Northeastern State University

College of Liberal Arts

Department of Communications, Art and Theatre
Tahlequah, OK
INSTRUCTOR: Christopher Miller
COURSE: Acting Fundamentals
LOCATION: Playhouse Theatre
Office Hrs: 8-9am, M,W,F
2-3pm, M,W,F

OFFICE: Playhouse Theatre 102

DAYS/TIME: MWF: 1:00-1:50pm
CONTACT: 918-444-2794
miller34@nsuok.edu

PREREQUISITES: None

CATALOG DESCRIPTION OF COURSE: A study and utilization of the basic principles and
techniques of acting providing the beginning student with the necessary tools of observation,
sensibility, imagination, and coordination of body and voice. The student will gain acting
experience through presentation of scenes from distinguished dramatic literature.
COURSE PURPOSE: The study of theatre promotes reflection, collaboration and individual
expression. In this course, students will focus on rigorous text analysis combined with emphasis
on enhancing the actors spontaneity through training in the acting technique of "Practical
Aesthetics."
STUDENT LEARNING OUTCOMES

Through the study of the fundamental techniques and terminology of acting, physical and vocal
expression, improvisation, and monologue and scene work, students will:
1. build an ensemble (your classmates)
2. incorporate a basic acting vocabulary and skills focused on action, objective and obstacle
3. explore the fundamentals of preparing and rehearsing a scene
4. engender respect for the theatre and the craft of acting
5. express his/her artistic skills through performance
INSTRUCTIONAL MATERIALS: (Required Textbook)
Bruder, Cohn, et al, A Practical Handbook for the Actor; New York: Vintage/Random House, 1986.
- Access to online scripts and supplemental material (Blackboard)
- Ticket to NSU Theatre Production $5 (or usher for free):
See The Fantastics at NSU Playhouse
INSTRUCTIONAL PROCEDURES: Reading textbook chapters; class discussion/activities; reading
playscripts; individual/group performance projects; viewing plays on video; chapters quizzes and written
reports.
STUDENT PERFORMANCE ACTIVITIES: (Attendance/Punctuality)
All assignments must be turned in on time, in person, and in class. There will be no make-up assignments.
Group Rehearsals: It will be necessary to rehearse outside of class in addition to the in class rehearsal
opportunities.
Stage Fright is not only natural, but can also be beneficial if you are prepared and focused. Preparation
and focus means doing outside homework, knowing what you want in the scene/play, and keeping your
attention on the other people in your scene/play.

Any written assignments must be typed.

Attendance for this course is required since it is largely discussion and activity based. Your presence in
both mind and body is necessary. There is no such thing as an excused or an unexcused absence. There
are simply absences.
You are allowed THREE absences; after the third absence, your course grade will be lowered by HALF a
letter grade for EACH absence thereafter. If you arrive to class more than 15 minutes late, you are
considered absent.
Punctuality is also of critical importance in the theatre. Its just as easy to show up five minutes early as it
is to show up five minutes late. You are considered late if you arrive after attendance has been taken.
Additionally, you are considered tardy if you leave early. Every THREE tardies equals ONE absence.
These behaviors will negatively impact the attendance and participation portion of the grade.
Arrangements can sometimes be made to turn in work early if you know you will be missing a class.
Assignments missed as a result of tardiness or absences may not be made up.
Social Contract and Participation
First of all, please remember that I am here to help you learn. Please do not hesitate to ask questions, or
ask for help, in or out of class. (In class is often best, since your classmates may have the same questions
or concerns and you will be helping them.) Since this course is participatory in nature, it is essential that
you complete all homework assignments, come to class prepared to engage in vigorous, critical discussion
and invest fully in classroom exercises. As well as being called upon to contribute your ideas each class
period you will be asked to move, speak, shout, jump, etc., so dress appropriately. Wear clothing that
allows for unrestricted movement. We will spend much of our class time doing exercises that require the
student to move freely on the floor and perform vigorous physical activities.
Please know that everyone feels uncomfortable sometimes, especially in front of large groups. It is your
responsibility, as class members to create a safe environment wherein all students feel free to participate
and express their ideas, thoughts and opinions. You will receive points for participation in each class
period. These points will be added at the end of the semester to determine your total participation grade.
Additionally, you must put away newspapers, magazines, homework for your next class, remove
headphones and turn off all cell phones, pdas, beepers, pagers, etc. before the start of class. If you use
your phone you will be asked to leave and it will count as an absence.
Course Requirements and Grading Procedures:
Grades will be based on a points scale. The final point total for the course will be determined by the
number of quizzes, activities, assignments and exams we complete throughout the semester. Final grades
will follow a normal scale of 90%=A, 80%=B, 70%=C, 60%=D
Administrative Withdraws:
Students who enroll this course and have poor attendance and/or poor participation (as determined by the
instructor) may be administratively withdrawn (involuntarily). Students who are administratively
withdrawn will be responsible for payment and repaying any financial aid received for the course or
courses that must be returned to the provider. If you are concerned about your absences, progress, or
success in a particular course, meet with your instructor immediately.

