WINTHROP UNIVERSITY
Department of Theatre and Dance
THRT 210 Script Analysis T/R 9:30-10:45 A.M. (3 credits) 205 Johnson Spring 2009
Professor: Annie-Laurie Wheat
Office: 225 Johnson Hall
Office Phone: 323-2397
email: [email protected]
Office Hours: M 1:00-2:00 P.M., T/R 8:30-9:20 A.M., W 11:00-12:00 noon
COURSE DESCRIPTION: Theoretical and practical analysis of play scripts from a theatrical
perspective. Emphasis is placed on critical analysis of structure, genre, theme, style, character,
language, dramatic event, and point of view of the actor, director, critic, and audience.
LEARNING OBJECTIVES:
1. To introduce the student to the dramatic script as the primary source of information for
theatrical performance.
2. To help the student develop a system of analyzing and evaluating a scripts in terms of their
theatrical requirements and their aesthetic qualities.
3. To introduce the student to the interdisciplinary nature of the production process, this includes
analysis, interpretation and research.
4. To introduce the student to methods of critical research, and to help develop the abilities to
write and speak clearly about dramatic literature, the requirements of production, and the
experience of performance.
CLASS SCHEDULE:
Please read the appropriate play/assignment by the first class period in which it will be discussed.
Jan.
Feb.
13
15
Introduction
Introduction to Play Analysis pgs 1-33
20
22
Introduction to Play Analysis pgs 34-57
Read: The Glass Menagerie (Realism and Naturalism, pgs 1064-1091)
27
29
Introduction to Play Analysis pgs 58-73
Introduction to Play Analysis pgs 74-92 QUIZ 1
3
5
Group Presentations/Paper Outline
Read: The Man Who Turned Into A Stick (Japan, pgs 396-405) QUIZ 2
10
Aristotle’s Poetics Read: Chapter 2 (pgs 33-65)
Elements of Drama and Genres of Theatre
Read: Medea (Greek, pgs 162-186) QUIZ 3
Class Discussion Leaders:
12
17
19
Read: The Student as Critic Appendix A (pgs 1759-1765)
Read: The Ice Wolf (Inuit/Eskimo) QUIZ 4
Class Discussion Leaders:
1
24
26
Mar.
Read: Paper Flowers (Latin America, pgs 1519-1544) QUIZ 5
Class Discussion Leaders:
Presentation Day
Anything Goes Reaction Paper DUE and Class Discussion
Class Discussion Leaders:
SETC
3
5
10
11*
Read: The Qing Ding Pearl (China pgs 346-356) QUIZ 6
Class Discussion Leaders OUTLINE Final Project
*“Last day to withdraw from a spring class. An N grade will be assigned. No class withdrawals
will be permitted after this date except by extenuating circumstances.”
Presentation Day
12
Spring Break March 16-20, 2009
Read: “Master Harold”…and the boys (Africa pgs 1278-1300) QUIZ 7
Class Discussion Leaders:
“Master Harold”…and the boys continues
24
26
Read: A Solid Home (Contemporary/ Latin America pgs 1492-1502) QUIZ 8
Class Discussion Leaders:
Presentation Day /Evaluation/Assessment
31
Apr.
2
Read: Life’s a Dream (Spain pgs 586-616) QUIZ 9
Class Discussion Leaders:
Read: The Man Who Turned Into A Dog (Absurdism pgs 1240-1247) QUIZ 10
Class Discussion Leaders:
7
9
On the Verge Reaction Paper DUE and Class Discussion
Class Discussion Leaders:
Final Project Draft Due
14
16
Read: A Raisin in the Sun (African American pgs 1338-1374) QUIZ 11
Class Discussion Leaders:
A Raisin in the Sun discussion continues
21
23
FINAL EXAM: Thursday, April 30th 2009 8:00 a.m. FINAL PROJECTS DUE
TEXTS:
The Longman Anthology of Drama and Theatre A Global Perspective
(Greenwald, Schultz and Pomo)
The Ice Wolf by J.H. Kraus
Introduction to Play Analysis by Cal Pritner and Scott Walters
GRADING:
Class Participation ..............…. 15%
Class Discussion Leader...……..5%
Reaction Papers………………..5%
Quizzes……………………… 50%
Presentation…………………..10%
Final Project………………….15%
100%
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GRADING SCALE
94%-100% = A 90%-93% = A- 87%-89% = B+ 84%-86% = B
74%-76% = C 70%-73% = C - 67%-69% = D+ 64%-66% = D
80%-83% = B- 77%-79% = C+
60%-63% = D- 59% or less = F
GRADING CRITERIA: Some significant criteria for the evaluation of quizzes, presentations,
response papers, and discussion include:
• Evidence of preparation for participation in class (i.e. completion--and contemplation of the
assigned reading).
