1

Theatre 154: Introduction to Black Drama and Theatre

Fall 2007

Class: Tues. and Thurs. from 9:35 – 10:50 a.m.

CentennialWestBuilding, Classroom 308

Professor: Leslie Sloan Orr, Ph.D.Office Hours: Tues./Thurs. 11 to 12:30 p.m.

Phones: (309) 438-2895 (Work)(All other times by appointment)

Email: ffice: CentennialEastBuilding, Rm. 113

Website:

COURSE OBJECTIVES: This course surveys the history of black theatre in America from Slavery to the present day. The course also examines the major works of African-American playwrights Lorraine Hansberry, George C. Wolfe, Ntozake Shange and August Wilson for structure (theme, plot, character, action), as well as the social and political environment of the plays in their time. The objective of the course is to encourage a lifelong appreciation of the history and traditions of good Black Drama and Theatre; to inspire the student through the artistic achievements of African Americans; and to develop critical thinking and writing skills as group members and on an individual basis.

REQUIRED COURSE TEXTS:

A Raisin in the Sun by Lorraine Hansberry

The ColoredMuseum by George C. Wolfe

The Piano Lesson by August Wilson

For Colored Girls who have Considered Suicide when the Rainbow is Enuf

by Ntozake Shange

Reading Contemporary African American Drama: Fragments of History,

Fragments of Self by Trudier Harris, Editor

SUGGESTED TEXT READINGS:

African American Performance and Theory History
Blue Prints for a Black Theatre

Black Premise and Presentation by Carlton W. and Barbara J. Molette

45 Black Plays by Black Americans 1847-1974 by James V. Hatch and Ted ShineBlack TheatreUSA Plays by African Americans: The Early period 1847-1938

by James V. Hatch and Ted Shine

Black Theatre USA The Recent Pferiod: 1935 – Today by James V. Hatch

and Ted Shine

Black Theatre Anthology by Woodie King Jr.

The Theatre of Black Americans by Errol Hill

COURSE REQUIREMENTS

1. At least 3 three-page reaction papers/essays to plays and articles 15 points

2. At least 3 exams15 points

3. Mid-TermExam15 points

4. Final Exam15 points

5. First Group five-page research paper with annotative bibliography10 points

6. First Oral Presentation10 points

7. Second Groupten-page research paper with annotative bibliography10 points

8. Class Participation (In-class group scene work/acting) 5 points

9. At least 5 one-minute papers (In-class writing assignments) 5 points

Total 100 points

Grading Rubric for Black Drama

Organization, Cohesion & Clarity

A / Excellent –Very Good / Has fully anticipated reader needs; ideas are sequenced with clear transitions;each paragraph has clear purpose/focus; fluid writing; a pleasure to read
B / Good --Adequate / Has anticipated most reader needs in organizing and presenting ideas; main ideas stand out, but sequencing of ideas sometimes choppy or disconnected; reader may have difficulty following flow of ideas at times; occasional lapses in meaning
C / Fair – Poor / Has anticipated few reader needs in organizing and presenting information; ideas frequently confused and/or disconnected; reader frequently has difficulty “getting the point” of message as communicated; ideas lack sufficient specificity to make point clear
D / Needs lots of work / Shows little awareness of reader needs; logical organization absent; lack of transitions; vague or ambiguous

Depth, Elaboration & Development

A / Excellent –Very Good / Takes the topic seriously by demonstrating careful & enthusiastic consideration of perspectives; distinguishes subtle differences among perspectives; says something right that would not be obvious to the casual observer
B / Good --Adequate / Competent, purposeful consideration of perspectives with sufficient support and detail to fully expand the idea
C / Fair – Poor / Agrees quickly with one perspective and never reflects on possible drawbacks to this perspective, lacking in self-reflection
D / Needs lots of work / Insufficient development of any perspective; minimal support for ideas; grazes the surface

