Part 1: Course Details
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Division/Department requesting change: Arts/ MDTA
Course developer name and contact information: Brian Haimbach
phone: 5648
Division Dean: Richard Lubben
Academic year (e.g., 2018-19) change will take effect: 2018-19
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Revised Course | Curriculum Office
TYPE OF COURSE
Lower Division Collegiate
Professional/Technical
Developmental, numbered below 100
CHANGESTO COURSE
Enter Current Course Information(fill out this column completely) / Proposed Change type
(check all that apply) / Proposed Course Changes
Course number: TA 243 / Course number
Course title: Acting for the Camera / Course title
Credits
___ Lecture
_3_ Lecture/Lab
___ Lab
__3_ Total Credits / Credit change / __3_ Lecture
__1_ Lecture/Lab
___ Lab
__4_ Total Credits
Contact hours per week
___ Lecture
__6_ Lecture/Lab
___ Lab
_6__ Total Contact Hours/Week / Contact hoursper week(see formula below)
1 lecture = 1 contact hour per week
1 lecture/lab = 2 contact hours per week
1 lab = 3 contact hours per week / _3__ Lecture
__2_ Lecture/Lab
___ Lab
__5_ Total Contact Hours/Week
Prerequisites (current) TA 141 / Prerequisites / Prerequisites (proposed)142
Placement test and code (e.g., 4cpa score of 75-120; contact testing for codes) n/a / Prerequisite placement test/score
Co-requisites n/a / Co-requisites
Grade option (letter or P/NP): letter / Grade option (letter or P/NP) / Grade option (proposed):
Copy/paste current course description. This course continues the concentration on the problems of characterization, focusing on acting for the camera. Students undertake roles in independent films made by local film makers. / Course description (300 characters). For examples, seeSample Course Descriptions. / Enter revised description (aim for 300-400 characters/approximately 60-70 words):
This course augments previous training by focusing on acting for electronic media. Students learn the fundamentals of believable and compelling acting for the camera. Topics include articulation, relaxation, script analysis, and analyzing the work of other actors. Final project produces a professional work sample for students to use for auditions and agent submissions. These “reels” are shown at a public presentation.
Copy/paste current learning outcomes:
To discover the techniques of on-camera acting techniques.
To articulate and demonstrate the differences between stage and film acting.
To develop actors’ skills for a long shot, medium shot, and close-up shot.
To prepare students for on-camera auditioning.
Demonstrate the ability to analyze a screenplay and characterswith different backgrounds, develop relationships with fellow actors on stage, and play clear and effective character objectives and actions that are different from one’s personal experience.
To develop students’ creative tools and expressiveness for the camera.
Develop the language to critically evaluate the acting of others.
To develop actors’ skills with on-camera blocking, business, subtext, and reactions. / Course learning outcomes, Core Learning Outcomes, and assessments / Enter new outcomes, assessments in chart below
Other (please explain)
Part 2: Rationale, Equity, Library Resources, Course Overlap
RATIONALE: Describe the rationale for this course revision
I inherited a confusing credit/contact hour design in many of the acting classes. The Intermediate Acting classes’ contact hours did not match their credits.I am updating most of the acting curriculum to more correctly align credits/contact hours with the coursework and to make them more transferable. These proposed updated contact hours/credits align more closely with senior institutions.
CURRICULUM EQUITY STATEMENTPlease do not copy/paste the COPPS equity statement. Reflect how your course supports equity. To promote an environment where all learners are encouraged to develop their full potential, this course will support Lane’s Curriculum Equity policy in the following way(s):
Instructors strive to assign performance material written by culturally and ethnically diverse writers.
Students are encouraged to investigate and express their unique subjectivity when performing characters dissimilar to themselves.
Instructors strive to enlighten students on training techniques that reflect and challenge received notions of identity and personal/political/artistic subjectivity.
Reading assignments are presented and discussed as products of the personal, political, and artistic positioning of the author.
Supportive classroom/rehearsal room environment creates a space in which students are encouraged to engage empathetically with each other and with characters they perform.
This course investigates the problematic issues of race and gender casting in contemporary professional practice, which enables students to decide how to pursue their professional goals with personal ethics in mind.
LIBRARY CONSULTATION Please contact your liaison librarian to schedule a 30+ minute individualized instructional consultation and collaboration session. In addition to your specific course-related questions, your librarian will be prepared to share:
- Library resources and services that support your teaching and student learning needs
- OER (Open Educational Resources) options that align with your program and course curriculum
- Strategies for integrating the development of information literacy skills into course content and/or assignments
Please allow one week for the librarian to prepare for your consultation. If you are not sure who your liaison librarian is, you can either look it up on the Library’s website or call the Library Reference Desk at 463-5355. (Librarian signature required above.)
