Seminar in Theatre Pedagogy

Student Learning Outcomes, Goals, Objectives:

Through the continuation of this repeated seminar, all students should be able to: 

• Dissect ongoing pedagogy for all candidates’ verbal discussion of teaching methods in theatre arts.

• Classify instructional criteria within a candidate’s profile for Teacher Candidate Evaluation (TCE) and Candidate Disposition Assessment Process (CDAP) documentation prior to the THR 482 Teaching Methods in Theatre Arts class.

• Analyze clinical simulations to bridge the gap between theory and practice, contributing enthusiastically and positively to the professional learning community.

• Connect written lesson ideas to living lesson presentations.

  Second-year and third-year candidates should be able to: 

• Analyze and apply a leading scholarly source for classroom performance activities in the building and teaching within clinical simulation.

• Construct a rudimentary lesson procedure which includes citation of source, essential standard, clarifying objective, procedure, and assessment rubric.

• Lead a 30-minute single activity within a clinical simulation utilizing the seminar’s participants as students.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Attendance	20%
Participation	60%
Written Planning and Reflective Writing	20%

As this seminar is process-driven and not product-based, final score is tabulated as a single score and not an averaging of assignments.

Grading Scale

Percentage	Letter Grade
93-100	A
90-92	A-
87-89	B+
83-86	B
80-82	B-
77-79	C+
73-76	C
70-72	C-
67-69	D+
63-66	D
60-62	D-
59 and below	F

Attendance/Participation:

Attendance (20%) –You earn participation points every day.  Though there will be lecture components, this course is primarily a laboratory.  You must not only attend seminars to succeed, you must be prepared, ready, and eager to work.  There are no excused/unexcused absences, insomuch as this model does not follow into gainful employment as an educator; an absence is an absence. Given that there are only 13 possible meeting dates per semester, students should only miss a seminar for the most dire of emergencies, and should document all absences through email.

For each missed seminar without communication, there will be a letter grade drop.

When you miss seminar, we still push forward.  You are responsible for all notes missed.  Keep in mind that you not only impede your own work with absences, but the work of the professional learning community as well.

Tardies – Unless preapproved by instructor (e.g. field experience), you should always be on time for the class. Two (2) tardies will equal one absence.

Participation (60%) – As this course is not entirely project-driven, but centered around clinical simulations, the bulk of students’ grades will come from active engagement in the seminar as a whole.  The practices associated with full participation include but are not limited to: active engagement as speaker/listener/mover; singular focus toward task/discussion; active processing of readings/presentations/discussions; note-taking and/or journaling; contribution to a safe, open-minded environment; tangible personal investment to assignments/deadlines/credibility; constructive support of this learning community; punctuality and presentation of professionalism.

Proofreading/Credibility of Written Work (20%) - Unless otherwise stated, you should assume that submission of any written work is in the form of a final draft.  Your ideas are only as strong as the language/format with which you present them.  Plan your process in a way that gives you plenty of time for editing and revision.

Course Materials Purchased by the Students:

No course materials are required.