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BFA Design/Technical degree |
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| Inherent
in the program is a commitment to teach and foster excellence in technique
along with professionalism, intellectualism and collaboration. While certain
classes may have a primary focus, and emphasis may change from year to year,
all values are certainly reaffirmed and developed in all area classes throughout
the four-year program of study. Assessments of students' abilities in these areas are ongoing. Yearly portfolio reviews are publicly presented and are used to assess each student's progress. Additionally, progress according to central values are addressed and discussed between each BFA student and two faculty members at the end of the freshman, sophomore, and junior years during year-end evaluations. As a program that integrates "hands on" learning alongside theoretical understanding, Design/Tech majors each perform an assigned tech role for a minimum of 2 main stage productions each semester, guided by a faculty mentor. Additionally, majors have 8 hours per week in either the scene or costume shop and attend all main stage strikes and load-ins. It is important that students experience a wide variety of design and construction challenges and solutions through direct and frequent experiences. | ||||||
Freshman
Year |
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Analysis |
Technique |
Collaboration |
Professional |
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Creating theatre
ultimately involves connecting the unique talents and visions of many individuals.
Therefore, practicing skills in collaboration is the main focus of this
year. Students will be involved in several class group projects as well
as participate outside of the classroom through production assignments,
which support our main stage production season. It is expected that through
these experiences individual self-discipline will be developed, as well
as the ability to work supportively and cooperatively within a group.
Students will also learn about and practice fundamental analysis of scripts and basic techniques in stagecraft and design theory. Understanding and practicing acting skills reinforces insight into the full process of creating theatre. Professional skills are developed through creation of a theatrical resume and design portfolio, and identification of career opportunities for summer work. Freshman
University studies classes of Critical Writing,
Reading, and Research I and II enhance theatre students'
sensitivity to language, develop close reading skills, and expand abilities
in creative expression and research skills. |
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Sophomore
Year |
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| Analysis |
Technique |
Collaboration |
Professional |
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| Students
continue to explore different aspects of design and technical theatre through
choices offered in design studio
classes. It is stressed that while students will eventually choose a focus,
they must have fundamental expertise in all areas. Study of the history
of styles opens up design options within a cultural and
historic context. Further
development may be through serving as assistant designers on main stage
productions.
Collaborative skills continue through various production and design assignments,
as well as Pipe Dreams attendance. Professional skills grow through expansion
and presentation of design portfolios and resumés. A course in U.S. Studies increases theatre students' awareness of cultural diversity of the human experience. Also taken may be the non-sequential course requirements in Quantitative Analysis and Science, which help to develop logical and systematic thinking processes to balance creative and imaginative ways of knowing the world. |
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Junior
Year |
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| Analysis |
Technique |
Collaboration |
Professional |
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While still exploring different aspects of design/technical theatre in the junior year students are expected to begin developing stronger technical abilities in their particular choice of focus through an advanced design assignment and through advanced courses in a particular area. Students also begin to investigate more thoroughly the historical, literary and theoretical theatrical traditions through Integrated Theatre Studies I and II, and Dramatic Literature courses. A choice of a Global Studies course continues to expand theatre students' awareness of diversity in the world beyond the Western traditions. Also continuing will be courses in a second language, or semiotics or a specific cultural tradition. Many students choose to take a semester abroad in their junior year. For example, theatre students have recently returned from semester long experiences in England, Ireland, Argentina, Australia, Spain, and Italy. |
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Senior
Year |
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Analysis |
Technique |
Collaboration |
Professional |
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The senior year typically involves an individualized project, which is a capstone experience synthesizing the student's education through a design or technical assignment on a fully-realized main stage production. Directing
I
gives designers and technicians an important outside perspective as
they learn to compose scenes and plays that integrate analysis, several
different theatre techniques through collaboration. | ||||||