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Information
| Code | TYM227 |
| Name | Theories and History of Theatre II |
| Term | 2024-2025 Academic Year |
| Semester | 3. Semester |
| Duration (T+A) | 2-0 (T-A) (32 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Konservatuar - Yardımcı Meslek |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Öğr. Gör. İsmail DİKİLİTAŞ |
| Course Instructor |
İLTER ŞEN
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim is to convey students the theatre applications in all periods of the World Theatre from its first occurrence to the present day, staging formats and the theories developed as a result of these experiences, and create an awareness with all this information.
Course Content
The development of theatre during the Middle Ages, Renaissance and Classic periods and the examination of the theories which appeared during these periods.
Course Precondition
TYM105 Theories and History of Theatre I
Resources
Lecture Notes and Books
Notes
Şener, Sevda: Dünden Bugüne Tiyatro Düşüncesi. Anadolu Üniversitesi Yay. Eskişehir, 1991.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Knows the idea of theater in the Roman period. |
| LO02 | Knows the Medieval Theater History and the idea of theater that emerged at that time. |
| LO03 | Knows the Renaissance Theater History and the idea of theater that emerged at that time. |
| LO04 | Klasik Dönem tiyatro düşüncesini bilir. |
| LO05 | Knows and tells about Plautus, Terentius, Cicero's views on theatre. |
| LO06 | Distinguish the theater thought of Horatius from the theater thought of Aristotle. |
| LO07 | Summarizes the theater ideas of Classical Movement and Renaissance period. |
| LO08 | Analyze the connections of the Classical Movement with the theater thought in the Ancient Greek and Roman Periods. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Students comprehensively search for the national and international Theatre - Acting literature, techniques and methods, synthesize the knowledge they acquired considering the requirements of the age and gain a critical point of view. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | The Art of Acting is supported with methods, theories, history, the techniques of using voice and body, behavioral psychology, and aesthetics and art theories. He has the knowledge to comprehend his art and transfer it to the future along with his past. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | This program provides with the ways of finding the necessary documents, tools, resources, and the archive related to the art of acting. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | By acquiring the basic techniques and professional habits of the art of acting, having sufficient knowledge in terms of stage technology, comprehends how to express the artistic expression images of the play. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Gains the ability to present information about the field of Theatre-Acting Art to different audiences of the society. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Students gain awareness of being an artist who is aware of the responsibility to themselves, their own country and to the humanity. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Students will have the ability to search, discover, create alternative solutions, reach information, think critically and engage in productive discussions for personal and professional growth. | 3 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Taking the art of Theatre-Acting into consideration, students comprehend the improvement and transformation period of the art from past to the future, and adapt it according to the requirements of the age. | 5 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | By developing his coordination skills, he gains the ability to use his own body as an instrument that has recognized and analyzed his world of emotions and thoughts and has a natural mechanism on the stage. | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | In addition to acting techniques, he knows and applies the right ways of using the body on stage with movement, dance, body plastic and fencing disciplines. | |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | This programme teaches the ways of using voice correctly on stage supporting this with the voice and speech techniques, singing, solfege and ear training. | |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Gains the ability to interpret universal values and reflect imaginatively with the knowledge gained in his field. | |
| PLO13 | Beceriler - Bilişsel, Uygulamalı | Performs his character taking part in a full range of play (including costumes, makeup, decor, music, lighting, effects,) prepared closest to the professional discipline and stage conditions. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | He gains the awareness of having artistic and professional ethics and discipline along with his professional acting qualifications and applies them in rehearsal, representation and all works on stage and set. | |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | As an artist, students improve themselves continually, and combine the knowledge and skills appropriate for the rules of professional ethics with the other fields of art and make correlations between them. | |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | In addition to his professional development, he constantly improves himself in scientific, social, cultural and sports fields for his personal development. | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Students gain communication and social competence skills as a natural part of the art of theater - acting. | |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | With the help of techniques and methods of acting, this programme teaches the ways of expressing the emotions and thoughts of the character to play on stage. | |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Considering the art of Theatre-Acting, students learn a social and aesthetic point of view and can apply this on performing arts, radio, television and cinema. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It shows and provides the ways to have the competence to use Turkish correctly, beautifully and effectively as an example for the society. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Roman Theatre Thoguht: Pilate, Terentius and Cicero´s thoughts on Theatre. Theatre thought of the period. Horatius and the Ars Poetika´s thoughts:, the poet should be well-informed, hardworking and exploit/benefit from Greek Art. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Content, Shape and Style Features in Ars Poetics: Meet the tradition in terms of Simplicity, Accuracy in narration, Selection and Arrangement of Words, Running Usage, Subject of the play, Selection Subject. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Characters should be appropriate for the role, The importance of Initial-middle-last and the beginning, Five Curtains rule, there should be at least three people that have a speech in one scene, the organic place of choir in the play, the scenes that are unfavorable, Appearance of Gods on stage in compulsory conditions, the impact and function of theatre, the emotional impact of art, the impact of images. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Revision of Roman Theatre thought. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Midterm Exam | Reading the source, | Ölçme Yöntemleri: Yazılı Sınav |