• Thoughtfulness, insight, and quality of ideas; scope and depth of analysis; persuasive
support and development for argument.
• Evidence of mastery of script analysis skills.
• Professionally/academically appropriate written work and oral presentations.
• Grammar, sentence structure, punctuation, spelling, proofreading of written work.
CLASS PARTICIPATION: Includes but is not limited by the following:
participation in class discussion and timely reading of assignments.
attendance, attitude, active
CLASS DISCUSSION LEADER: There are 11 opportunities for students to lead class discussion. The work
can be divided into teams, small groups or handled individually. The Class Discussion Leaders are responsible
for formulating questions to stimulate discussion for the day’s topic. There are a number of questions in each
chapter of Introduction to Play Analysis to jumpstart the discussion. (For sets of questions see page 18 First
Reading; 33 Given Circumstances; 42 Theatrical Contract; 57 Character; 66 Conflict Resolution Structure; 73
Conflict Resolution Structure by Scene; or 92 Synthesis.) Discussion leaders can focus on one aspect of the
play analysis or select a variety of questions. Discussion Leaders can also formulate their own discussion
questions. The two play reviews use Appendix A: The Student as Critic for a discussion format.
REQUIRED VIEWING: Students must attend and write a two page reaction paper (Times New Roman 12 pt
font) for two of the following productions using Aristotle’s six elements (plot, character, thought/theme,
diction, music, and spectacle) as the basis for the discussion. Additional details for this assignment will be
provided. Papers are due on the first class day after the production closes.
Anything Goes
February 20-21 and 27-28, 2009 at 8 p.m. and February 22 and Mar 1 at 2 p.m. · Johnson Theatre
On The Verge
April 8-11, 2009 at 8 p.m. and April 12 at 2 p.m. · Johnson Theatre
The Colored Museum
April: Dates and Times TBA* Winthrop University Gallery
COURSE INFORMATION
1. All written work must meet the standards of basic expository writing and should follow the
style outlined in Prentice Hall Reference Guide to Grammar and Usage, 4th Ed by Muriel Harris.
Grammar, clarity, style, and documentation count and will affect your grade. (See Rubric for
Freshman Composition, English Department website as a resource.)
2. Students are expected to attend class. Prompt, consistent attendance is important to the success of the
class and will be reflected in each student's final grade. Any student who misses more than two (2) classes
will have his or her final grade lowered by 5% by each class missed. If a student’s absences total 25% or
more of the class meetings for the course, the student will receive an N if the student withdraws from the
course before the March 11, 2009 deadline; after that date, unless warranted by documented extenuating
circumstances as described in the 2008/09 Undergraduate Catalog, a grade of F or U will be assigned. In
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the case of absences the student is responsible for gathering all material covered in class. Unannounced
quizzes and other graded in-class assignments may not be made up. To have the ability to make up a
scheduled quiz the student must contact the professor prior to the start of class to make
arrangements.
3. Class begins promptly at 9:30 A.M. In order to fully participate in the class session and receive full
credit for attending, students must arrive on time. It is the student’s responsibility to sign the attendance
sheet. The instructor reserves the right to deduct points from the student's attendance record for habitual or
excessive lateness.
4. Assignments must be completed on time. All written assignments must be submitted on paper, unless
otherwise instructed. Work submitted on computer disk will not be accepted. Work submitted by email will
not be accepted.(unless approved by the professor). Late assignments will be accepted, but will be
penalized one full letter grade for each day late.