Argument Strength & Logical Consistency

A / Excellent –Very Good / Offers a strong argument that does not contradict itself; plausible basic premises and no obvious loopholes; addresses potential reasonable objections; states value and descriptive assumptions
B / Good --Adequate / Competent argument that may contain a small problem (e.g., contradiction or descriptive assumption that does not affect overall value of argument); may attempt to deal with potential objections but do so poorly (e.g., chooses an objection that is clearly a statement)
C / Fair – Poor / Offers an argument that is one-sided or destroys itself by claiming “every opinion is legitimate”; contains contradictions that impair the argument
D / Needs lots of work / Lack of argument; states a conclusion without supporting premises; conclusion so broad that reader asks, “so what?”

Grammar, punctuation, spelling, proper citation of sources

A / Excellent –Very Good / Sophisticated language choices (vocabulary, sentence structures); few or no faults with respect to spelling, punctuation, capitalization; all sources are properly cited; immaculate presentation
B / Good --Adequate / Appropriate language choices; occasional faults in spelling, punctuation, capitalization; citation of sources contains errors in form; adequate presentation
C / Fair – Poor / Some language choices inappropriate to topic & purpose (use of “casual speech” markers, such as “well”); simple vocabulary; frequent errors in spelling, punctuation, capitalization; citation of sources inadequate (not enough sources, insufficiently documented, or too many citations); messy presentation
D / Needs lots of work / Language choices often inappropriate to topic & purpose; use of “casual speech” throughout; persistent errors in spelling, punctuation, capitalization; sources are not cited, or approaches plagiarism by borrowing too much language from a source (Plagiarism is sufficient to minimally require a re-write before a grade can be assigned, but may result in a grade of “F”.)

TOTAL

/ Comments:

NOTE:

The class will be divided into five groups with six students per group.

ATTENDANCE:

Your presence is needed in class, and your absence will be felt in classroom discussions and responses. Therefore, any absences will be assessed as follows: You are allowed to miss up to three days without penalty; however you cannot miss days during student presentation or when we have a scheduled guest for class. Unexcused absences will reduce your final grade by one mark. Thus, if your final grade is an “A,” four unexcused absences will reduce your grade to an “F.” Other than this, any absence that is excusable must be accompanied by a doctor’s note or other official excuse. Excessive and repetitive lateness (three) will also constitute one or more absences. There will be no exception to this policy. While this attendance policy may sound harsh, it is for y/our benefit, as the classroom is our communal learning environment.

ACADEMIC DISHONESTY:

Plagiarism is a serious academic offense; it constitutes theft and dishonesty! Plagiarism means to “steal or pass off as one’s own ideas, words expressions of someone else without giving due credit.” Needless to say, it includes purchasing papers off the Internet. Do not plagiarize! When in doubt, use a citation or see your professor.

WRITING ASSIGNMENTS:

1. Your primary written work will be two group researched paper with annotative bibliographies.

2. For the first group research paper, you will investigate W.E.B. DuBois’ Black Theatre Characteristics and the popular Chitlin’ Theatre Circuit to determine if Chitlin’ Theatre is aesthetically good theatre. This five-page research paper isdue mid-semester (Please see class schedule.) Additionally, your group will engage in a 30-minute oral presentation that must highlight your research findings. (See Group Reports/Oral Presentations below.)

3. For the second group research paper – keeping W.E.B. DuBosis’ Black Theatre Characteristics in mind – you will investigate the August Wilson and Robert Brustein famous debate to determine if Black Theatre must be produced by Black people to be considered good Black theatre. This second group research paper must be at least 10 pages long and is due near the end of the semester. (Please see class schedule.) Additionally, your group will engage in a one-hour oral presentation that must highlight your research findings. (See Group Reports/Oral Presentations below.)

4. The first primary research paper must contain no fewer than five references. The second primary research paper must contain no fewer than 10 references. The references for both research papers must be cited in the text and listed in the reference section. Only one website can be used as a reference. A citation is a quotation or statement in the outline that is from a source listed in the bibliography.

