thinking
- Information Literacy
3 In-class Test(s)
This will be a short-answer test based on the learning materials provided for the topics for this unit.
Exam Week Friday (15 June 2018) 5:00 pm AEST
Exam Week Friday (15 June 2018)
- Accuracy of responses
- Depth of discussion provided in each response
- Discuss the development and structure of various theatre styles from the mid nineteenth century to the mid twentieth century.
- Relate the performance practices of the various theatre styles from the mid nineteenth century to the mid twentieth century to their broader political, social, and cultural contexts.
- Communication
- Critical Thinking
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?
