Courses

Beginning and continuing instruction in jazz dance. This course includes the technique, vocabulary and history of the genre. Fall.

In this course, students learn the vocabulary, history, elementary principles and techniques of Contemporary and Modern Dance. Students also develop an understanding and appreciation of dance as a disciplined art form and integral part of the performing arts. This is a beginning level course. Fall.

In this course, students learn the vocabulary, history, elementary principles and techniques of Ballet. Students also develop an understanding and appreciation of Ballet as a disciplined art form and integral part of the performing arts. This is a beginning level course.

This course provides the necessary skills and understanding for an appreciation of the social, physical, and artistic qualities of dance through various cultures. Physical learning of a number of social/ballroom dance forms is paired with cognitive and emotional understanding of the countries and cultures from which they were derived. Students study the concepts of lead/follow, the transition from social to concert dance as a global phenomenon and gain an understanding of dance from a global perspective.

This course uses concepts of theatre-, dance-, and visual arts-based research to solve problems. Students will be exposed, through lecture and assignments, to theories and methods from each art form and will learn to integrate the art forms to explore complex concepts through performance.

Introduces the student dancer to the foundations of human movement and Functional Awareness Principles which is an approach to understanding the body and how it functions through movement exploration in experiential anatomy, with applications to dance training by connecting the scientific with the somatic and anatomy with artistry. This course is designed to encourage optimal use of the dancer’s body through exploration of proper alignment techniques, somatic practices and human anatomy and physiology. Increased knowledge of human movement empowers students to prevent injury and enhance longevity and performance. Students are challenged to explore course content through lectures, classroom discussion, and practical dance training exercises.

Topic to be determined by instructor.

The First-Year Seminar (FYS) introduces new Gonzaga students to the University, the Core Curriculum, and Gonzaga’s Jesuit mission and heritage. While the seminars will be taught by faculty with expertise in particular disciplines, topics will be addressed in a way that illustrates approaches and methods of different academic disciplines. The seminar format of the course highlights the participatory character of university life, emphasizing that learning is an active, collegial process.

This intermediate course in jazz dance focuses on technique, vocabulary, choreography and performance studies.

In this intermediate course, students continue to learn the vocabulary, principles, and techniques of Contemporary Modern Dance. Students also develop an understanding and appreciate of dance as a disciplined art form and integral part of the performing arts.

This intermediate course in Ballet builds upon the elementary principles and techniques of Ballet I, focuses on technique, an expanded dance vocabulary, and a survey of ballet styles and methodology.

This course introduces students to major concepts and approaches in the study of dance as a political, historical, and artistic practice. Students will look at dance as a reflection of culture and as an art form from earliest societies to the present, focusing on western dance history and its multi-cultural influences.

Topic to be determined by instructor.

In this zero credit course taken each fall of sophomore and junior years, Interdisciplinary Arts Minor students will submit work from the year before into an e-portfolio format. This will be reviewed by the Director and the student in a scheduled meeting, reviewing ideas for the senior synthesis project and ensuring they are on track with coursework.

Topic to be determined by instructor.

In this course, students learn Musical Theatre Dance and History. By examining the unique aspects of multiple styles of dance and physically learning numbers from musical theatre, students prepare for the Spring Dance Concert. This course is a performance-focused study of Dance, but also includes research and presentations in Musical Theatre Dance history.

This course is an examination of the history and the physical styles of hip hop, fusion, funk, contemporary, and other pop culture genres of dance. This experiential dance class includes a public performance in the Spring Dance Concert. First level class recommended. Spring, odd years.

Advanced course in Jazz focuses on technique and individual artistry and includes a survey of relevant dance works, companies, and careers in dance. When taken in conjunction with DANC 405 students perform in the Spring Dance Concert.

Advanced course in Contemporary Modern Dance focuses on technique and individual artistry and includes a survey of relevant dance works, companies, and careers in dance. When taken in conjunction with DANC 410 students perform in the Spring Dance Concert.

