What is theatre? And what can it be? In this introductory course, we investigate the idea that while theatre is art, it also has consequences. Theatrical performance reflects, resists, and rewrites culture; it can (and does) perform the political by reimagining and transforming society. Through exciting examples of plays and productions from around the world, we investigate the history, politics, and aesthetics of theatre. We explore how the different components of theatre (from directing to acting, costume, and lighting design) come together to create powerful impact on stage. We read and discuss plays in class, see performances on stage, and hear from some of the Twin Cities?s most dynamic and committed artists. And we work on valuable writing skills that help us to deepen our understanding of theatre and communicate our insights to others. At the end of the class, we bring together everything we have been learning to make theatre in small groups. No previous theatre experience is needed.

A fundamental overview of acting that focuses on strengthening the vital connection between physical and vocal expression and uniting instinct and intellectual analysis. Classes focus on ensemble awareness, situation and script analysis, character development and dramaturgical skills. In this course students develop their ?acting instrument:? body, voice and imagination; they learn to make bold, specific choices in scripted and improvisational circumstances, they explore a range of physical and vocal expression, they develop the ability to respond and adapt to other performers onstage, and intensify their focus and presence in performance. Technique, theory and structured improvisation are incorporated with scene work and collaborative performance projects, offering an opportunity to assimilate the principles covered. The course explores scripted scenes and monologues as well as original-student generated work.

An introduction to techniques of creating and directing performance, this course introduces students to the multiple paradigms of creating new and scripted work. Students examine the shifting role of the playwright, actor, and director as primary creator, interpreter, collaborator, and interdisciplinary artist and their relationship to a variety of performance modes. Students will direct traditional scripted scenes and collaborate to devise new work, exploring acting, writing, directing, and design to create solo and group performances. This course may be taken concurrently with some upper division courses. Specific approach may vary by instructor.

Introduction to Design for the Theatre explores the collaborative process of theatre making with a focus on theatrical design. Students will investigate scenic, costume, lighting, and sound design in an active environment through lectures, discussions, reading assignments, writing exercises, workshops, and experiential projects. This course aims to challenge students as creative thinkers and problem solvers along with preparing them for a future as collaborative theatre makers.

What does it mean to represent? By focusing on a critical examination of this and similar questions, this course will investigate how performance events from the Ancient Greece to the French Revolution are brought to our attention, how they are made worthy of notice, and how they are rationalized as significant for theatre and performance history. By studying the theories of the Western origins of theatre and drama, the censoring of creative activities in the Ancient Rome or in the Renaissance England, the appearance of female actors and playwrights in Restoration, and the fashioning of a new economic type the eighteenth century, this course will ask: what are the consequences today of using or promoting these and not other representational practices?

?Dare to Think? is the motto for a critical examination of representational practices from the Age of Enlightenment until the Postmodern Condition today. We will discuss how theatre makers and thinkers responded to this call by offering playtexts and performance practices which challenged mainstream theatre in the era of the revolutions in time and space?Naturalism, Symbolism, Futurism, Dada, Surrealism; Agit-Prop, Theatre of the Oppressed, Theatre for Social Change; Black, Feminist, Queer Theatres; and Pixelated Revolutions. We will investigate histories, politics, and aesthetics of theatre and performance in a variety of cultural and ideological contexts. While reviewing these representational practices, which materialize as play-texts, performances, theatre architecture, theatre rebellions and regulations, theoretical writings, etc., we will discuss how they were produced, given intelligibility, and disseminated. One may ask: what are the consequences of using or promoting these and not other representational practices? How are performance events brought to our attention by the past and present imaginations? How are they made worthy of notice are rationalized as significant for theatre history.

This course trains students in the analysis of dramatic literature and develops their research skills in theatre studies, helping them understand plays within their contexts of origin and production. Taking a single theme (ex. madness, or death and mourning) the class brings together contemporary and historical plays from around the world, exploring how theatre offers a unique site to stage differences, understand marginalized experiences, and imagine alternative visions of the world. Assignments break down the writing process into its component parts, and guide students in developing a sustained interpretation of a play of their choice.

This course is for the student to gain more experience, develop new skills, or possibly hone current ones through practical application in the Theatre Arts Shops. Students will complete hours in the Scenery/Properties shop, Costume Shop, Sound/Media Lab, or Light Lab throughout the semester. Registration in TH 3100 is also available for students using show hours to serve in a production capacity on a main stage show, such as technical direction or master electrician.

This course explores the role of the scenic designer in imagining theatre in space and time. We will shape the arena of dialogue between performer and audience. We will propel action through spatial composition. We will make concrete the tensions and conflicts of the play. We will investigate the composition of emotional and visual space of the theatre. We will communicate ideas by honing skills of drawing, drafting, rendering, modeling, and presentation.

Costume design process, including, researching, script analysis, the costume designer's role throughout the production process, and design problems. prereq: TH 3571

Principles and processes in lighting design and lighting technology. Collaborative process of the lighting designer through individual and group projects in a theater, including script analysis and visual literacy through sketching, drafting, and light lab projects. Individual and group projects in composition, color theory, instrumentation, control (dimming), and programming as they apply to theater, opera, and dance.

This course is constructed to help each student experience the processes of theater production by working hands-on with production technologies & methodologies. Students will be divided into three teams for the entire semester which will move through several production disciplines & instructors; Scenic, Costumes, & Lighting in rotations of eight class sessions each, and Audio for two class sessions. These classroom projects are reinforced with 4 hours per week of Lab [ practical application and practice ] in one of the shops. We will explore the interrelationship of Production Practice through three key elements; Production Processes & Modes of Communication - [ Visual, Narrative, Data Sets ]. Production Space Systems & Equipment - [ Large Tools, Permanent Infrastructure, Auxiliary/ Temporary Infrastructure ]. Production Skills & Techniques - [ Small Tools, Proprietary Theater Equipment, Construction/ Installation Techniques ].

TH4901 is the prerequisite course for the Senior Capstone Project required for graduation by the College of Liberal Arts. Students will propose, refine, and plan their Capstone project through a structured feedback process and in close dialogue with an assigned faculty mentor. Projects may be connected to creative collaborative production as long as they go above and beyond basic requirements for participation. Projects may take of the form of, but are not limited to: a research paper, an internship with an arts organization, creation of an original work ? play, dance, lighting, set design, sound score, etc., advanced technical position on a production, grant writing, portfolio development and presentation, educational curriculum development, film, and/or software projects. A faculty adviser will serve as a resource in the proposal development stage, advise on the progress of the research and planning and evaluate its effectiveness and quality. Ideally this course will serve as the planning phase for the ?Capstone? college experience, bringing together several years of coursework and productions in theatre arts and dance in order to prepare you for life and work after departing the University of Minnesota