Theatre 154: Introduction to Black Drama and TheatreFall 2007

Class: Tues. and Thurs. from 9:35 – 10:50 a.m.Centennial West Building, Classroom 308

Professor: Leslie Sloan Orr, Ph.D. Office Hours: Tues./Thurs. 11 to 12:30 p.m. Phones: (309) 438-2895 (Work) (All other times by appointment) Email: lsorr@ilstu.edu Office: Centennial East Building, Rm. 113Website: http://www.ilstu.edu/~lsorr/#Research_Creativity

COURSE OBJECTIVES: This course surveys the history of black theatre in America from Slavery to the present day. The course also examines the major works of African-American playwrights Lorraine Hansberry, George C. Wolfe, Ntozake Shange and August Wilson for structure (theme, plot, character, action), as well as the social and political environment of the plays in their time. The objective of the course is to encourage a lifelong appreciation of the history and traditions of good Black Drama and Theatre; to inspire the student through the artistic achievements of African Americans; and to develop critical thinking and writing skills as group members and on an individual basis.

REQUIRED COURSE TEXTS: A Raisin in the Sun by Lorraine Hansberry

The Colored Museum by George C. Wolfe

The Piano Lesson by August Wilson

For Colored Girls who have Considered Suicide when the Rainbow is Enuf by Ntozake Shange

Reading Contemporary African American Drama: Fragments of History, Fragments of Self by Trudier Harris, Editor

SUGGESTED TEXT READINGS:African American Performance and Theory HistoryBlue Prints for a Black TheatreBlack Premise and Presentation by Carlton W. and Barbara J. Molette

45 Black Plays by Black Americans 1847-1974 by James V. Hatch and Ted Shine Black Theatre USA Plays by African Americans: The Early period 1847-1938

by James V. Hatch and Ted ShineBlack Theatre USA The Recent Pferiod: 1935 – Today by James V. Hatch

and Ted ShineBlack Theatre Anthology by Woodie King Jr.

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The Theatre of Black Americans by Errol HillCOURSE REQUIREMENTS1. At least 3 three-page reaction papers/essays to plays and articles 15 points2. At least 3 exams 15 points3. Mid-Term Exam 15 points4. Final Exam 15 points5. First Group five-page research paper with annotative bibliography 10 points6. First Oral Presentation 10 points7. Second Group ten-page research paper with annotative bibliography 10 points8. Class Participation (In-class group scene work/acting) 5 points9. At least 5 one-minute papers (In-class writing assignments) 5 points

Total 100 points

Grading Rubric for Black Drama

Organization, Cohesion & ClarityA Excellent

–Very Good

Has fully anticipated reader needs; ideas are sequenced with clear transitions; each paragraph has clear purpose/focus; fluid writing; a pleasure to read

B Good --Adequate

Has anticipated most reader needs in organizing and presenting ideas; main ideas stand out, but sequencing of ideas sometimes choppy or disconnected; reader may have difficulty following flow of ideas at times; occasional lapses in meaning

C Fair – Poor

Has anticipated few reader needs in organizing and presenting information; ideas frequently confused and/or disconnected; reader frequently has difficulty “getting the point” of message as communicated; ideas lack sufficient specificity to make point clear

D Needs lots of work

Shows little awareness of reader needs; logical organization absent; lack of transitions; vague or ambiguous

Depth, Elaboration & DevelopmentA Excellent

–Very Good

Takes the topic seriously by demonstrating careful & enthusiastic consideration of perspectives; distinguishes subtle differences among perspectives; says something right that would not be obvious to the casual observer

B Good --Adequate

Competent, purposeful consideration of perspectives with sufficient support and detail to fully expand the idea

C Fair – Poor

Agrees quickly with one perspective and never reflects on possible drawbacks to this perspective, lacking in self-reflection

D Needs lots of work

Insufficient development of any perspective; minimal support for ideas; grazes the surface

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Argument Strength & Logical ConsistencyA Excellent

–Very Good

Offers a strong argument that does not contradict itself; plausible basic premises and no obvious loopholes; addresses potential reasonable objections; states value and descriptive assumptions

B Good --Adequate

Competent argument that may contain a small problem (e.g., contradiction or descriptive assumption that does not affect overall value of argument); may attempt to deal with potential objections but do so poorly (e.g., chooses an objection that is clearly a statement)

C Fair – Poor

Offers an argument that is one-sided or destroys itself by claiming “every opinion is legitimate”; contains contradictions that impair the argument

D Needs lots of work

Lack of argument; states a conclusion without supporting premises; conclusion so broad that reader asks, “so what?”