COURSE OVERLAP Indicate any topic/content overlap with other courses.How will this course's topics and content be differentiated?If there is overlap, faculty of overlapping courses must agree on the extent of overlap andinclude a rationale explaining its necessity. The dean of the division in which overlap occurs must sign their approval (see p.1).
Division / Course Number / Title / Rationale / Dean of overlap course (name)Arts / TA 140, 142, 143, 241, 242, 243 / It may appear that there is overlap of Acting courses because all courses have very similar graded assignments and possibly even outcomes. These courses are taken in succession with each course strengthening the skills learned in the previous course. These listed acting courses all include the performance of two scenes, two monologues, writing assignments for each, four acting responses, and a reading assignment. One could spend years doing these assignments and still grow as an actor. The main difference in the courses is the dramatic literature from which the students select their performance material. The courses progress from contemporary language, to heightened language, to abstract language. Cultivating the ability to effectively perform different types of language takes considerable time and work. / Richard Lubben
Part 3: Outcomes, Assessments, and Topics
List course outcomes, Core Learning Outcomes (CLOs), and Assessments The information in this section should be used to create your course outline and syllabus. How are Lane’s Core Learning Outcomes emphasizedand measured or demonstrated through course assessments? Please indicate which Core Learning Outcomes and Dimensions are linked to your course outcomes. Need help? Contact Tammy Salman, Faculty Coordinator, Assessment and Curriculum Development or Sarah Lushia, Core Learning Outcomes Coordinator.
Core Learning Outcomes and DimensionsYou do not need a CLO for each course outcome.EXAMPLE CLO 1.2:Determine information need, find and cite relevant information / COURSE-LEVEL LEARNING OUTCOMES (course outcomes)
See this page for guidance on writing outcomes
EXAMPLE Upon successful completion of this course, students will be able to:
1. Describe and explain general plant structure and function in relation to plant growth and development.
2. Demonstrate knowledge of horticultural principles in the cultivation of plants. / ASSESSMENTSInclude specific assignments you will use to measure/observe student attainment of outcomes. For assessment ideas see Authentic Tasks
COMPETENCIES AND TOPICS COVERED (include in course outline)
Example: Course Outline Sample (from COPPS)
Scene and monologue analysis and research (total of four)
In-depth research of the entire screenplay and scene or monologue. Finding overarching “super objective” and moment-to-moment objectives and actions of characters.
Scene and monologue performance (two each)
Presenting memorized and polished performances that will be recorded and presented to the public. Implementing instructor’s and fellow students’ feedback. Collaborating with scene partners. Rehearsing with and without instructor.
Analysis of other actor’s work (four written responses)
Apply course content to the work of another actor in a full production on or off campus.
Book Presentation
Presenting the pertinent points of a book on contemporary acting theory as applied to electronic media to the class.
Memorization
Complete memorization is required to effectively concentrate on characterization.
Part 4: Financial and Student Impact
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Revised Course | Curriculum Office
Financial Impact Analysis
Describe the financial impact of the revisedcourse, including: Instructional costs; workload (both FT and PT faculty and classified staff); physical space requirements (e.g., labs); additional equipment needs; additional fees; any cost reductions
Content does not change, so the only financial impact is on the new FTE. It will go from .273 to .290.Since there is only one full-time instructor teaching these courses, the new FTE does not have a financial impact because it does not change teaching load for the full-timer.
Student Impact Analysis
Describe the revised course’s potential impact on students, including: Effect of changes on program requirements, articulations, cost, credit load, avoiding excess credits in transfer, financial aid credit limits, completion, and enrollments; determination of how new/revised courses transfer to four-year schools (please consult with your advisor).
Students will have to pay for four credits as opposed to three credits. But this slight increase in cost will be worth it because the acting classes will be more transferable.
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Revised Course | Curriculum Office
Part 5: Degree Requirements Applications (if applicable)
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Revised Course | Curriculum Office
If applying for any of the following, check the appropriate boxes and include your completed degree requirements forms with this course proposal. Go to the Curriculum Office website to download these forms.
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Revised Course | Curriculum Office
AAOT (Career Technical courses not eligible)
Arts & Letters
Cultural Literacy
Information Literacy
Mathematics
Science /Computer Science
Social Sciences
Speech/Oral Communication
Health/Wellness/Fitness (all degrees)
Human Relations designation (for AAS degrees and certificates)
Sustainability course status (optional)
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Revised Course | Curriculum Office
College Approval (before signing, please see Curriculum Committee recommendations for this course in the committee’s meeting minutes)
______
Executive Dean for Academic AffairsDate
______
Vice President for Academic & Student AffairsDate
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