Advanced course in Ballet focuses on technique and individual artistry and includes a survey of relevant dance works, ballet companies, and careers in dance. In addition, this course provides students with an opportunity to continue their study of classical ballet technique with an emphasis on technical and artistic development through their participation in the Spring Dance Concert.

Participation as a performer in a Dance Program company or ensemble. Spring and Fall. Course repeatable for 6 credits

Topic to be determined by instructor.

Advanced course in Jazz Dance focuses on the application of technique, individual artistry and choreography in performance. Dancers participate in public performances of the Spring Dance Concert. Spring.

Advanced course in Contemporary and Modern Dance focuses on the application of technique, individual artistry and choreography in performance. Dancers participate in public performances of the Spring Dance Concert. Spring.

This advanced course in Ballet has a co-requisite of DANC 315 Ballet III, which focuses on technique and individual artistry and includes a survey of relevant dance works, ballet companies, and careers in dance. In addition, this course provides students with an opportunity to continue their study of classical ballet technique with an emphasis on technical and artistic development through their participation in the Spring Dance Concert.

A career preparation and individual artistic development experience in a cohort and mentorship setting. Students engage in self-initiated as well as guided exercises to prepare for life and career after graduation. Fall.

Students learn the specifics of how to produce dance concerts. The learning experience includes advanced participation in producing fall dance concerts including but not limited to marketing, production meeting, theatre preparation, lighting, sound, house management etc.

This course is about finding one’s ‘voice’ through the study and application of the art of dance composition. Choreography in dance history, contemporary methods, dynamics, rhythm, design, motivation, gesture and improvisation are explored as basic elements for building dance. The final project will be presenting a work in the Gonzaga Student Choreography Concert. Students will leave this course able to express their creative ideas through the artistic medium of dance.

This course builds on the coursework from THEA 425. With a foundation in dance conceptualization, analysis, communication, and choreography, students create advanced compositions by further developing their voice as a dance artist. Students in this course have the opportunity to observe, reflect and revise and further develop their individual creative voice.

Participation as a choreographer (working closely with faculty advisor(s)) in a Department dance company/ensemble or Theatrical production. Spring and Fall.

In tthis course, students learn a variety of dance teaching styles, strategies, curriculum planning, and evaluation methods. Students will develop their own teaching style through a service-learning practicum leading an after-school creative dance program (ZagDance). Students will examine how economic factors including access, transportation and support can hinder the children’s previous exposure to dance class. Emphasis is placed on teaching basic creative dance to build a positive classroom environment while meeting the needs of various levels of elementary dance students. Social justice is a recognition of the need for equality within social structures that undermine full human dignity and limit development, access and opportunities for living to one’s full human potential. Social justice motivates a dense of solidarity in: 1) evaluating and working to create institutions and structures that provide more equitable access to basic human goods and services; 2) protecting basic human rights; 3) evaluating how the least powerful and most vulnerable in society are faring and how they might progress vis-à-vis their position, and 4) developing empathy across social differences.

Students will continue to explore a variety of pedagogical styles and strategies, curriculum planning and evaluation methods in the field of dance.

Topic and work load to be determined by student and instructor.

An introductory survey of the history, aesthetics, and literature of the theatre, and the various areas of theatrical production. Fall and Spring.

Introduces dance as a social form present in all cultures and as an art form composed for the stage. This course provides the necessary skills and understanding for an appreciation of the social, physical, and artistic qualities of dance through various cultures. Somatic learning of social/ballroom dance forms is paired with cognitive and emotional understanding of the countries and cultures from which they were derived. Students will also study the concepts of leading and following, the transition from social to concert dance as a global phenomenon, and gain an understanding of dance from a global perspective.

