CART11008 - Commedia and Elizabethan Theatre
Term 2 - 2017


All details in this unit profile for CART11008 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, you will explore classical methods of acting including the commedia dell'arte (a form of theatre characterised by masked 'types') and the Elizabethan theatre (a style of theatre in England from the mid 1500's until the mid 1600's). Commedia dell'arte is studied in a practical and applied fashion giving you the opportunity to adopt the various personas associated with commedia. You will also explore the work and theatrical world of the Elizabethan theatre such as the works of William Shakespeare, Christopher Marlowe and Ben Johnson. You will explore the plays both as scripts and as literary works and investigate Elizabethan theatre conventions as the precursors to our own. You will also undertake a course in the technical aspects of theatre such as lighting and sound and participate in an open theatrical performance.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

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).

Offerings

Term 2 - 2017
  • Cairns

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

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 Task Weighting
1. Written Assessment 30%
2. Practical Assessment 35%
3. Practical Assessment 35%

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Contextualise and perform using classical acting techniques
  2. Use technical aspects of theatre including stage lighting, sound, and stage management to design a scene
  3. Perform in a university production.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment    
2 - Practical Assessment  
3 - Practical Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
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      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment        
2 - Practical Assessment      
3 - Practical Assessment      

Prescribed Textbooks

Acting in person and in style
Author/s: Jerry L Crawford; Catherine Hurst; Michael Lugering Year: 1995
Edition: Publisher: Waveland Press
City: Long Grove
Country: United States
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKaren Crone (k.crone@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

The Nature of Form

Our first week we will look at the development of Commedia dell Arte.

Introduction to the stock characters and how they operated in the roving troupes from 1550-1650, Background to the development of this form of theatre.

Chapter 11

Commedia Dell'Arte: Regeneration

Week 2 17-07-2017

The "stock characters".

Now we have meet the characters we will begin to build scenarios and develop our skills with the "mask".

What is a LAZZI?

What is a BURLA?

We will continue to develop our vocal skills as we enjoy the theatre of Commedia.

Chapter 11

Week 3 24-07-2017

What the mask allows us to do

We will now choose to develop our second character. The mask allows to play more than one character in a very brief time frame.

Continue to build our scenarios and develop our LAZZI's and our BURLA's.

Week 4 31-07-2017

The importance of vocal clarity and play.

We now know that these roving performers were playing the streets and greens of villages. We will continue building our projection so that when we hit the streets we can be heard, CLEARLY.!!!

Masks and costumes are now in place to rehearse our scenes.

Chapter 4 Freeing

Week 5 07-08-2017

Rehearsing the scenes for performance.

This week we will rehearse our Commedia dell Arte scenes for an outdoor roving performance,

Notes will be given for definition of characters, mask work and lazzi and burla. You will need to call on your improvisational skills as well from last term.

Chapter 5 Speaking

Vacation Week 14-08-2017

You must maintain your character over the vacation week. Remember you are performing next week and being assessed.

Week 6 21-08-2017

Performance and assessment.

Now all your hard work as a roving company will pay off. Be big, be bold and be ready to play.

Commedia dell Arte assessment

Perform as a Roving Actor in a Commedia Dell Arte troupe. Due Thursday (24 Aug 17) 11:00 AM AEST
Week 7 28-08-2017

An unrivaled dramatist William Shakespeare

Who was William Shakespeare and what has been his legacy?

The Globe Theatre

The 154 sonnets

The 36 plays

Chapter 12 Elizabethan and the Shakespearean style.

Shakespeare's Twelfth Night

Week 8 04-09-2017

The Iambic pentameter

This structure was a commonly used traditional English poetry form. Shakespeare was an expert with the Iambic pentameter.

The translation of this.... with 1 unstressed syllable followed by 1 stressed syllable is. an IAMB. and a pentameter indicates 5 of these. Therefore -/-/-/-/-/.

You will choose a Sonnet to learn.

You will choose a Shakepearean Monologue to have in your repetoire. NB The monologue should be from a play of Shakespeare's other than Twelfth Night.

Shakespeare's Twelfth Night
Week 9 11-09-2017

TWELFTH NIGHT

For the next three weeks we will be casting and rehearsing our chosen scenes from Shakespeare's Twelfth Night.

Continue to rehearse your sonnet.

Continue to rehearse your Monologue

Chapter 9 Rehearsing.

Week 10 18-09-2017

Continue the Casting

Continue to rehearse scenes from Twelfth Night.

Continue to rehearse your sonnet.

Continue to rehearse your monologue.

Written assignment due

Human Foolishness and weakness in Shakespeare's Twelfth Night Due Friday (22 Sep 17) 11:45 PM AEST
Week 11 25-09-2017

The curtsey the bow -Rehearsals continue.

Continue working as a company building our skills as Shakespearean actors. Also drawing on our work with contemporary approaches to acting, we will cross fertilise our acting tecniques.

Week 12 02-10-2017

TECH/DRESS Rehearsals for our end of term performance.

Final touches for our performance. Run and notes. Tech then followed by a tech dress.

Review/Exam Week 09-10-2017

End of term performance, This performance will be assessed on the criteria set out in the Rubrics.

