27.09.21 Understanding Performance - Introduction
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This document introduces a university unit on performance. It outlines the unit aims which are to provide a historical overview of key ideas in the performing arts, challenge students with questions about the arts, and help students develop critical thinking skills. It details what topics will be covered each week, including historic eras like Classicism and Modernism. It also provides the learning outcomes, assessment details, and due dates for students to understand the unit and how they will be evaluated.
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This document provides guidance on creating a timeline for Assessment 1 of the Understanding Performance course. It includes the following details:
- The assessment asks students to create a timeline including a minimum of 8 practitioners, with 2 from each major era of performance from Classicism to Post-Modernism.
- The document outlines a 4-step process for constructing the timeline: 1) researching key practitioners and eras, 2) noting details about selected practitioners, 3) arranging practitioners chronologically on the timeline, and 4) labeling the era each practitioner is associated with through color-coding or a key.
- Additional homework involves asking teachers for recommendations on important practitioners to include in the history of theatre and dance.
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Unit: PAE001-1 Practising Ideas: Approaches to Theory
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This document provides an overview and instructions for an assessment in an Understanding Performance course. The assessment requires students to compile a portfolio with 5 parts: 1) a 500-word commentary on a provided quotation, 2) a 500-word summary of an assigned article, 3) a 1000-word close analysis of a selected performance text, 4) a timeline of at least 8 practitioners across different eras, and 5) an annotated bibliography of at least 5 sources from the postmodern era. The portfolio forms 100% of the unit grade and will be evaluated based on demonstration of knowledge, independent research, and academic writing skills.
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Lecturer: Joel Hollander, Ph.D.
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Location: Whitten Learning Center (LC) 130
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Lecturer: Joel Hollander, Ph.D.
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Location: Whitten Learning Center (LC) 130
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VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department.docx
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department of Arts, Culture and Media | Studio
1 of 10
Course Outline
Course: FOUNDATION STUDIES in STUDIO
Course Number: VPSA62H3
Co-requisite: VPSA63H3 (But Why is it Art?)
Class Hours: Tuesday 2pm – 5pm
Lecturer: Professor Tanya Mars
Office: AA324
Office hours: Tuesday, 11am to 1pm or by appointment
Email: [email protected]
Foundation Studies in Studio is an introduction to the importance of content and context in the making of contemporary
art. You will be expected to draw on a variety of methods/practices and to mine your own experiences to create works.
Readings, presentations, gallery visits and class discussions will provide a foundation for your investigations.
Along with content/context and methods/practice, the goals of this course are to challenge your preconceptions about art;
to help you develop a rigorous, independent work ethic; and to teach you to develop a critical eye and a sophisticated art
vocabulary. You will be given a series of projects that are designed to challenge you and your imagination. Finding
creative solutions to these projects may take more time and thought than you are accustomed to putting into art projects.
You will not be given examples of how to solve assignments because the point is to learn how to find your own solutions
to the problems. Don’t panic. Open your mind. Learn to take chances. Learn to experiment. Be sure to remember to
use library resources, as well as the Internet to do research. Foundation Studies in Studio is intended to prepare you for
further study in Studio.
Important Dates
Project 1: Modular Material September 22
Project 2: Text as Image/Language as Art October 20
Project 3: Site-specific Art November 10
Project 4: Performance Art (For One) December 1
Quiz on the reading “Art and Difficulty” October 27
Field Trip October 6
Draft of Critical Response October 27
Critical Response November 17
Research Assignment 1 September 15
Research Assignment 2 October 20
Research Assignment 3 November 10
Research Assignment 4 November 24
Research Notebook December 1
Grading Scheme
Modular Material 15%
Text as Image/Language as Art 15%
Site 15%
Performance 15%
Quiz 5%
Critical Writing 10%
Research Notebook 10%
Fabrication Studio Lab Service 2%
Participation/Development 13%
100%
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department of Arts, Culture and Media | Studio
2 of 10
Grading Scale
For grading scales and an explanation of what grades mean, please refer to the Academic Handbook available on line at
the U of T website.
What is your mark based on?
A mark will be given to you for each project after it is critiqued. Work not critiqued in class will not be graded. Critical
writing and quizzes will be marked in a timely fashion. Marks are based on adherence to project parameters, clarity of
concept and effect ...
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CCA182Syllabus326 Update
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Hum2220 sp2015 syllabus
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Arh1000 sp2018 syllabus
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Ss Dept Chairs Meeting 12 11
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G8_DLL_ARTS_Q2.doc
1) The document outlines the objectives, content, learning resources, and procedures for an arts lesson on the arts of East Asia, focusing on China, Japan, and Korea.
2) The lesson objectives are to analyze elements and principles of art in East Asian cultures and create artworks showing characteristic elements of East Asian arts.