5. Grades of "incomplete" may not be given except in cases of verified medical or other emergencies.
6. Academic Integrity: Infractions of academic discipline are dealt with in accordance with the student
Academic Misconduct Policy, which is in the Student Conduct Code in the Student Handbook. Academic
misconduct includes, but is not limited to, providing or receiving assistance in a manner not authorized by
the Instructor in the creation of work to be submitted for academic evaluation including papers, projects,
and examinations; presenting as one’s own, the ideas or words of another for academic evaluation without
proper acknowledgment; doing unauthorized academic work for which another person will receive credit or
be evaluated; and presenting the same or substantially the same papers or projects in two or more courses
without the explicit permission of the professors involved. In addition, academic misconduct involves
attempting to influence one’s academic evaluation by means other than academic achievement or merit.
7. We will be using TURNITIN for the two projects this semester (group paper and final project/paper).
More details will follow during the semester.
8. The learning environment in this class is based upon an atmosphere of mutual respect that will be
maintained at all times. Students are expected to adhere to the “Student Conduct Code” as outlined in the
Student Handbook (pages 32-37).
9. Students with Disabilities: Winthrop University is dedicated to providing access to education. If you
have a disability and require specific accommodations to complete this course, contact Gena Smith,
Program Director, Services for Students with Disabilities, at 323-3290. Once you have your official notice
of accommodations from Services for Students with Disabilities, please inform me as soon as possible.
10. Technology: The use of technology can be a wonderful aid for communication and learning, but it
must be used appropriately. No cell phones, PDA’s, MP3 players, or other devices are allowed to be used
during class. Sending, reading and/or receiving text messages are inappropriate in the classroom. It is
unethical and unacceptable to use recording devices (such as camera phones, digital video, etc) in or
outside of the classroom to film faculty, staff or students without their permission. Please put these items
away until class has ended.
Please consult me if you have questions about any of these requirements.
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The Quick Guide to Script Analysis
(adapted from Ball and Blasting)
The following categories and questions offer a useful starting place to explore how a play creates an
experience for an audience. There is no single correct interpretation of any play, but careful consideration
of these issues will help ensure that your understanding of a script is sound and stage worthy.
Action: What happens in the play?
How are the actions structured? What happens first, next, last, and why? How is each action connected to
the next? Are there many events, or few? How quickly do they occur (pace)? Are the events mainly
personal, political, social, comic or serious, natural or unnatural? What or who makes them happen? What
desire or series of desires drives the action forward? What stands in the way of the fulfillment of this
desire? Is the nature of the resulting conflict primarily, psychological and internal, social and interpersonal,
political, metaphysical, or some combination of these?
Character: Who are the characters in the play? Protagonist/Antagonist?
What basic biographical facts does the script provide about the characters (i.e. age, occupation, etc)? Are
they individuals or types (realistic vs. abstract or stylized)? What are the relationships among individuals or
groups? What do they want? Why do they want it? What prevents them from getting it (obstacle/conflict?)
What do they do to get it? What happens when they do or do not fulfill their desires?
Setting: Where and when does the action occur?
Place -- Where does the action occur? Is it a theatrical or representative place? How many places are there?
What kinds of places are they? How does the action move from one place to another? Time --When do the
actions occur? What is the time span of the play (fictional time)? How important is setting (time and place)
to the story? What is the relationship between the characters and the setting? What vision of the world
(social, political, metaphysical) is suggested by the setting?
Images: How are visual, aural and verbal images used to expand our emotional and
intellectual experience of the play?
Concrete: What do we see and hear on stage? This includes actions, places, people, and objects. Described:
What do we see in our mind's eye? (Accomplished largely through language.) Are there recurring images?
Does one type of image dominate? When and how do the images occur? How do groups of images relate
to, compliment, or contradict each other? How do images suggested by the title relate to the action of the
play?
Themes: What ideas and issues are raised by the play's events?
Does one dominate? How are the various ideas and issues related? What does this play have to say?
Style: What is the artistic manner in which the various elements are presented?
What is the way in which the actions, words (language), and images of a play are presented? What kind of
theatrical reality does the play create? What conventions of theatrical production are used to create this
level of illusion? Are they simple or complex realistic or abstract; romantic; satirical; farcical; tragic;
heroic; etc? How does the style of the play help to produce its effect?
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