ASSIGNMENT DUE DATES:

All class assignments and quizzes will only be given on their scheduled dates. Late work WILL NOT be
accepted.
Being unable to find time to meet with collaborators, having a computer or printer problem at the last
minute, having a paper or exam in another class, are not legitimate reasons for late performances or
assignments. Plan ahead. Exceptions or extensions may be negotiated in extreme circumstances, but must
be worked out in advance of the due date and evidence of progress on the project must be shown.
It is in your best interest to keep all assignments until you have received your final grade. Should a
mistake in the calculation of your grade occur, for any reason, you will want to be able to show your
work.
All written assignments must be typed, double-spaced, 12pt. font, unless otherwise indicated.

STUDENT EVALUATION:
Activity
Point Value
Teach the class
(5 points)
Syllabus Quiz
(5 points)
Reading Quiz #1
(10 points)
Reading Quiz #2
(10 points)
Reading Quiz #3
(10 points)
Performance #1
(10 points)
Performance #2
(10 points)
Performance #3
(10 points)
Performance #4
(10 points)
Participation
(10 points)
Performance Review
(10 points)

Total Points
5
10
20
30
40
50
60
70
80
90
100

Your POINT TOTAL is your percentage for the course. In other words, 75 points is a 75%. This does not
include deductions as a result of attendance and punctuality.

Please go to http://offices.nsuok.edu/academicaffairs/SyllabiInformation.aspx for required information

pertaining to:
Academic Misconduct
American Disabilities Act Compliance
Inclement Weather/Disaster Policy
Teach Act
Accessibility
Release of Confidential Information

SCHEDULE FALL 2014

(subject to change)
WEEK 1 - Introduction to the Course
Aug. 18
INTRODUCTIONS, Warm-up Example, Discussion: Theatre Etiquette/Work Ethic
Aug. 20
Teach the class Warm-ups (5 pts).
Aug. 22
Teach the class Warm-ups (5 pts).
WEEK 2 - Scene Analysis
Aug. 25
Discuss Handbook (p. ix 39) Syllabus Quiz (5 points) and Reading Quiz #1 (10 points)
Due by 1pm.
Aug. 27
In class activities Physical Actions
Aug. 29
In class activities Analyzing a Scene
WEEK 3 Sep. 1
Sep. 3
Sep. 5

Practical Aesthetic Technique

Labor Day NO CLASS
Discuss Handbook (p. 40-66) Reading Quiz #2 (10 points) Due by 1pm.
In class activities Technique

WEEK 4 Sep. 8
Sep. 10
Sep. 12

Practical Aesthetic Application

Discuss Handbook (p. 67-86) Reading Quiz #3 (10 points) Due by 1pm.
In class activities Application
In class activities Application

WEEK 5 - Children's Show Week

Sep. 15
Children's Show Week
Sep. 17
Children's Show Week
Sep. 19
Children's Show Week
WEEK 6 - Nonverbal Scenes Physical Action
Sep. 22 -
In class activities. Discuss Nonverbal scene
Sep. 24 -
In class activities. Nonverbal scene activities
Sep. 26 -
In class activities. Nonverbal scene activities
WEEK 7 - Nonverbal Scenes Physical Action
Sep. 29 - In class activities. Nonverbal scene rehearsals.
Oct. 1 - In class activities. Nonverbal scene rehearsals.
Oct. 3 - Nonverbal scene - Performance #1 (10 points)
WEEK 8 - A/B scene
Oct. 6 - In class activities. Discuss A/B scene.
Oct. 8 - In class activities. A/B scene activities
Oct. 10 - In class activities. A/B scene rehearsals
WEEK 9 - A/B scene
Oct. 13 - In class activities. A/B scene rehearsals
Oct. 15 - A/B scene - Performance #2 (10 points)
Oct 16-17 Fall Break - NO CLASS
WEEK 10 - TBD scenes
Oct. 20 - TBD - Performance #3 activities
Oct. 22 - TBD - Performance #3 activities
Oct. 24 - TBD - Performance #3 activities

WEEK 11 TBD scenes

Oct. 27 - TBD - Performance #3 activities
Oct. 29 - TBD - Performance #3 activities
Oct. 31 - TBD - Performance #3 activities
WEEK 12 TBD scenes
Nov 3 - TBD - Performance #3 activities
Nov 5 - TBD - Performance #3 activities
Nov 7 - TBD - Performance #3 (10 points)
WEEK 13 Play Scenes
Nov 10 - Play Scene activities
Nov 12 - Play Scene activities
Nov 14 - Play Scene activities
WEEK 14 Play Scenes
Nov 17 - Play Scene activities
Nov 19 - Play Scene activities
Nov 21 - Play Scene activities
WEEK 15 Play Scenes
Nov 24 - Play Scene activities The Fantastics - Performance Review (10 points)
Nov 26-28 Thanksgiving Break - NO CLASS
WEEK 16 REHEASAL WEEK
Dec 1 - Play Scene Rehearsal Day 1
Dec 3 - Play Scene Rehearsal Day 2
Dec 5 - Play Scene Rehearsal Day 3
Finals Week FINAL Presentation of Historical Theatrical Scene, Style, or Practitioner
TIME TBA Play Scene Performance #4 (10 points)

What Makes An Acting Class Work?

