Course Syllabus

Script Analysis

Spring 2022

Instructor Contact

• Instructor: Elizabeth Brendel Horn
• Office Location: PAC T214
• Virtual Office Location
• Office Hours Scheduler
• Email

 

Course Information

• Course Name: Script Analysis
• Course ID & Section: THE 2305 Section 0M01
• Credit Hours: 3.0
• Semester/Year: Spring 2022
• Location: PAC M0263
• Class time: Tuesdays 11:30 am - 12:50pm 
• Course Zoom: https://ucf.zoom.us/j/8149056954 (Meeting ID: 814 905 6954)

 

Course Description and Objectives

Class Notes:

 This class is a mixed-mode class, and requires both classroom attendance and asynchronous online activity in place of some classroom meetings.

Catalog Description:

Exploration of dramatic form with focus on playscripts for productions.

Overview:

Through this course, students will develop the ability to deepen one’s understanding of a dramatic text through close reading and analysis. Students will explore how various roles within theatre (technician, director, and actor) may be strengthened through careful and purposeful script analysis. This course holds a rigorous standard for communication, adherence to deadlines, and student engagement with the objective of preparing students for professional careers in the arts.

Prerequisite:

There are no prerequisite course requirements for this class. It is expected that students have a basic knowledge of theatre and literary analysis (how to read a play, plot elements, and a general understanding of the roles of performers, directors, and designers in a theatre production).

Objectives:

• Organize a script according to the theatrical elements of given circumstances, character, setting, and structure.
• Articulate script analysis in group discussion and written analysis.
• Connect script analysis to professional theatre careers.
• Apply script analysis in the performance of a dramatic text.

 

Required Texts

Textbooks:

None (embedded in course)

Texts Studied:

NOTE: Please bring the play we are studying to class every session. You can purchase a hard copy, or have it available on a laptop or tablet.

All plays studied in this class are embedded into Webcourses, or can be found electronically through logging onto the UCF Libraries system. If you prefer, you may purchase hard copies of any of the scripts (with the exception of "Pipe Dream," which is not available in hard copy):

1. Pipe Dream by Judy Lee Oliva

2. Intimate Apparel by Lynn Nottage, published by Dramatists

3. China Doll (The Imagined Life of an American Actress) by Elizabeth Wong, published by Dramatic Publishing

4. Wedding Band by Alice Childress, published by Concord Theatricals

5. Yemaya's Belly by Quiara Alegría Hudes, published by Dramatic Publishing

 

Course Requirements

During this course, you will:

In Person:

• Participate in full class discussions
• Participate in breakout group discussions and exercises
• Complete Personal, Professional, and Performative Connection assignments (Note: If you are unable to attend a class session, you may complete the alternate assignments posted in Webcourses for full credit by the due date.)
• Present a final group project

Asynchronously:

• Study all module content
• Participate in discussion posts
• Complete Template and Essay Response assignments

 

Missed Assignments/Re-Dos

All assignments are due via Webcourses on Sundays at 11:59pm unless otherwise specified.

Once late work is submitted, it will receive an automatic 10% deduction for each day it is late. After five days, the total possible points will be no greater than 50%. No late assignments will be accepted after the last day of class sessions Monday, April 25th at 11:59pm. The timestamp on Webcourses will be used for online assignments. Please schedule an appointment with me if you are struggling to keep up.

Any assignment that has been previously submitted may be revised and resubmitted one additional time to redeem points until the April 25th deadline. Please note that any initial late work penalty will still apply to the second submission.

 

Evaluation and Grading

*There is no extra credit in this course.

Final grades are calculated as follows:

Letter Grade	Points
A	94 – 100 points
A-	90 – 93.99 points
B+	87 – 89.99 points
B	84 – 86.99 points
B-	80 – 83.99 points
C+	77 – 79.99 points
C	74 – 76.99 points
C-	70 – 73.99 points
D+	67 – 69.99 points
D	64 – 66.99 points
D-	61 – 63.99 points
F	60.99 and below

 

Webcourses

Webcourses is an online course management system (accessed through my.ucf.edu and then the "Online Course Tools" tab) which will be used as a medium for turning in assignments. My recommendation is to check Webcourses every 2-3 days for updates from your teammates or myself.

 

Attendance

1. Attendance will be taken for class sessions. Students may Zoom into class with permission and on a limited basis. 
2. If you fall ill, have a death in the family, need access to technology, or have any other issues that arise, please contact me immediately so that we can discuss your options.
3. If you miss a class session, you will be required to independently complete the assignments (Personal Connection, Professional Connection, and/or Performative Connection) that were completed during class time. Sessions will be recorded and available for all students to access. Please also connect with a peer to see what you missed, as I will not spend class time repeating information.