Grammar, punctuation, spelling, proper citation of sourcesA Excellent

–Very Good

Sophisticated language choices (vocabulary, sentence structures); few or no faults with respect to spelling, punctuation, capitalization; all sources are properly cited; immaculate presentation

B Good --Adequate

Appropriate language choices; occasional faults in spelling, punctuation, capitalization; citation of sources contains errors in form; adequate presentation

C Fair – Poor

Some language choices inappropriate to topic & purpose (use of “casual speech” markers, such as “well”); simple vocabulary; frequent errors in spelling, punctuation, capitalization; citation of sources inadequate (not enough sources, insufficiently documented, or too many citations); messy presentation

D Needs lots of work

Language choices often inappropriate to topic & purpose; use of “casual speech” throughout; persistent errors in spelling, punctuation, capitalization; sources are not cited, or approaches plagiarism by borrowing too much language from a source (Plagiarism is sufficient to minimally require a re-write before a grade can be assigned, but may result in a grade of “F”.)

TOTAL Comments:

NOTE:

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The class will be divided into five groups with six students per group.

ATTENDANCE: Your presence is needed in class, and your absence will be felt in classroom discussions and responses. Therefore, any absences will be assessed as follows: You are allowed to miss up to three days without penalty; however you cannot miss days during student presentation or when we have a scheduled guest for class. Unexcused absences will reduce your final grade by one mark. Thus, if your final grade is an “A,” four unexcused absences will reduce your grade to an “F.” Other than this, any absence that is excusable must be accompanied by a doctor’s note or other official excuse. Excessive and repetitive lateness (three) will also constitute one or more absences. There will be no exception to this policy. While this attendance policy may sound harsh, it is for y/our benefit, as the classroom is our communal learning environment.

ACADEMIC DISHONESTY: Plagiarism is a serious academic offense; it constitutes theft and dishonesty! Plagiarism means to “steal or pass off as one’s own ideas, words expressions of someone else without giving due credit.” Needless to say, it includes purchasing papers off the Internet. Do not plagiarize! When in doubt, use a citation or see your professor.

WRITING ASSIGNMENTS:

1. Your primary written work will be two group researched paper with annotative bibliographies.

2. For the first group research paper, you will investigate W.E.B. DuBois’ Black Theatre Characteristics and the popular Chitlin’ Theatre Circuit to determine if Chitlin’ Theatre is aesthetically good theatre. This five-page research paper is due mid-semester (Please see class schedule.) Additionally, your group will engage in a 30-minute oral presentation that must highlight your research findings. (See Group Reports/Oral Presentations below.)

3. For the second group research paper – keeping W.E.B. DuBosis’ Black Theatre Characteristics in mind – you will investigate the August Wilson and Robert Brustein famous debate to determine if Black Theatre must be produced by Black people to be considered good Black theatre. This second group research paper must be at least 10 pages long and is due near the end of the semester. (Please see class schedule.) Additionally, your group will engage in a one-hour oral presentation that must highlight your research findings. (See Group Reports/Oral Presentations below.)

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1. The first primary research paper must contain no fewer than five references. The second primary research paper must contain no fewer than 10 references. The references for both research papers must be cited in the text and listed in the reference section. Only one website can be used as a reference. A citation is a quotation or statement in the outline that is from a source listed in the bibliography.

2. An annotative bibliography is also required for both primary research papers.

4. All primary writing assignments (research papers) must have a cover page with all group members’ names, the name of the course, and the time of day the class meets, as I am teaching two Introduction to Black Drama courses this semester.

5. These primary research papers are to be typed, double-spaced, and font 12 point (pica size). I will not accept any papers that are not typed. These research papers will be collected at the beginning of the class period that they are due (See class schedule). Work handed in late will be marked off one letter grade per day (not per class period). This means after 4 days, the work will automatically be graded and recorded as an “F.”

