COMT203 Acting II
Department of Arts and Communication: Performance Arts
- I. Course Number and Title
- COMT203 Acting II
- II. Number of Credits
- 3 credits
- III. Number of Instructional Minutes
- 2250
- IV. Prerequisites
- COMT103
- Corequisites
- None
- V. Other Pertinent Information
- None
- VI. Catalog Course Description
- Students will continue to train in expressing emotional believability, character analysis, motivated blocking, conflict resolution, and related activities, through dramatic action in both written and improvised scenes and/ or monologues.
- VII. Required Course Content and Direction
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Course Learning Goals
Students will be able to
- demonstrate a family and community atmosphere in an ensemble, teamwork approach and respect each others' individuality in a supportive environment;
- demonstrate communication skills, including listening, observing, and managing conflict;
- express believable and understandable emotion;
- prepare and deliver a more professional and creative performance in front of a live audience;
- recognize and evaluate positive and negative aspects of a performance; and
- apply advanced acting technique to performance.
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Planned Sequence of Topics and/or Learning Activities
- Acting theory on believability, technique, and expression
- Script analysis and interpretation
- Monologue and scene work
- Understanding conflict and behavior
- Audition techniques and practice
- Researching plays
- Attendance of at least one live theatre production
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Assessment Methods for Course Learning Goals
- Discussion and/or quizzes on textbook readings or handouts from class
- Self and peer evaluation based on video recordings of monologues and/or scenes
- Attendance and critique of live theater production
- Participation in class activities and projects
- Monologue and scene analysis and performance
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Reference, Resource, or Learning Materials to be used by Student:
- See course syllabus
- Handouts
- College and community play productions
- Guest lectures
- Workshops
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Review/Approval Date - 3/07; Revised 11/09; New Core 8/2015