An introduction to the techniques of dramatic expression utilizing the body, voice, and imagination. Structured play exercise helps the beginner to overcome physical/vocal inhibitions, and develop a sense of trust and teamwork within the group. Scene work is approached using beats, intentions, scores of physical actions, obstacles, and subtext. The class concludes with a recital to provide practical experience in rehearsal and performance. Fall and Spring.

An introduction to expressively engaging the entire physical instrument in life and performance. Coursework focuses on a variety of techniques designed to develop an increased range of physical and vocal expression. The course features experimentation in a studio setting and practical/creative application through rehearsal and performance. Fall, odd years.

Advanced courses, visiting artists, cultural dance. Periodic offering.

The theory and practice of the construction and painting of scenery and props, the fundamentals of stage lighting, and the organization of technical work in the theatre. Includes a lab component. Fall.

In this class we will seek to understand the overall breadth of the field, with an introduction to its areas of specialization; beginning stitching, patterning, and crafting techniques, and individual contributions to the work of the Gonzaga Costume Shop, as well as a personal construction project. Fall.

Topic to be determined by faculty.

The First-Year Seminar (FYS) introduces new Gonzaga students to the University, the Core Curriculum, and Gonzaga’s Jesuit mission and heritage. While the seminars will be taught by faculty with expertise in particular disciplines, topics will be addressed in a way that illustrates approaches and methods of different academic disciplines. The seminar format of the course highlights the participatory character of university life, emphasizing that learning is an active, collegial process.

A study of the theatre as an expression of life and culture from a primitive ritual to the 21st century. Theatre literature, performance practice, and theatre architecture will be studied within the larger context of the culture form which the various types of theatrical expression are derived. Fall, odd years.

This course will provide students with the necessary tools to create, and support other students in the creation of, critical analyses of plays and productions. Through textbook readings designed to provide students with access to the creative process, published play readings engineered to highlight successful analytical lenses and practices, and exercises devised to tap into different modes of creative generation, students discover multiple methodologies for performance text analysis. Students learn to give and receive effective feedback. By the end of the semester, students complete several full performance text analyses and contribute directly to the making of a live performance.

An intensive study of the acting process building on skills developed in Acting I (THEA 111). The course focuses on character development in psychological realism and other modern forms and is intended to expand the actor's range with both scene and monologue work, as well as to expand skills in voice/body integration and script analysis. Spring.

Taken each fall of sophomore and junior years, Interdisciplinary Arts Minor students submit work from the year before into an e-portfolio format. This is reviewed by the Director and the student in a scheduled meeting, reviewing ideas for their senior synthesis project and ensuring they are on track with coursework.

Analysis and theory of modern dance with an emphasis on basic technique and movement exploration. Includes a study of the evolution of modern dance and its past and present pioneers. Fall.

Fundamentals of the process of designing for the theatre - developing the design from the initial script study through the collaborative process in design meetings. Learning how to “see” and developing points of view and approaches are studied. The course also covers the business of design, working in regional theatres and other professional venues. Fall, even years.

Examine the role of costume design in the performance storytelling process for stage and fashion. Utilizing classic design principles and tools, including color theory and artistic media, we explore turning texts into visual images through script analysis, character interpretation, use of historical dress, and artistic inspirations. Spring.

An introduction to the technical procedures, equipment, organization, drafting, and design principles of theatrical lighting. Students will design and execute lighting for main stage productions. Spring.

An introduction to the artistic, pedagogical, and entrepreneurial methods for producing theatre for (and with) young audiences. Coursework features practical rehearsal and performance, a survey of major Theatre for Young Audience plays, applied theatre techniques, and curriculum development. This class is intended for students seeking to become teachers (inside and outside of theatre arts classrooms) and those interested in performing for K-12 audiences. Spring, even years.

The fundamental techniques of play analysis, actor communication, and composition are introduced and applied to model plays. Organizational, leadership, and conceptual skills are developed as students audition, cast, and rehearse chosen scenes from the modern realistic repertoire for performance. Fall.

