Wikipedia talk:Education program archive/CUNY, Brooklyn College/Theater History from 1642 (Spring 2013)/Course description

In this course, we will explore theater practice and drama from the Restoration to postmodernism, examining scripts, theory, audiences, theater architecture, scenic and costume design, and acting styles in light of the social and cultural conditions that influence theatrical literature and performance.

Course Objectives
During this course, we will:
 * Learn about theater from texts, images, your professor, fellow students, and your own experiences
 * Write to learn theater; write to analyze theater; write to think about theater
 * Develop your written and oral communication skills in low- and high-stakes activities
 * Practice informed, open-minded skepticism when reading, writing, and discussing the material

By the end of the semester, you will be able to:
 * Identify major dramatic traditions and practices from the English Restoration to postmodernism
 * Recognize ways that an understanding of theater history and dramaturgy can enhance your professional practice and your theatergoing
 * Articulate a nuanced understanding of theater as it contributes to culture/society at different times
 * Develop your own theories of theater history

How you will accomplish these objectives
 * Analyze and share a relevant primary source in class. I will help you choose a historical object, artifact, image, text, performance space, or other primary source that supports, challenges, or augments the discursive and evidentiary assumptions embedded in the week’s reading. You will teach the class about your text or object (your presentation should not exceed 10 minutes). To provoke and excite your classmates, you should model innovative and creative pedagogy in your presentation. 10% of grade.
 * Offer thoughtful responses to the assigned readings, both in writing (through in-class “response papers”) and in discussion. Our class meetings are devoted to the active exploration and exchange of ideas, so it is crucial that you complete the reading each week. During the first 10 minutes of every class, you will write and submit a short essay responding to a question I will provide about the reading. These response papers have three purposes: 1) to help you clarify your observations and questions about the day’s topic before we begin exploring it in class, 2) to give me the opportunity to assess your progress each week, and 3) to give you credit for completing the readings. These papers are informal; I will assess the ideas and observations in your response paper—not grammar, style, etc. In addition, this portion of your grade will reflect my assessment of your participation in exercises and discussions during class meetings. You will often work in small teams during class to solidify your understanding of key points and concepts. Informal writing and overall participation constitute 20% of grade.
 * Complete a research project exploring a subject or question about theater history that interests you. MA students must write a conference paper (roughly 10 pages). MFA students have two options: a conference paper OR this Wikipedia Project. Topics must be approved by me and you will submit your project to me in stages. 35% of grade.
 * Work with a team to solidify your knowledge and ace the final exam. You will work with your team to ensure that all of you master the material covered in the course. If everyone on your team scores a B+ (87%) or better on the exam, all of you will receive a 10% bonus on your exam grade. In the past, teams have met outside of class, exchanged notes, and so forth to earn the bonus. 35% of grade.

Wikipedia Project: Strategies for Success

 * Be sure you’re logged in when editing Wikipedia. Anyone can make an anonymous contribution to Wikipedia (in such cases, the IP address is listed in the “History” page of the article); but if you are not logged into your Wikipedia account, you cannot document the work you have completed, and therefore will not get credit for it. Be sure to maintain a “paper trail” of your contributions.
 * Set aside time every week to make headway on this project. We will be completing this project in stages, and there are tasks you must complete every week, on time, in order to receive full credit for your work. Some of the steps are wholly technical (e.g., learning how to format text in a wiki, how to use your “Sandbox”). The earlier you begin editing text, the easier this project will be.
 * Make use of your work on other assignments. For example, you need to do an in-class presentation about a primary source in this course (10% of grade). To maximize your efficiency and manage your time well, you could select one or more Wikipedia articles to create/edit that are somehow related to the subject of your presentation. Remember, all topics must be approved by me, but I encourage you to make choices that will allow you to do thorough and valuable work.
 * Get help and advice from others. Your classmates, Online Ambassador, and instructor are resources you can draw on whenever you get lost or stuck. And, the Wikipedia community is full of generous people who can answer questions, review your work, and so forth.

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