6. A page, in these primary research papers, should have no more than a one-inch margin around the text. Note: You can always turn in drafts for instructor comment as long as the research paper is submitted at least 10 (TEN) class periods before it is due.

Essays/Reaction Papers

1. Each student will write three (3) three-page essay/reaction papers on required written plays, films, televisions programs, guest speakers, etc. For each essay/reaction paper, you will be given a handout of questions from which you will choose ONE essay question to examine for the three required pages.

2. For the three-page essay/reaction papers, each paper should contain a single, clear, central point (which appears in the first paragraph) to which everything in the paper is related. A paper should combine 1) authoritative (cited) statements on the topic with 2) your insights about the topic and with 3) illustrative material from the class. To support your comments, use specific references or passages from the play (BUT NOT LONG QUOTES). These papers are to be personalized, that is – they are not to be “book reports” on some topic, but must reflect some thought and personality of the writer. I want you to think!

3. A page should have no more than a one-inch margin around the text. Each paper should be typed and double-spaced. Handwritten papers will not be accepted. You must complete all of the required essays/reaction papers. Note: You can always turn in drafts for instructor comment as long as the paper is submitted at least 5 (FIVE) class periods before it is due.

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4. All reaction/essay papers must have a cover page with your name, the name of the course, and the time of day the class meets, as I am teaching two Introduction to Black Drama courses this semester.

One-Minute Papers – (In-class writing assignment)

1. Each student will write at least five (5) one-minute papers on required plays’ themes, films, televisions programs, guest speakers, etc. These one-minute papers will be written in class.

2. These one-minute papers are to be personalized, that is – they are not to be “book reports” on some topic, but must reflect some thought and personality of the writer. I want you to think!

Group In-Class Scene Work/Acting for Discussion of Assigned Plays:

1. For each assigned play that is required for reaction/essay papers, there will be in-class discussion. One or two groups will be required to present a scene from the play. Group members should rehearse the scene from the play at least one hour outside of class. It is the group’s responsibility to allocate rehearsal time for the successful performance of the scene. (See the class schedule for group assignment, and please be prepared to participate.)

2. For each assigned play that is required for reaction/essay papers, there will be in-class discussion and one or two groups will be required to lead the class discussion. (See the class schedule for group assignment, and please be prepared to participate.)

GROUP WORK (Research papers and oral presentations):

1 st Group Reports/Oral Presentations –

A). The Chitlin’ Theatre Circuit (Plays, TV Shows (Sitcoms) and Films

B). W.E.B. DuBois’ Black Theatre Characteristics

1. For this 30-minute oral presentation, your group will closely investigate W.E.B. DuBois’ Black Theatre Characteristics and other writings (articles, journals, books, etc.) to determine the characteristics of good Black Theatre.

2. For this 30-minute oral presentation, your group will be assigned a Black play, TV show (Sitcom), or film from the Chitlin’ Theatre Circuit to determine if it is aesthetically pleasing, good Black Theatre.

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3. Your group will record its findings in a five-page research paper with annotative bibliography to be given to the professor at the beginning of the class period that the oral presentation is scheduled. (During the oral presentation, each group is to summarize its research findings and not merely read from your paper.)

4. It is the group’s responsibility to allocate library time toward research to complete the assignment.

5. Your group should present a five minute scene from the play, TV show (sitcom) or film. (You may be unable to obtain a written script of TV shows and films. Therefore, you may need to record the shows, so that you can use the videotape as text for rehearsal.)

6. Group members should rehearse the scene from the play, TV show (sitcom) or film at least two hours for the oral presentation. It is the group’s responsibility to allocate rehearsal time for the successful performance of the scene.

7. Feel free to discuss your progress with the instructor at any time. However, you must report your progress to the instructor at least two weeks before your group presentation is due. (See class schedule for dates).

8. Distribute to the class: a) a one-page outline of your research paper and oral presentation.

2 nd Group Reports/Oral Presentations –

A). August Wilson and Robert Brustein famous debate

B). W.E.B. DuBois’ Black Theatre Characteristics

1. For this one-hour oral presentation, your group will closely investigate the August Wilson and Robert Brustein famous debate to determine if Black Theatre must be produced by Black people to be considered good Black theatre.

