Syllabus
The University of Wisconsin Oshkosh
Departments of Theatre and English
Playwriting/Scriptwriting 374/375/529/ 530/329/330
Associate Professor Richard Kalinoski
Spring 2009
Meeting times: 11:30 AM to 1 PM Tuesdays and Thursdays in Arts and Communication South number 117
Required Text : Elements of Playwriting, Catron, Louis E. (Waveland Press, 1993, 2002).
Recommended Text : Catron, Louis Playwriting: Writing, Producing and Selling Your Play (Waveland Press)
Other texts: Performances of plays on campus: Doubt by John Patrick Shanley (Feb. 18-22);
Student One-Acts (titles TBA) March 12-14,
My Soldiers by Richard Kalinoski (March 16 7:30 PM) (reading);
Grapes of Wrath (April 29—May 3) and reading of playwriting contest winner (TBA).
Video of DEATH OF A SALESMAN by Arthur Miller
OFFICE HOURS:
1:30 to 3:00 Tuesdays and Thursdays in office at 218 Arts and Communication West
Other hours by appointment
e-mail: kalinosk@uwosh.edu
Phone: 920 424 0937
CLASSROOM: ACS 117 (Arts and Communication room S117)
Theatre as a part of the Liberal Arts
The liberal arts engage students in the study of the human condition by
exploring the disciplines broadly defined by the sciences, the arts,
culture, literature and history. THEATRE is a small component of
these human endeavors but its reach is ambitious. Theatre has been
historically dedicated to the act of imitating, replicating and
representing our lives. In many ways it is the ultimate
“liberal” art if one understands the word
“liberal” to mean generous or broadly encompassing. Theatre
is a collaborative art—painting, acting, directing, visual
design, elocution, sound design and several allied crafts are all
components of theatrical art.
Theatre’s mandate is to explore any and all facets of
lives—it demands intellectual rigor and multifarious artistic
abilities. Theatre is primarily interested in uncovering the
truth about how we live. It is this search for truth that puts theatre
into the very core of liberal pursuits. Theatre is a genuine
liberal art.
Objectives of the Class:
1. Students will gain an intellectual understanding of the principles of writing for the stage:
--the play is a story enacted by actors who are interpretive artists
--a play depends on the action of a protagonist who makes a
decision which impacts him/herself
and others
--a play must exist in a confined space and must challenge the
audience’s imagination to journey inside or beyond that space
--a play is not a tv program, not a film, not a novel
--plays must communicate with language, gesture, emotion, thought
2. Students will
practice the art and craft of playwriting by conjecturing, writing,
hearing a one-act play and revising that play.
3. Students will gain an enhanced understanding of the artistic opportunities of writing for the stage.
Key elements of the class:
--students are asked to bring sufficient copies of each of their drafts
of their one-act play so that members of the class may read aloud.
These copies must be formatted in the manner learned in this class.
--students should strive to offer criticism which is thoughtful and
USEFUL….comments like “I don’t like this kind of
play”, “this is bad writing” and “ I would do
it this way” are not helpful. Your responsibility is
to assess what is effective, what is not and make suggestions of issues
for the playwright to ponder—as well as to ask probing and
relevant questions.
Attendance:
You should attend class because you have a responsibility in this
course which is beyond your own immediate interest—you are being
asked to help others learn by responding to the plays presented.
By thinking and speaking about the work of others you gain tools for evaluating your own work.
If you miss more than two unexcused class periods your grade will drop
by one whole point—upon the 4th miss another ½ point
etcetera.
Grading :
Please know that I am acutely aware that as a creative class
PLAYWRITING is very difficult to grade. Still, the university requires
it:
Class participation and written critiques of performances 30%
Quizzes/tests 25%
Improvement from first exercises to final draft of one act play 45%
The schedule for Spring 2009:
February
3 Intro to the class. Discussion of uses of liberal
education. Syllabus--questions and discussion. Student
profiles. Thoughts about the challenge of playwriting.
5 Lecture on the beginning of playwriting. In class exercise.
Assign pages one through 16 in ELEMENTS. Meet with second time students
to discuss full length plays.
10 QUIZ on chapter 1, pages 1 through 16. Discussion of stageworthiness
and responsibilities of the playwright to the theatre. Assign chapter
2, pages 17 thru 35.
12 Assign exercise no. 4 page 35. Discussion of exercise no. 4.
Discussion of one-act play assignment (future assignment). Assign DOUBT
responses.
17 Short quiz on chapter 2. Discuss (at length) exercise no.
4. Assign chapter 3, 36 through 48. Introduction to DOUBT and
John Patrick Shanley.
19 Discussion of Chapter 3—idea of a one-act play. Assign
semester project: write a one-act play (first time students, first
draft due April 7). Assign pages 49 through 63, Chapter 4. Assign
character profiles (remarkable characters—definition of
remarkable).
24 Short QUIZ on Chapter 4. Discussion of DOUBT. Read character profiles aloud.
Collect responses to DOUBT. Assign pages 64 through 75 (on character). Assign
outlines of one-acts/full lengths (due March 17).
March
3 Discussion of character/playwright as actor. Assign pages 76 through
93. Assign student one-acts response (March 12—14)
5 Quiz on chapter 5 . Discussion of challenges to creating character. Intro to Death of a Salesman Assign reading of My Soldiers. Assign questions for My Soldiers.
Examine ( in class) script format: page 170 onward
10 Death of a Salesman (dvd, video)
12 Death of a Salesman (student one-acts open) Collect play outlines (typed, formatted one page).
17 Discussion of My Soldiers. Process of creating My Soldiers.
Assign pages 94 through 121 on plot. Return of play outlines to students
24 ( no class Spring Break)
26 ( no class Spring Break)
31 Discussion of Plot and Dialogue (lecture on).
April
2 Discussion of real challenges of students writing their plays. Expectations of protocol for reading aloud.
7 One-acts due. First act of full length plays due. Readings aloud begin. 4 readings
and discussion.
9 Four readings/discussion
14 Four readings/discussion
16 Four readings/discussion assign pages 153 to 169.
21 Revisit chapters 1-5 ; study and discussion of 153 to 169.
23 Test on text—all chapters. Discussion of
playwriting contest winner’s play. Assign response to reading of
playwriting contest winner’s play (TBA).
28 Individual meetings with students. (Grapes of Wrath opens next day).
30 All second drafts due - 2 readings aloud; discussion.
May
5 Collect responses to Grapes of Wrath; discussion of Grapes; 2 readings aloud.
7 4 readings aloud
12 4 readings aloud. Playwriting reading (contest winner) collect responses.
14 Final readings—first drafts of full lengths due. Final class.