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Timetable Meeting
The document outlines the agenda and discussion topics for a meeting focused on developing timetable models and identifying objectives for an educational program. It includes discussions around organizing student learning into strands, courses, modules and other structures over time periods like semesters and years. Examples of possible timetable structures are provided for different learning areas like English. The group will look at accommodating student and teacher needs, as well as flexibility, measurable outcomes and other factors to consider in the timetable models.
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docx
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
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VISUAL ANALYSIS PAPER One of the more traditional as.docx
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VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department.docx
VPSA62H3 Foundation Studies in Studio • Fall 2015 • Department.docx
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This document provides guidance on analyzing performance works from a postmodern perspective through a semiotic lens. It discusses key postmodern concepts like pastiche and nonlinear narrative. It recommends closely watching a work multiple times and noting the signifiers in performer, movement, sound, and space and their relationships to signified concepts. Analyses should describe a key moment, the signs present, and how they link to interpretations of postmodern stylistic features like juxtaposition or how sign systems work together or in disjunction. The document provides models for developing a paragraph analysis of how a work exemplifies postmodern concepts through its use of signs.
21.03.22 Observations, experiments and PaR
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
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27.09.21 Understanding Performance - Introduction
- 1. Introduction to the unit by Louise Douse Week 1 Understanding Performance
- 2. Who? Week 1 Understanding Performance Louise Douse Unit Coordinator & Dance SeminarTutor Tasneem Ramadan Acting SeminarTutor Professional & Academic Development PADTutors Study Hub Online
- 3. Task – 1 minute Why do you love the performing arts? Week 1 Understanding Performance
- 4. Unit Aims To offer you a broad historical overview of key ideas and practices common to all (Western) arts subjects To challenge you with fundamental questions concerning status, value and interpretation of the arts To encourage you to identify, compare and relate key concepts from performances to their historical periods. To enable you to develop a set of study skills including critical thinking, specific to your chosen subject Week 1 Understanding Performance
- 5. Why? Almost everything we do carries a historical dimension – each step in the ballet class is imbued with centuries of tradition and change; each choreographic strategy rests on acceptance or rejection of others, whether formed years ago or yesterday. History is, therefore, woven into all our studies. Alexandra Carter, DanceTheorist I want theatre to reflect society as it really is, and to boldly imagine ways it might change. I don’t want it stuck in the past, and I don’t want it to treat me as though I don’t exist. Samantha Ellis, Playwright Week 1 Understanding Performance
- 6. Learning Outcomes 1. Demonstrate the following knowledge and understanding: Outline key historical debates that underpin creative practices and their application in the analysis of key performance texts. 2.Demonstrate the following skills and abilities: Research theories and texts and present your understanding in appropriate academic formats demonstrating use of IT and knowledge of requirements for academic writing, presentation, citation and referencing. Week 1 Understanding Performance
- 7. How? How will you be taught and how will you get the most out of it? Week 1 Understanding Performance Lectures Seminars Tutorials PAL Independent Study
- 8. What? Date Topic 27/09/21 Introduction 04/10/21 Timeline 11/10/21 Classicism 18/10/21 Commentary on a quote 25/11/21 Romanticism 01/11/21 Summary of an article 08/11/21 Modernism 15/11/21 Close analysis Date Topic 22/11/21 Post-Modernism 29/11/21 Annotated bibliography 06/12/21 Re-Cap 13/12/21 Re-Cap Christmas Break 03/01/22 Assessment Due: Friday 7th January 2022 @10am Week 1 Understanding Performance
- 9. When? Assessment 1 – Portfolio Friday 7th January 2022 @10am via BREO Assessment deadlines Week 1 Understanding Performance
- 10. Assessment 1 a) Commentary on a quote b) Summary of an article c) Close analysis d)Timeline e) Annotated bibliography Portfolio Week 1 Understanding Performance
- 11. Bibliography Guided Learning: Cottrell, S. (2013) ‘Success as a student’ in The study skills handbook. Basingstoke: Palgrave Macmillan, pp. 9-34. Suggestions for Independent Learning: Do a study skills audit and book onto some PAD workshops.Visit the library for more information. Dance specific resources: Au, S. (2012) Ballet and modern dance. 3rd ed. London, NewYork:Thames and Hudson. Carter, A. (ed.) (1998) The Routledge dance studies reader. London: Routledge. Performing Arts specific resources: Bial, H. (ed.) (2004) The performance studies reader. London: Routledge. Zarrilli, P., Sorgenfrei, C., andWilliamson, G. (2006) Theatre histories: an introduction. NewYork: Routledge. Theatre/Acting specific resources: Bial, H. (ed.) (2004) The performance studies reader. London: Routledge. Lennard, J. and Luckhurst, M. (2002) The drama handbook: a guide to reading plays. Oxford: Oxford University Press Week 1 Understanding Performance