Perform a monologue and scenes from Shakespeare's Twelfth Night Due Friday (13 Oct 17) 04:00 PM AEST
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Human Foolishness and weakness in Shakespeare's Twelfth Night
Task Description

During this term you have been studying Shakespeare's Twelfth Night, playing various roles and scenes. The human condition is one of the main themes underpinning this play, and almost all of the characters introduced to some degree or other suffer from foolishness and weakness. Describe some specific examples of foolishness and weakness that plague humanity in general, and then discuss these examples in relation to chosen characters from the play.

You will

1. Present this in the form of a 2000 word written paper.

2. You will analyze at least two characters from Twelfth Night in relation to their foolishness and weaknesses.

3. You will reference the play supporting your analysis.

4. Also consider what we can learn, if anything, from their mistakes.

Assessment Due Date Week 10 Friday (22-Sep-2017) 11:45 PM AEST
Written assessment is due on Friday the 2You will2nd September at midnight.
Return Date to Students Week 12 Thursday (05-Oct-2017)
Written assessments will be returned to students on Thursday the 5th of October
Weighting 30%
Assessment Criteria

Criterion High Distinction Distinction Credit Pass High Fail Mid Fail Low Fail
Thesis Statement Thesis is clear and well developed. The thesis identifies the question and evaluates the relevance of the issues addressed. Thesis is well developed. The thesis mostly identifies the question and mostly evaluates the relevance of the issues addressed. Thesis is partially developed, but only superficially address the significance of the issues raised in the thesis statement. Thesis is generally underdeveloped and does not always directly address the significance or relevance of the issues raised in the thesis statement Thesis is underdeveloped and does not directly address the issues raised in the thesis statement Thesis merely paraphrases the assessment statement and never directly addresses the issues raised. No show
Analysis and supporting information Essay uses highly appropriate relevant information and facts to effectively analyse the effects specific techniques have impacted on the craft. Essay uses appropriate information and facts to sometimes effectively analyse the effects specific techniques have had on the craft. Essay uses some information and facts to analyse the effects different techniques have had on the craft Essay has limited supporting information and facts and only uses analysis sparingly Essay has little or no supporting information or facts and contains generalisations Essay contains no supporting information or facts and lacks any sense of anaysis No show
Organisation Essay is clearly organised with a logical structure that supports the analysis of the poser. Transitions are smooth and highly effective. Essay is often organised clearly with a structure that for the most part supports the analysis of the poser. Transitions are often smooth with some effect. Essay is organised but lacks consistency of structure which no always supports the poser..Limited analysis. Transitions are present but at times awkward. Essay is not well organised and the structure weakly supports the poser. Almost no analysis. Transitions are not used to good effect. Essay is badly organised and the structure is barely evident. Analysis is lacking.transitions virtually non existent. Essay has no organisation or structure. No effort has been made to analyse anything. No show
Sentence structure,grammar, and spelling. Sentences are well constructed and have varied structure and length. No errors in grammar, mechanics and or spelling. Most sentences are often well constructed and vary in structure and length. Very few grammatical or spelling errors. Sentences lack consistency of structure and mostly are the same in structure and length. Mostly correct use of grammar and spelling. Sentences are not well constructed and lack variety of structure and length. Many spelling and grammatical errors. Sentences are badly constructed and there is little or no evidence of variety. Incorrect spellling and use of grammar highly impedes communication Sentences sound awkward and are often repetitive. Mostly sentences are difficult to understand.Numerous spelling and grammatical mistakes. No show

Referencing Style Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Contextualise and perform using classical acting techniques

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy



2 Practical Assessment

Assessment Title Perform as a Roving Actor in a Commedia Dell Arte troupe.
Task Description

During the term you have been studying the theatrical form of the Commedia Dell Arte roving troupe. During class time, and in your own time, you will be required to develop two STOCK characters from the Commedia family. With guidance from your tutor, you and your company will then create Commedia Dell Arte scenes, utilising the stock characters you have created. You will also develop at least one lazzi and one burla.

You will

1. Develop two (2) stock characters from the Commedia Family.

2. Demonstrate the correct physical and vocalisation of your chosen characters.

3. Execute a lazzi and a burla.

This will be presented in an outdoor setting, such as the botanic gardens or similar.

