Courses

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

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.

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. Fall.

Beginning instruction in ballet. This course includes the technique, vocabulary and history of classical ballet. May be repeated. Fall.

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

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.

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.

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.

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. May be repeated. Fall.

A continued study of ballet with an emphasis on artistry, choreography and intermediate level technique. Includes a critical analysis of past and present classical dance works. Completion of THEA 124 Ballet I recommended. May be repeated. Fall and Spring.

This course will provide student dancers scientific information for understanding the human body, injury prevention and enhanced longevity and performance. Students will be given the tools to connect the anatomy and physiology of the body to dance while performing practical exercises to allow application of the knowledge learned. Spring, even years.

This course will look at dance as a reflection of culture and as an art form from earliest societies to the present, focusing primarily on western dance history. Fall.

Topic to be determined by instructor. Periodic offering.

This course covers the 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 will also cover the business of design, working in regional theatres and other professional venues. Fall, even years.

This course examines 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 will 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 technical 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.

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.

This intermediate course in ballet focuses on technique, vocabulary, and choreography. Student participants in public performance. May be repeated. Spring.

This intermediate course in jazz dance focuses on technique, vocabulary, choreography and performance studies. Dancers participate in public performances of the spring dance concert. May be repeated. Spring.

Examination of the unique history of musical theatre dance. Practice in the techniques and choreographic styles required for performance in musicals. Dancer will participate in the annual spring dance concert. May be repeated. Spring, even years.

This intermediate dance course introduces the history and physical styles of hip hop, fusion, funk and world dance. This performance based course includes a public performance in the spring dance concert. Completion of THEA 125 Jazz I recommended. Spring, odd years.

This intermediate course in modern dance focuses on technique, movement exploration, choreography and performance studies. Dancers participate in public performances of the spring dance concert. May be repeated. Spring.

Topic to be determined by instructor. Periodic Offering.

Theory and application of the process used to design theatrical scenery. Students will 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.

Dynamics, rhythm, design, motivation, gesture and improvisation are explored as basic elements for building dance. Final project is a public performance of choreographic work. Spring.

This course builds on the coursework from THEA 425. With a foundation in dance conceptualization, analysis, communication, and choreography, students will create advanced compositions and learn from the production of the Fall Dance Concert. Emphasis is placed on building conceptually rich, unified productions and the development of an individual creative voice while learning what it takes to produce a professional dance concert with guest artists. Fall.

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.

This course is 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 will discover methodologies for developing new work. Students will hear their work read by actors in a 10-minute play festival. By the end of the semester, students will 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. On 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.

In the first part of this year-long course, students will learn a variety of teaching styles and strategies, curriculum planning and evaluation methods, and then will have the opportunity to develop their own teaching style through a service learning teaching component. Emphasis is placed on learning to build a positive classroom environment while meeting the needs of various levels of dance students. Fall.

Continuation of THEA 496A. Students will continue exploring a variety of teaching styles and strategies, curriculum planning and evaluation methods, while preparing their ZagDancers for their final performance. Spring.

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.