Overview
In this unit you will study the development and structure of various theatre styles from the second half of the twentieth century to the present. 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 2 - 2017
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 Evaluation
Learning Materials
Learning materials to be re-evaluated.
- Discuss the development and structure of various theatre styles from the mid twentieth century to the present.
- Articulate attributes of performance practice relating to various theatre styles from the mid twentieth century to the present.
- Relate the performance practices of the various theatre styles from the mid twentieth century to the present to their broader political, social, and cultural contexts.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 30% | |||
| 2 - Presentation - 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 - Written Assessment - 30% | ||||||||||
| 2 - Presentation - 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
Topic 1: Analysing Sondheim
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Events and Submissions/Topic
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Topic 1: Analysing Sondheim
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Events and Submissions/Topic
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Intensive production period: no classes, workshops, lessons held in discipline areas.
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Events and Submissions/Topic
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Intensive production period: no classes, workshops, lessons held in discipline areas.
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Events and Submissions/Topic
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Intensive production period: no classes, workshops, lessons held in discipline areas.
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Events and Submissions/Topic
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Events and Submissions/Topic
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Events and Submissions/Topic
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Events and Submissions/Topic
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Topic 4: The theatre of the absurd
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Events and Submissions/Topic
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Topic 5: Post-dramatic theatre
Chapter
Events and Submissions/Topic
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Topic 6: European music for the stage since 1945
Chapter
Events and Submissions/Topic
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Topic 7: American music for the stage since 1945
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Events and Submissions/Topic
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Summary and conclusion
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1 Written Assessment
Length: 1000 - 1500 words
Task: Complete a musical and textual analysis of one song with music and lyrics by Stephen Sondheim. You may NOT use the songs that have been included for analysis in class. Your analysis must include the following, but you may present these elements in any order:
1) Brief background to the song, the show it is from, and the character(s) who sing(s) it.
2) A broad harmonic analysis of the song
- Keys and modulations, written on the score.
- Any special melodic, rhythmic or harmonic effects such as
- Sequences
- Repeating rhythmic, melodic or harmonic motives
3) A full description of the form of the song, as appropriate. For instance:
- Strophic
- Through-composed
- Introductions, codas, verses, refrains, interludes etc.
4) Details on the effects of the combination of lyrics and music:
- Word-painting that is used, shown on the score and detailed in supporting paragraphs
- How the music and the words support the ongoing revelation and development of the character who sings the song, giving specific instances of music and lyrics.
5) Comment on the musical style of this piece and the particular vocal qualities that are needed to portray this song.
Week 6 Monday (21 Aug 2017) 11:45 pm AEST
Week 8 Friday (8 Sept 2017)
- Introduction and conclusion (5%)
- Relevance and accuracy of background information to the song (10%)
- Appropriate description of the form of the song (10%)
- Appropriate description of the keys and modulations within the song (10%)
- Appropriate description of melodic, rhythmic and/or harmonic effects (15%)
- Appropriate description of word painting (15%)
- Appropriate description of the use of music to portray character (15%)
- 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 twentieth century to the present.
- Relate the performance practices of the various theatre styles from the mid twentieth century to the present to their broader political, social, and cultural contexts.
- Communication
- Critical Thinking
- Information Literacy
2 Presentation
Task: Write an essay on one of the topics provided below:
Length: 2000 - 2500 words
Topic One
In 1961, Martin Esslin wrote Theatre of the Absurd which discussed post World War II theatrical trends. The catchall label 'absurdist' has since been applied to a number of postwar playwrights including: Beckett, Ionesco, Genet, etc. Compare and contrast Beckett's Waiting for Godot with works by other absurdist playwrights. What are the common or disparate factors within the plays? What inspired each playwright to create his or her individual vision of theatre and theatricality?
Topic Two
Discuss the way that many avant-garde music theatre composers and directors since the 1960s have made use of minimalist techniques. How have their works been influenced by the theories of Antonin Artaud and/or the ideas explored by the absurdist playwrights during the 1960s? Include examples from the theatre works of John Adams, Peter Sellars, Robert Wilson and Phillip Glass. Support your argument with primary source materials (scores, pictures, designs, composer/performer manifestos etc.)
Topic Three
Discuss the way that Merce Cunningham explored new ideas for the creation of modern dance through his collaborations with other visual artists, musicians, composers and designers. How have his dance works been influenced by the theories of Antonin Artaud and/or the ideas explored by the absurdist playwrights during the 1960s? Include examples of dance works created in collaboration with John Cage and their exploration of indeterminancy in particular. Support your argument with primary source materials (scores, pictures, designs, composer/performer manifestos etc.)
Week 11 Monday (25 Sept 2017) 11:45 pm AEST
Review/Exam Week Friday (13 Oct 2017)
- 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%)
- Articulate attributes of performance practice relating to various theatre styles from the mid twentieth century to the present.
- Communication
- Critical Thinking
- Information Literacy
3 In-class Test(s)
The in-class test will take place in the end of term examination period. It will consist of short-answer questions based on the learning materials provided for this unit.
Exam Week Friday (20 Oct 2017) 5:00 pm AEST
After the completion of assessent.
- Accuracy of factual information
- Clarity of presentation
- Depth of treatment of topics.
The following criteria are equally weighted:
- Discuss the development and structure of various theatre styles from the mid twentieth century to the present.
- Relate the performance practices of the various theatre styles from the mid twentieth century to the present 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?