Introductory level participation in one or more phases of the design, technology, and management (DTM) production process (set construction, costume construction, lighting, sound, etc.) Spring and Fall.

Performance of a role in a main stage theatre production. Spring and Fall.

An introductory study of contemporary acting methods used to perform Shakespeare's plays. Emphasis is placed on balancing Elizabethan language and staging conventions with today's psychological realism. The course focuses on character development, physical and vocal techniques for the actor, use of verse and prose, delivery of soliloquies, and script analysis. Students engage with both scene and monologue work The course is intended to expand the actor's range as well as the reader's understanding of Shakespeare's work for the live stage.

The goal of the artist in a theatrical production is simple: to make the audience believe. To that end, it is the responsibility of the scenic artist to create the illusion that rough plywood surfaces are in fact brick walls, or that a masonite floor is instead a cobblestone walkway. This class explores scenic painting techniques, foam carving, and specialty prop design. Topics include the role of the scenic artist in the production process. Additional emphasis placed on faux painting techniques and trompe l'oeil painting. This is an intermediate studio course exploring the techniques and processes of scenic painting and crafts that encompass skills necessary for theatre and theatre production projects. Tools, materials and painting techniques will be demonstrated by the instructor and explored and executed by the student. Scenic painting does not arrive from your imagination alone. Research into surfaces and light will be necessary to apply the skills of painting.

Topic to be determined by faculty.

Topic to be determined by Instructor.

Topic to be determined by Instructor.

With experience of basic acting techniques in hand, the student actor works in front of the camera to meet the challenges of electronic media. Simplicity of presentation, performance of the authentic person, and active listening are key skills. Work is in a variety of forms, from feature films to public service announcements. The class concludes with a public showing of student work. Periodic offering.

Theory and application of the process used to design theatrical scenery. Students begin to develop and apply skills in script analysis, theatre drafting, model building, collage, and research techniques with the intent to design scenery for live theatre performance. Fall, odd years.

With a foundation in conceptualization, play analysis, actor communication, and design, student directors will create a vision for a short play. Student directors cast their shows and collaborate with a design team to realize the production in a public performance. Emphasis is placed on building conceptually rich, unified productions and the development of an individual creative voice. Spring.

Topic to be determined by faculty.

The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.

Designed to provide students with the necessary tools to create dramatic texts for reading and performance. Through play reading assignments and exercises devised to tap into different modes of creative generation, students discover methodologies for developing new work. Students hear their work read by actors in a 10-minute play festival. By the end of the semester, students complete a short one-act play. Fall, even years.

Intensive study of a particular aspect of theatre. Permission from Department Chair required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission from Department Chair required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission from Department Chair required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission of instructor required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission of instructor required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission of instructor required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission of instructor required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission of instructor required. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Pre-requisite: permission of instructor. Upon sufficient demand.

Intensive study of a particular aspect of theatre. Permission of instructor required. Upon sufficient demand.

Students will take leadership in one of the following areas of applied theatrical production: stage management, lighting design, scenic design, sound design, costume design or directing.

Students will take leadership in one of the following areas of applied theatrical production: stage management, lighting design, scenic design, sound design, costume design or directing.

Students will take leadership in one of the following areas of applied theatrical production: stage management, lighting design, scenic design, sound design, costume design or directing.

Students will take leadership in one of the following areas of applied theatrical production: stage management, lighting design, scenic design, sound design, costume design, or directing.

Students will take leadership in one of the following areas of applied theatrical production: stage management, lighting design, scenic design, sound design, costume design or directing.

Professional work experience in theatre related field. Fall, Spring, and Summer.

A career preparation and individual artistic development experience in a cohort and mentorship setting. Students will engage in self-initiated as well as guided exercises to prepare for life and career after graduation. Development of senior project, to be completed in THEA 499 in the spring. Fall.

A continuation of THEA 498 with more emphasis placed on implementing a senior project in partial fulfillment of the department’s major requirements. Spring.