5. An annotative bibliography is also required for both primary research papers.

6. All primary writing assignments (research papers) must have a cover page with all group members’ names, the name of the course, and the time of day the class meets, as I am teaching two Introduction to Black Drama courses this semester.

7. These primary research papers are to be typed, double-spaced, and font 12 point (pica size). I will not accept any papers that are not typed. These research papers will be collected at the beginning of the classperiod that they are due(See class schedule). Work handed in late will be marked off one letter grade per day (not per class period). This means after 4 days, the work will automatically be graded and recorded as an “F.”

8. A page, in these primary research papers, should have no more than a one-inch margin around the text. Note: You can always turn in drafts for instructor comment as long as the research paper is submitted at least 10(TEN) class periods before it is due.

Essays/Reaction Papers

  1. Each student will write three (3) three-page essay/reaction papers on required

written plays, films, televisions programs, guest speakers, etc. For each

essay/reaction paper, you will be given a handout of questions from which you

will choose ONE essay question to examine for the three required pages.

  1. For the three-page essay/reaction papers, each paper should contain a single, clear, central point (which appears in the first paragraph) to which everything in the paper is related. A paper should combine 1) authoritative (cited) statements on the topic with 2) your insights about the topic and with 3) illustrative material from the class. To support your comments, use specific references or passages from the play(BUT NOT LONG QUOTES). These papers are to be personalized, that is – they are not to be “book reports” on some topic, but must reflect some thought and personality of the writer. I want you to think!
  1. A page should have no more than a one-inch margin around the text. Each paper should be typed and double-spaced. Handwritten papers will not be accepted. You must complete all of the required essays/reaction papers. Note: You can always turn in drafts for instructor comment as long as the paper is submitted at least 5(FIVE) class periods before it is due.
  1. All reaction/essay papers must have a cover page with your name, the name of the course, and the time of day the class meets, as I am teaching two Introduction to Black Drama courses this semester.

One-Minute Papers – (In-class writing assignment)

  1. Each student will write at least five (5) one-minute papers on required plays’ themes, films, televisions programs, guest speakers, etc. These one-minute papers will be written in class.
  1. These one-minute papers are to be personalized, that is – they are not to be “book reports” on some topic, but must reflect some thought and personality of the writer. I want you to think!

Group In-Class Scene Work/Acting for Discussion of Assigned Plays:

  1. For each assigned play that is required for reaction/essay papers, there will bein-class discussion. One or two groups will be required to present a scene from the play. Group members should rehearse the scene from the play at least one hour outside of class. It is the group’s responsibility to allocate rehearsal time for the successful performance of the scene.(See the class schedule for group assignment, and please be prepared to participate.)
  1. For each assigned play that is required for reaction/essay papers, there will be in-class discussion and one or two groups will be required to lead the class discussion. (See the class schedule for group assignment, and please be prepared to participate.)

GROUP WORK (Research papers and oral presentations):

1st Group Reports/Oral Presentations –

A). The Chitlin’ Theatre Circuit (Plays, TV Shows (Sitcoms) and Films

B). W.E.B. DuBois’ Black Theatre Characteristics

  1. For this 30-minute oral presentation, your group will closely investigate W.E.B. DuBois’ Black Theatre Characteristics and other writings (articles, journals, books, etc.) to determine the characteristics of good Black Theatre.
  1. For this 30-minute oral presentation, your group will be assigned a Black play, TV show (Sitcom), or film from the Chitlin’ Theatre Circuit to determine if it is aesthetically pleasing, good Black Theatre.
  1. Your group will record its findings in a five-page research paper with annotative bibliography to be given to the professor at the beginning of the class period that the oral presentation is scheduled. (During the oral presentation, each group is to summarize its research findings and not merely read from your paper.)
  1. It is the group’s responsibility to allocate library time toward research to complete the assignment.
  1. Your group should present a five minute scene from the play, TV show (sitcom) or film. (You may be unable to obtain a written script of TV shows and films. Therefore, you may need to record the shows, so that you can use the videotape as text for rehearsal.)
  1. Group members should rehearse the scene from the play, TV show (sitcom) or film at least two hours for the oral presentation. It is the group’s responsibility to allocate rehearsal time for the successful performance of the scene.
  1. Feel free to discuss your progress with the instructor at any time. However, you must report your progress to the instructor at least two weeks before your group presentation is due. (See class schedule for dates).
  1. Distribute to the class: a) a one-page outline of your research paper and oral presentation.

