Theatre Design & Technology - Winter 2007 - 20

stated you not only devise learning opportunities to meet the objectives
if the student is paying for college him or herself. This becomes worse for
but you also develop better assessment tools.
the student if he or she doesn't know what is needed from week to week.
"An important function of your syllabus is to indicate to students
Tell the student up front everything he or she will need to obtain, where to
what it is that they will be accountable for in your course-what they will
get it (provide multiple locations if possible), and an approximate cost for
have to do, and under what conditions." (Grunert 1997) You will need to
these supplies. If you have assignments where you don't know what supwrite objectives that are clear. In order to accomplish this task you should
plies will be needed then let the student know the project will require him
keep in mind that there are three basic components to a good course
or her to purchase materials. This same courtesy should also be shown to
objective:
the student if there is an expected cost for travel or show tickets.
* A verb that describes an observable action.
6. Readings
* A description of the conditions under which these actions takes
Your students know what they need to read before coming to class
place - "when given [a design concept] you will be able to..."
because...your syllabus outlined not only what students need to read but
* The level of acceptable performance-that is, [the reader will fully
also when it is to be completed. "Include information on why the particuunderstand, a director will comprehend], and so on.' (Diamond 1989)
lar readings were selected. When possible, show the relationship between
Your colleagues who teach acting may often use the term "action
the readings and the course objectives, especially if you assign chapters
verb." This is a term that you should become familiar with as you write
in a textbook out of sequence." (Davis 1993) Several sources on teaching
your course objectives. It is important in the assessment of the student
and syllabi state that the reading section of a syllabus can easily be a sepathat you write your course objectives using words that are open to few
rate document added to the syllabus. I have found this helpful, as many
interpretations; such as to write, to identify, to build, etc. Using objectives
students will post this listing where they can see it every day. Providing
that incorporate words like; understand, appreciate, enjoy, or believe will
not only the title of the source (book, journal, etc.) but also the author,
make the objective open to variations that may not be adequately assessed
date or version, page numbers, and when the reading assignment is due
on an exam or project. In a design or technology course we generally
is helpful to a student as they plan their workload. If the students know
know exactly what we want our students to be able to do, write the objecwhy they are reading an article or chapter they will understand that it is
tives to match those skills. This will help the student know what is eximportant to you and not just a "random" reading assignment.
pected of them and how to focus their energy.
7. Course Calendar
The following are a few examples of an assessable and clear objecYour students know what will be happening in class when they arrive
tive. The student will...
because..."each class hour is mapped out in detail, this will doubtless be
* Demonstrate the ability to incorporate their design ideas into a
the longest and most time-consuming segment of the syllabus to prepare,
clearly drawn light plot that can easily be read and used by a master
although it will be a good investment for a well-organized class." (Gappa
electrician.
* Present a meaningful verbal critique of a play to
THE 454 / 554
their peers.
L ig h t in g D e sig n
* Display multiple techniques used in the construcR e a ding A ssig n m e n ts
tion of a flat when given limited shop supplies and
Source of Reading
Chapter (Pages)
When it is due
equipment.
Practical
Guide
to
Stage
Lighting
Chapter
1
(3
-
35)
January 17
* Demonstrate the ability to draft a pattern, cut,
Practical Guide to Stage Lighting
Chapter 3 / 4 (49 - 82)
January 24
and assemble a costume when provided a rendering.
Copenhagen
Entire Play
February 23
5. Resources
Practical Guide to Stage Lighting
Chapter 5 (83 - 113)
March 19
Practical Guide to Stage Lighting
Chapter 8 (143 - 171)
March 23
Your students know exactly what supplies will be
Practical Guide to Stage Lighting
Chapter 9 (172 - 230)
March 28
required, how much they might spend, and where to get
Practical Guide to Stage Lighting
Chapter 10 (231 - 252)
March 30
them because... not only listing what the student needs
What to do after you've read the chapters
but also where they can obtain it is important. "Course
After you have read the chapter you are asked to reflect on the reading in your journal. Each
resources can include published materials, individuals
reading assignment has directed questions for you to answer. Your written reflections are due on
the days noted above.
such as librarians or other faculty, media centers, etc."
Other Very Helpful Chapters that are NOT Covered in the class (I'm encouraging you to read them)
(Grunert 1997) and this certainly includes art supplies,
Oh, heck, the entire book is good. Steve Shelley offers some very good advice to young designers
safety equipment for the shop, and proper clothing. Textand how the industry really works. Steve goes a little overboard with some of his paperwork, but
I'm sure he never has any trouble with who needs what, where it goes, where it is coming from,
books are the most obvious of resources and most inand what needs to happen if he isn't around the theatre. He has been working in this industry for
many years and is highly respected across the business.
structors list them, it's the little things that can add up to
large sums of money that will hurt a student. My students
often ask me how much I spent on textbooks when I was
an undergraduate. My typical response is, "Nowhere near
what I spent on art supplies." Theatre design and technology courses can become overwhelming to a student if
he or she needs to purchase a new type of paint, pencil,
brush, or tool with each course they enroll in, especially
THEATRE

2007

DESIGN

TECHNOLOGY

Table of Contents for the Digital Edition of Theatre Design & Technology - Winter 2007