 

Gordon Rule

This is a Gordon Rule class. Your four Essay Responses will serve to fulfill the Gordon Rule Requirement. Your writing will be evaluated based upon college level writing. The University of Central Florida’s definition of “College-Level Writing” is as follows:

1. The writing will have a clearly defined central idea or thesis.

2. It will provide adequate support for that idea.

3. It will be organized clearly and logically.

4. It will show awareness of the conventions of standard written English.

5. It will be formatted or presented in an appropriate way.

 

Active Learning

Our collective learning experience will be dependent upon critical thinking, collaboration, and student engagement through an instructional strategy known as Active Learning. The UCF Faculty Center for Teaching and Learning defines Active Learning as “a student-centered model that allows students to experiment with ideas, to develop concepts, and to integrate concepts into systems.” Examples of active learning in our class might include engagement in group discussions, small group work, peer review, presentations, student-led facilitation, and experiential sharing. Collectively, we will strive for a collaborative environment that is collegial, where each voice is equally valued and respected; that is student-driven and problem-centered; and one in which we are all actively engaged in the learning process.

 

Disclaimer

Studying theatre inherently opens up a wide variety of topics. Topics explored in the plays read in class may include, but are not limited to: profanity, sex, violence, death, addiction, suicide, abortion, substance abuse, incest, race, and religious commentary. Please see me if you have any concerns about class materials and we will discuss possibilities for an alternative assignment.

In order to maturely discuss these topics, class discussions must be held in a respectful and professional manner. This means we are accepting of all thoughts and opinions, even if they differ from our own, and refrain from sarcasm, put downs, foul language, discrimination, microaggressions, and hate speech. Every voice has value, and every perspective contributes to a richer discussion.

 

Academic Integrity

Students should familiarize themselves with UCF’s Rules of Conduct. According to Section 1, “Academic Misconduct,” students are prohibited from engaging in

1. Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
2. Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
4. Falsifying or misrepresenting the student’s own academic work.
5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
7. Helping another violate academic behavior standards.
8. Soliciting assistance with academic coursework and/or degree requirements.

Responses to Academic Dishonesty, Plagiarism, or Cheating

Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to disciplinary warning, disciplinary probation, or deferred suspension or separation from the University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript.

Being found in violation of academic conduct standards could result in a student having to disclose such behavior on a graduate school application, being removed from a leadership position within a student organization, the recipient of scholarships, participation in University activities such as study abroad, internships, etc.

Let’s avoid all of this by demonstrating values of honesty, trust, and integrity. No grade is worth compromising your integrity and moving your moral compass. Stay true to doing the right thing: take the zero, not a shortcut.

 

Disability Statement

It is my goal that this class be an accessible and welcoming experience for all students, including those with disabilities that may impact learning in this class. If anyone believes the design of this course poses barriers to effectively participating and/or demonstrating learning in this course, please meet with me (with or without a Student Accessibility Services (SAS) accommodation letter) to discuss reasonable options or adjustments. During our discussion, I may suggest the possibility/necessity of your contacting SAS (Ferrell Commons 185; 407-823-2371) to talk about academic accommodations. You are welcome to talk to me at any point in the semester about course design concerns, but it is always best if we can talk at least one week prior to the need for any modifications.

 

Policy on Children in Class

Parents and caregivers deserve access to education. Currently, the university does not have a formal policy on children in the classroom. The policy described here is thus a reflection of my own beliefs and commitments to student, staff, and faculty parents. 

1) All exclusively breastfeeding babies are welcome in class as often as is necessary to support the breastfeeding relationship. I never want students to feel like they have to choose between feeding their baby and continuing their education. 

2) For older children and babies, with advanced notification and on an occasional basis, children may be brought to class. While this is not a substitute for regular childcare, I understand that issues arise and want you to be able to attend class. 

3) I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status.

4) I hope that you will feel comfortable disclosing your student-parent status to me. This is the first step in my being able to accommodate any special needs that arise. While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-parenting balance. 

 

Copyright

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

 

Third-Party Software and FERPA

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifiable information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

 

Diversity and Inclusion

The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

 

Campus Safety

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

• In case of an emergency, dial 911 for assistance.
• Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at UCF Emergency Guide.
• Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
• If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see UCF AED Locations.
• To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to MyUCF and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
• Students with special needs related to emergency situations should speak with their instructors outside of class.
• To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing the video "You CAN Survive an Active Shooter"