2. For this one-hour oral presentation, your group will revisit W.E.B. DuBois’ Black Theatre Characteristics and broaden its knowledge with a new set of writings (articles, journals, books, etc.) to determine the characteristics of good Black Theatre. (The sources must not be a duplication of the ones used for the first oral presentation and research paper.)

3. For this one-hour oral presentation, your group will be assigned an August Wilson play in an attempt to determine if Black Theatre must be produced by Black people to be considered good Black theatre.

4. Your group will record its findings in a 10-page research paper with annotative bibliography to be given to the professor at the beginning of the class period that

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the oral presentation is scheduled. (During the oral presentation, each group is to summarize its research findings and not merely read from your paper.)

5. It is the group’s responsibility to allocate library time toward research to complete the assignment.

6. Your group should present a 10-minute scene from the August Wilson play

7. Group members should rehearse the scene from the Wilson play at least three to four hours for the oral presentation. It is the group’s responsibility to allocate rehearsal time for the successful performance of the scene.

8. Feel free to discuss your progress with the instructor at any time. However, you must report your progress to the instructor at least two weeks before your group presentation is due. (See class schedule for dates).

9. Distribute to the class: a) a two-page outline of your research paper and oral presentation.

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Rubric (Guideline) forOne-hour Final Oral Presentations

A. REQUIRED 10-minute dramatic piece from the play B. 10-minute section of a video about the playwright, play or historical background

information (optional); or C. 10-minute segment of a musical piece (Tape recorders and CD players are not

provided. (optional)) D. Overhead projector can be provided if requested two days in advance of

presentation (optional).E. Poster display (optional).

1. Play’s production history – (One person).

2. Brief synopsis/analyses of play/characters focusing on W.E.B. DuBosis Black Theatre Characteristics – (Entire Group).

3. Major themes/issues of play (Entire Group)

4. Stereotypes – (One or two people)

5. Political, economic, and sociological climate of the times in which the play is set – (Entire Group).

Topics that can be covered during the presentation depending on your play:

1. World War II2. The Civil Rights Act/Movement3. Black Disenfranchisement 4. Lynching5. Jim Crow Laws6. The Black church/the Black preacher 7. Northern immigration 8. The Great Migration9. Segregated housing10. Employment discrimination11. The urban ghetto12. The rural South13. The Harlem Renaissance14. The Black middle-class/the Black Bourgeoisie 15. Education (The miseducation of poor Blacks)16. Decline of Negro males as family providers17. Segregated housing18. School segregation

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Full-Length Play Assignment(2 nd Group Reports/Oral Presentations )

Group 1: August Wilson’s Joe Turner’s Come and Gone

Group Members:

1. Brister, JoTonna jlbris2@ilstu.edu

2. Calmes, Kimberly kacalme@ilstu.edu

3. Chamberlain, Benjamin btchamb@ilstu.edu

4. Chapman, Brian bnchapm@ilstu.edu

5. Chuamsakul, Montree mchuams@ilstu.edu

6. Cooper, Kelsie krcoope@ilstu.edu

Group 2: August Wilson’s Ma Rainey’s Black Bottom

Group Members:

1. Enright, Christine cmenrig@ilstu.edu

2. Hollinshead, Tara tlholli@ilstu.edu

3. Huette, Ryan rthuett@ilstu.edu

4. Justich, Angelique ajjusti@ilstu.edu

5. Licata, Salvatore smlicat@ilstu.edu

6. Maines, Timothy trmaine@ilstu.edu

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Group 3: August Wilson’s The Piano Lesson

Group Members:

1. Maloney, Michael mtmalon@ilstu.edu  

2. Manigold, Abby aemanig@ilstu.edu

3. Martin, Sarah srmarti@ilstu.edu  

4. Olson, Matthew mdolson@ilstu.edu

5. Parrin, Corrinne ccparri@ilstu.edu

6. Piehl, Kevin kmpiehl@ilstu.edu

Group 4: August Wilson’s Fences

Group Members:

1. Prager, Jordan jcprage@ilstu.edu  

2. Prorok, Katelyn keproro@ilstu.edu

3. Rice, Kenneth kcrice@ilstu.edu

4. Salem, Eyad easalem@ilstu.edu

5. Smith, Ryan resmit3@ilstu.edu

6. Smith, Siemone sdsmit3@ilstu.edu

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Group 5: August Wilson’s Two Trains Running

Group Members:

1. Thomas, Kathryn kmthoma@ilstu.edu

2. Vaughan, Christopher crvaug2@ilstu.edu

3. Vicelli, Kristen knvicel@ilstu.edu

4. Wolf, Kevin kjwolf2@ilstu.edu

5. Yarbrough, Kierra kdyarbr@ilstu.edu

6. Zobrist, Grant gpzobri@ilstu.edu

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TENTATIVE DAILY CLASS SCHEDULE

Week 1 August: 21T: Introduction to Class.