The actor's job:

Actors must develop self-awareness. Understanding your strengths and weaknesses,

and your tendencies and habits will be useful to you both as an actor and as a human
being. The goal here is not to be critical, but curious, looking inward to discover all of the
stuff that you bring into rehearsal and performance processes.
Actors must develop the ability to examine and share their experiences. Talking
about your own work process and your sense of the results that you get from your
performances is an essential part of learning to act. You need not be highly articulate
about these matters and what you may communicate initially is your confusion, but until
you begin to make this effort, you have little basis for change and improvement.
Actors and instructors must contribute to creating a safe-space. An atmosphere of
trust and non-defensiveness is necessary for actors to be both willing to try new and risky
craft procedures and to accept and act on the feedback they receive. Therefore, we must
all work to be constructive, encouraging and positive.
Actors must learn to receive and assimilate feedback. An audience likes and responds
to something or it does not, and gives the actor little information beyond this gross yesor-no, on-or-off response. But in an acting class there is an opportunity for actors to learn
to provide and receive feedback that is much more specific and detailed. To get the full
benefit of the feedback that you receive, learn to listen without becoming defensive or
assigning blame.

The instructors job:

The acting instructor must help student actors develop self-awareness. Sometimes an
objective pair of eyes can help an actor become aware of the patterns of thinking, feelings
and behaviors that emerge and evolve as they work.
The acting instructor must define and re-define specific craft goals. Helping students
understand the basic skills that are the common ground of good acting (i.e. script
analysis, diction and projection, character development, etc.), is a crucial part of any
acting course.
The acting instructor must provide various means of achieving these goals.
Assignments must be varied and expectations must be appropriate and specific. Actors
must be given multiple opportunities to try out new skills and to build on the feedback
they receive.

Performance Evaluation

Please type your responses to the following. A few sentences for each will suffice.
Bring your evaluations to the first class meeting following each performance.

1. What did you learn about yourself as a result of the rehearsal and performing processes?
2. Were you an asset or a liability to the process? What grade would you give yourself if
rating cooperation, contribution, meeting memorization deadlines, punctuality and
attendance, exibility in setting the rehearsal schedule, and focus and concentration at
each rehearsal? Be specific in justifying your grade.
3. Was your partner(s) an asset or liability to the process in the areas listed above? Grade
your partner(s) and justify the grade.
4. Next time, what will you do differently? Consider everything from selection of scene to
use of rehearsal time to preparation for entering stage. Explain.
5. How did you use your scene analysis to help structure and shape your scene? Explain.
6. Tell me about your rehearsal process. What specific strategies did you use? Explain why
you used them.
7. Briey summarize audience response to your performance and your reaction to their
response.
8. Anything else you would like to share?

Grading Rubric for Performance Assignments

Each of the following 5 categories is worth 2 points for the assignment worth 10 points.

1. Coaching Sessions with instructor

a. Actors were on time
b. Actors were prepared
c. Actors were committed to the work
2. Memorization
a. Actors met memorization deadlines
b. Memorization was believable during performance
3. Movement
a. Actors took initiative to create blocking for their scene
b. Actors use movement to show character, intention, and tactics
c. Actors commit to movement and it appears motivated and believable
4. Intention and Tactics
a. Actors articulate and display clear intentions
b. Actors articulate and use multiple tactics to achieve intentions
5. Paperwork
a. Scene analysis is complete and on time
b. Performance evaluation is complete and on time

Common Mistakes (that result in lowered grades):

Actors are late to coaching sessions

Actors are unprepared at coaching sessions (they arent blocked, don't have a pencil to
take notes, forget their paperwork, dont bring props, etc.)
Actors argue with direction or have bad attitudes during coaching sessions
Actors are not memorized on time
Actors struggle with lines during a performance or ask to start over
Movement is unmotivated
Movement is untrue to character
Actors are unable to succinctly articulate their character's intention (they may ramble and
try to explain it, but they cannot directly state it)
Actors choose intentions that do not meet the stated criteria for intentions listed in the
Practical Handbook
Actors play an emotion instead of playing actions (i.e. tactics)
Actors use only one tactic instead of using multiple tactics
A scene seems little more than a recitation of lines