| 6 | Medieval Theatre Practice: The periods before the Religious Drama Movements in the Middle Ages, Religious drama - Church Theatre, Staging and Places in Religious Drama, Acting in Middle Ages, staging of the plays out of the Church and the results of this situation, Religious dramas in National Language. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Secular Drama in Middle Ages: Medieval farces, morality (plays with moral lessons), interludes (intermediate plays), Knight Entertainments (Tournaments, disguise, Festivals with masks), Royal Processions and street parades, Collapse and the transfiguration of the Middle Ages Drama. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Theatre thought in Middle Ages Accusations against theatre, the reasons of the Church´s disapproval of theatre, distinction of genres and definitions, moral informativeness of theatre, explanation of destruction at the end of tragedy as fate. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 9 | General Review of Medieval Theatre. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Midterm Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 11 | Renaissance Theatre: Political, Social, Cultural, Scientific atmosphere in Renaissance . Italian Theatre in Renaissance: Developments in Italy in Renaissance, intermezzis, The Birth of Opera. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Innovations of staging practises in Italy in Renaissance. Stage practises of: Sebastino Serlio, Nikolai Sebattini and Giacomin Torelli. Developments in architecture of Italian Theatre in Renaissance : Theatre Olimpico, Theatre Farnesse, San Cassiano, the Italian Commedia Del Arte Folk Theatre Tradition. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Elizabethan English Drama in the Renaissance: The first Tragedy and Comedias in transition period, College Intellectuals: Thomas Kyd, Christopher Marlowe, John Lily, Robert Green, W. Shakespeare and his contemporaries, Ben Johnson, George Chapman, Thomas Dekker, John Marston, Thomas Hewood, Thomas Middeleton, Cyril Tourneur. | Reading the source,, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Jacobin Authors: Francis Beamount, John Fletcher, Phillip Massenger, John Ford, James Shirley, Elizabethan Theatre legislation Stage technique in Elizabethan English theater, staging places (arenas in halls, Palace Theatre, Civic Theatre, private theaters, arenas that the masks are played in.) | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Period analysis and general revison | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Period analysis and general revison. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 17 | French Theater and Neo-Classicism in Renaissance: 1595 Pre-French Folk Arena, 16 Century Neo-Classical Drama, public theatre from 1595 to 1625, important authors of Neo-Classicism: Pierre Corneille, Jean Racine and JBP Moliere. | Reading the source,, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 18 | The idea of theater in Renaissance Theatre : Overview of the general situation in the Middle Ages before the Renaissance, and Accusations and prohibitions against theatre. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 19 | Advocacy of the theater in Renaissance: Theatre Arts is a serious type, , theater is educational, Tragedy represents Superior and General Facts, Tragedy does not instigate excitements but soothes them through catharsis, problems appeared in practice is the fault of practitioners. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 20 | The Idea of theatre in Renaissance:: Theatre is not for reading but for playing, Tragedy and Comedy are different types; each has different features, form rules proposed by Ancient theorists should be implemented, mission of theatre is to provide benefits by educating. Similarity to reality should be important in Tragedy. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 21 | Midterm Exam | Reading the source, Research | Ölçme Yöntemleri: Yazılı Sınav |
| 22 | Classic Theatre Idea: Political, social, scientific, economic and religious atmosphere in 17th Century | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 23 | Rules of Classical Theatre movement: What Ancient Greek theorists have said is true, Tragedy and comedy have different features, plays should arouse interest and they should be effective. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 24 | Similarity to reality and credibility are important features, , morality and common sense must be followed, theater must be useful and entertaining, narration should be subtle, images shouldn´t be extremely striking. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 25 | Format rules of Classical Theatre movement: Purity, simplicity, a certain length of completeness, Organic Integrity, Credibility Consistency, Rule of Three union. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 26 | Five Scenes Rule, there should not be more than three characters in a scene, bloody events shouldn´t be demonstrated on stage. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 27 | Comparison of philosophers in Ancient Greek (Aristotle), and Rome (Horatius) with Classical Period, explain the similarities between them and determine the impact of these on classical theatre thought. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 28 | General Review of Clasiccal Theatre Idea. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 29 | Midterm Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 30 | Assessment of one-year education and students´ performance. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 31 | Final exam preparation. | Reading the source, Research | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 32 | Final Exam | Reading the source, Research | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 30 | 2 | 60 |
| Out of Class Study (Preliminary Work, Practice) | 30 | 0 | 0 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 2 | 2 | 4 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 66 | ||
| Total Workload / 25 (h) | 2,64 | ||
| ECTS | 3 ECTS | ||