2ndGroup Reports/Oral Presentations –

A). August Wilson and Robert Brustein famous debate

B). W.E.B. DuBois’ Black Theatre Characteristics

  1. For this one-hour oral presentation, your group will closely investigate the August Wilson and Robert Brustein famous debate to determine if Black Theatre must be produced by Black people to be considered good Black theatre.
  1. For this one-hour oral presentation, your group will revisit W.E.B. DuBois’ Black Theatre Characteristics and broaden its knowledge with a new set of writings (articles, journals, books, etc.) to determine the characteristics of good Black Theatre. (The sources must not be a duplication of the ones used for the first oral presentation and research paper.)
  1. For this one-hour oral presentation, your group will be assigned an August Wilson play in an attempt to determine if Black Theatre must be produced by Black people to be considered good Black theatre.
  1. Your group will record its findings in a 10-page research paper with annotative bibliography to be given to the professor at the beginning of the class period that the oral presentation is scheduled. (During the oral presentation, each group is to summarize its research findings and not merely read from your paper.)
  1. It is the group’s responsibility to allocate library time toward research to complete the assignment.
  1. Your group should present a 10-minute scene from the August Wilson play
  1. Group members should rehearse the scene from the Wilsonplay at least three to four hours for the oral presentation. It is the group’s responsibility to allocate rehearsal time for the successful performance of the scene.
  1. Feel free to discuss your progress with the instructor at any time. However, you must report your progress to the instructor at least two weeks before your group presentation is due. (See class schedule for dates).
  1. Distribute to the class: a) a two-page outline of your research paper and oral presentation.

Rubric (Guideline) for

One-hour Final Oral Presentations

  1. REQUIRED10-minute dramatic piece from the play
  2. 10-minute section of a video about the playwright, play or historical background information (optional); or
  3. 10-minute segment of a musical piece (Tape recorders and CD players are not provided. (optional))
  4. Overhead projector can be provided if requested two days in advance of presentation (optional).

E. Poster display (optional).

  1. Play’s production history – (One person).
  1. Brief synopsis/analysesofplay/characters focusing on W.E.B. DuBosis Black Theatre Characteristics – (Entire Group).
  1. Major themes/issues of play (Entire Group)
  1. Stereotypes – (One or two people)
  1. Political, economic, and sociological climate of the times in which the play is set – (Entire Group).

Topics that can be covered during the presentation depending on your play:

  1. World War II
  2. The Civil Rights Act/Movement
  3. Black Disenfranchisement
  4. Lynching
  5. Jim Crow Laws
  6. The Black church/the Black preacher
  7. Northern immigration
  8. The Great Migration
  9. Segregated housing
  10. Employment discrimination
  11. The urban ghetto
  12. The rural South
  13. The Harlem Renaissance
  14. The Black middle-class/the Black Bourgeoisie
  15. Education (The miseducation of poor Blacks)
  16. Decline of Negro males as family providers
  17. Segregated housing
  18. School segregation

Full-Length Play Assignment

(2ndGroup Reports/Oral Presentations)

Group 1: August Wilson’s Joe Turner’s Come and Gone

Group Members:

1. Brister,

2. Calmes,

3. Chamberlain,

4. Chapman,

5. Chuamsakul,

6. Cooper,

Group 2: August Wilson’s Ma Rainey’s Black Bottom

Group Members:

1. Enright,

2. Hollinshead,

3. Huette,