Syllabus – Discussion

23TH: Syllabus – Discussion Continues.

Week 2 28T: Video: The Making of Black Theatre in America by Woodie King, Jr.

30TH: Video: The Making of Black Theatre in America (Continues)

Week 3September 4T: The day after the Labor Day Holiday – (Michigan) – No Class.

6TH: Handout: Black Theatre Characteristics

Handout -- Ten Basic Story Elements

Due: A Raisin in the Sun by Lorraine Hansberry

Introduction to Lorraine Hansberry and A Raisin in the Sun

Week 411T: Discussion: A Raisin in the Sun and the concept of the American Dream

13TH: Discussion: A Raisin in the Sun and the concept of the American Dream (Continue)

Week 518T: Video: A Raisin in the Sun by Lorraine Hansberry

20TH: Video: A Raisin in the Sun by Lorraine Hansberry (Continues)

Week 625T: Due: 1st three-page reaction paper for A Raisin in the Sun by

Lorraine Hansberry

In-Class Group Work

27TH: Due: For Colored Girls by Ntozake Shane

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Introduction to Ntozake Shange and For Colored Girls.

Week 7 October:

2T: Discussion/ For Colored Girls by Ntozake Shange.

4TH: Discussion/For Colored Girls by Ntozake Shange (Continues).

Week 89T: Video: For Colored Girls by Ntozake Shange

Due: Annotative Bibliography (At least ten sources)

11TH: Video: For Colored Girls by Ntozake Shange (Continues)

Week 9:

16T: Midterm Exam

Due: 2nd three-page Reaction Paper on For Colored Girls by Ntozake Shange

Due: Video: Color Adjustment (For In-class writing assignment)

18TH: Due: In-class writing assignment: Video: Color Adjustment

Introduction to George C. Wolfe and the Colored Museum.

Week 10: 23T: Due: The Colored Museum by George C. Wolfe (Discussion).

25TH: Discussion: Colored Museum (Continues)

Week 11: 30T: Video: The Colored Museum by George C. Wolfe.

November

1TH: Video: The Colored Museum by George C. Wolfe (Continues)

Week 12

6T: Due: 3rd three-page essay paper for George C. Wolfe’s The Colored Museum

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**Due: The Piano Lesson by August Wilson

Introduction to August Wilson and The Piano Lesson

Video: A World of Ideas with Bill Moyer and August Wilson

8TH: The Piano Lesson by August Wilson (Discussion)

Week 13

13T: Video: The Piano Lesson by August Wilson

15TH: Video: The Piano Lesson by August Wilson (Continues)

*** (4th Three-page Reaction Paper on The Piano Lesson by August Wilson due by 5 p.m. on Friday, November 17, 2006)

Week 14

(November 17-25, 2007: Thanksgiving Break)    Week 15

27T: In-Class Group Work – (Preparation for final presentation)

**29TH: Oral Presentations (begin)

Group 1: Play: Anna Deavere Smith Fires in the Mirror

Week 16 December

4T: Oral Presentations (continue)

Group 2: Play: Pearl Cleage’s Flyin’ West :6TH: Oral Presentations (continue)

Group 3: Play: Amiri Baraka’s Dutchman

Week 17 – Final’s Week

December10-14, 2007

Oral Presentations (continue)

Group 4: Play: Langston Hughes’ Mulatto

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Group 5: Play: Alice Childress’ Wedding Band: A Love Story

in Black and White

NOTE: The scheduled final time can be used to make up Group Presentations of Final Research Projects and to complete class/faculty evaluations. (Please note, if group presentations are being made up during final’s week because you were unprepared on your scheduled day, your grade will be reduced by one letter grade.)

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