Assessment Due Date Week 6 Thursday (24-Aug-2017) 11:00 AM AEST
This is a practical assessment and will occur in an outdoor setting during week 6 of second term 2017.
Return Date to Students Week 8 Thursday (07-Sep-2017)
The students will be assessed on their performance, and they will be advised of their critique an assessment during week 8 of second term 2017.
Weighting 35%
Assessment Criteria
High distinction Distinction Credit High Pass Medium Pass Low Pass
Development of stock Character You have developed a highly effective stock character with excellent nuances and detail highly appropriate for your characters choice. You have developed an effective stock character with appropriate nuances and detail for your character choice. You have developed a competent stock character with some effective nuances and detail.. You have created a simple stock character with little nuances and detail The character you have worked on lacks fully developed nuances and detail or technqiues for stock characters You have not applied any nuances or detail for stock characters
Use of verbal and non-verbal communication as well as use of Mask Excellent understanding of verbal and Non-verbal communication and the mask. Attention to Character detail highly effective You have developed a strong understanding of verbal and non-verbal communication. And the make Attention to character detail is effective You have a competent understanding of verbal and non-verbal communication and the mask. Some character detail if effective. You have limited knowledge of verbal and non-verbal communication and use of mask. You have little knowledge of verbal and no-verbal communication and the mask. You have no knowledge of verbal and non-verbal communication or the mask.
Use of lazzi and burla Highly effective use of lazzi and burla. Excellent giving of focus, supporting the story and working as a team. Effective use of lazzi and burla. Strong giving of focus, generally supporting the story and working as a team. Competent use of lazzi and burla. Competent focus giving often supporting the story and working as a team. You are limited in your use of lazzi and burla , and give little or no support to working as a team. You apply little or no evidence of lazzi or burla and you do not work effectively in a team. You have no understanding of lazzi or burla . You have no skills in team work
Theatre Etiquette and stagecraft Highly effective use of stagecraft enhancing the overall Performance. Excellent theatre etiquette, with astute attention to the detail of script, cues and working as an ensemble. Good use of stagecraft helping the overall performance. Good use of theatre etiquette, with attention to the detail of the script, cues and working as an ensemble. Competent use of stagecraft within the performance. Competent use of theatre etiquette, with some attention to the detail of the script, cues and working as an ensemble. You have limited understanding of stagecraft, and limited understanding of theatre etiquette and detail of the script. You have little understanding of stagecraft, and little understanding of theatre etiquette You have no understanding of stagecraft and no understanding of theatre etiquetts.
Referencing Style Harvard (author-date)
Submission Hard copy

This is a practical assessment, and will be viewed by at least two assessors.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Contextualise and perform using classical acting techniques

2. Use technical aspects of theatre including stage lighting, sound, and stage management to design a scene

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work



3 Practical Assessment

Assessment Title Perform a monologue and scenes from Shakespeare's Twelfth Night
Task Description

Throughout the term you have been studying the Elizabethan theatre style and the predominent writer of the time, Shakespeare. Within the context of a theatrical performance, you will present a monologue as well as scenes from Shakespeare's Twelfth Night.This will take the form of a performance potentially in a theatre or theatrical setting.

You will

1. Present a Shakespearean monologue, with focus on the Iambic pentameter of the piece. You will also present this in the classical style of a Shakespearean actor.

2. Perform in scenes from Shakespeares's Twelfth Night. You will develop character/s and learn the assigned text with the focus on being exact.

3. Present with vocalisation and physicalisation befitting a Shakespearean actor.

Assessment Due Date Review/Exam Week Friday (13-Oct-2017) 04:00 PM AEST
This practical assessment will take the form of a performance.
Return Date to Students Students critique and assessment will be given to them before the end of term.
Weighting 35%
Assessment Criteria
High distinction Distinction Credit High Pass Medium Pass Low Pass
Development of Shakespearean Character You have developed a highly effective Shakespearean character with excellent nuances and detail highly appropriate for your characters choice. You have developed an effective Shakespearean character with appropriate nuances and detail for your character choice. You have developed a competent Shakespearean character with some effective nuances and detail.. You have created a simple Shakespearean character with little nuances and detail The character you have worked on lacks fully developed nuances and detail or techniques for a Shakespearean character You have not applied any nuances or detail for a Shakespearean character
Use of Iambic pentameter Excellent understanding of the iambic pentameter. Attention to Character detail highly effective You have developed a strong understanding of the iambic pentameter. Attention to character detail is effective You have a competent understanding of the iambic pentameter . Some character detail is effective. You have limited knowledge of the iambic pentameter. You have little knowledge of the iambic pentameter. You have no knowledge of how the iambic pentameter works.
Use of Voice, body and focus. Highly effective use of voice and body. Excellent giving of focus, supporting the story and working as a team. Effective use of voice and body. Strong giving of focus, generally supporting the story and working as a team. Competent use of voice and body. Competent focus giving often supporting the story and working as a team. You are limited in your use of your voice and body, and give little or no support to working as a team. You apply little or no effort with the voice or body and you do not work effectively in a team. You have no understanding of how to use your voice or your body . You have no skills in team work.
Theatre Etiquette and stagecraft Highly effective use of stagecraft enhancing the overall Performance. Excellent theatre etiquette, with astute attention to the detail of script, cues and working as an ensemble. Good use of stagecraft helping the overall performance. Good use of theatre etiquette, with attention to the detail of the script, cues and working as an ensemble. Competent use of stagecraft within the performance. Competent use of theatre etiquette, with some attention to the detail of the script, cues and working as an ensemble. You have limited understanding of stagecraft, and limited understanding of theatre etiquette and detail of the script. You have little understanding of stagecraft, and little understanding of theatre etiquette You have no understanding of stagecraft and no understanding of theatre etiquetts.
Referencing Style Harvard (author-date)
Submission Hard copy

This is a practical assessment, and will be viewed by at least two assessors.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Use technical aspects of theatre including stage lighting, sound, and stage management to design a scene

3. Perform in a university production.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence




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