Kanta A Kochhar
Foregrounds questions about performing arts: What are the purposes of the performing arts? What approaches might we use to understand them? How do they relate to the societies and cultures in which they are located? May focus on individual performers, movements, historical periods, genres, or topics.
Performance and Diversity will have three components: performance workshop, discussion/dialogue, and research. For everyone, it will culminate in a collaboratively devised lecture-demo-staged reading/performance showing at the end of the week long intensive. We will collaboratively examine and workshop several examples of parts of plays that tackle different issues related to diversity (gender, ethnicity, disability, class, etc). We will also explore relevant aspects of the discussion that help us frame a broad understanding of diversity, its importance, timely and current issues, and reasons why looking at diversity in the contexts of “theatres from the everyday’ to those on stage might matter.
We will also create original work that addresses diversity.
There is plenty of room in the course for those who prefer primarily to perform, those who primarily want to do research, and those who want to do both. In order to build an overall ensemble, there will, however, be a core set of exercises that everyone will be expected to participate in.
Workload varies according to credits and emphasis one being a performer and/or a researcher.
Student learning goals
To gain an understanding of the basic tenets of diversity theatres, its theories and histories,
To develop a vocabulary and method for addressing and critiquing a variety of examples of diversity theatres,
To understand how diversity theatres offer a platform for articulating the complexities of a host of historical, social, political and cultural issues, within regions and across national borders,
To link diversity theatres, politics, and ethics in relation to questions of cultural empowerment, and
To understand how diversity theatres utilizes alternative formats of communication.
General method of instruction
Some lecture, film, and discussion, primarily a theater and movement workshop format.
Interest in the topic; some performance background is helpful but not required.
I will make the reading available 1 month before the course starts. Students can choose to read ahead of the intensive week, or be prepared to complete the required reading each night.
Class assignments and grading
Assigned reading, participation in the class sessions, participation in the showing at the end of the week, completion of a final paper due date TBA.
1. Participation (Rubric provided with course syllabus) 30 points
2. Growth and Development 30 points
a. Performance work
b. Research work
c. Dialogue/ discussion work
#2 will be assessed according to rubrics and performance criteria established as a group and marked three times over the course of the week.
Recommended: Journal to keep ongoing record; can be substituted for assessment on two out of three assessment moments
3. Final research paper 25 points
4. Final Lecture-demo/performance/staged reading informal showing 15 points