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-166370-295275Fort Lewis College Department of TheatreSelf Study for Program Review 2008-2009Revised 20 February 2009Contents of Theatre Program ReviewIntroduction Statement on Self-Study Process and OrganizationTime-Line for Program ReviewReview Groups Program Information & AnalysisDepartment Mission and Vision as Aligned with Fort Lewis Mission, Vision and Strategic Directions Accomplishments: Summary of Theatre Program Development Since Last Review Program Profile: Recruitment, Retention, Grading Practices, Graduation and Alumni Success Recruitment to RetentionEnrollment DataAnalysis of Enrollment DataNarrative on Enrollment/RecruitmentRetention to GraduationGraduation DataAnalysis of Graduation DataNarrative on Retention to GraduationGrading Practices: DFW and A RatesDFW and A DataExplanation of DFW and A DataStudent SuccessAlumni DataAnalysis of Alumni DataNarrative on Alumni Relationships and SuccessesD. Program Profile: Facilities Status and DevelopmentLearning EnvironmentCurriculum Statement and DevelopmentCurriculum Development Statement and Status Statements on Student Research Departmental Curriculum Implementation Analysis Analysis of the Four Curricular Options in Theatre Analysis of Ability to Effectively Facilitate Programming and CurriculumAssessmentGeneral Education & Campus Curriculum Contributions (Outreach Responsibilities)GT-Pathways Course Development Thematic Studies and EGC Course DevelopmentCBLR Course DevelopmentEnrichment Course DevelopmentProduction Accomplishments Criteria for Season Selection & Development Statement on Production process & Responsibilities Past Season Productions Production Accomplishments – Highlights Our Future -- Program Development Possibilities, Considerations and Plans Program Directions Analysis Statement on Future Plans: Directions with regard to two, five, and ten year plans Retention and Recruitment Development PossibilitiesStatement of purpose of NAST accreditation The Future of our CurriculumTeacher Certification Option Dance OptionMusic & Performance OptionThe Future of Fort Lewis College Theatre Productions - “The Front Door to Fort Lewis College”Assessment Development Facilities DevelopmentAppendices and Other Information for Report To the Board of TrusteesList of chair and departmental faculty and staff, including rank/title and how long each has been at Fort Lewis CollegeFaculty CVsEvidence of Curricular accomplishments during review periodCourse listings for the departmentDegree Requirements for all optionsCourse Rotation plan to 2011Departmental BrochureStudent Departmental HandbookEvidence of Departmental Accomplishments and Development During Review PeriodLogistics and Initiatives ChartA comparative statement: NAST Criteria and Fort Lewis College TheatreLetter from External consultant on NAST AccreditationEvidence of Production accomplishments during review periodPerformance reviewsPlanning CalendarsSeason BrochureRMTA MaterialsI. Introduction Statement on Self-Study Process and OrganizationTime-Line for Program ReviewReview Groups Section I. Introduction The purpose of this self study is to provide a document that formalizes our efforts to analyze our operations, high quality work and future aspirations. This document will articulate our initiatives in aligning with Fort Lewis College’s mission, vision and strategic plan; clarify our incentives to develop and improve our artistic, educational, and service programming; proffer guidelines for our continuing processes in fulfilling our mission, goals and objectives; and consider our positioning with regard to the criteria set forth by the National Association of Schools of Theatre toward future accreditation. Furthermore this self-study clarifies--for ourselves, our administration and governing bodies--essentially what we want our theatre program to be: an appraisal of our future potential in light of our present conditions and accomplishments. Ultimately the goal of this self study process is a clearer understanding of what we are, what we want to be and how we can improve, rather than defend, what already exists; in other words a renewed common effort to develop and improve. Statement on Self-Study Process and Organization This program review draft has been written with design ideas and contributions from every full-time member of the Department of Theatre as well as advice from Dr. Linda Schott, Dean of the School of Arts Humanities & Social Sciences. The division of labor was discussed in Theatre Department meetings and assignments were made as aligned with individual’s expressed desires as well as areas of expertise, supervision and focus. Further guidelines of this program review are the Presidential Vision and Strategic Plan for Fort Lewis College as well as the criteria and self study strategies of the National Association of Schools of Theatre (NAST). Proposed Timeline for Program Review (Revised 30 January, 2009)12 December – First Draft of Self Study Due from Responsible Persons 5 January – Revised Drafts of Self Study Due From Responsible Persons 12 January – Final Draft of Self-Study Submitted to Dean of AHSS13 February – Final Draft of Self-Study Submitted to Internal Review Group 20 February – Comments and Recommendations for Revisions from Internal Review Group 1 March – Response and Revisions Completed by Department1 March – Final Draft of Self-Study Submitted to External Reviewer 20 March – Comments and Recommendations from External Reviewer Department of Theatre Program ReviewTimeline for CompletionDateMaterials to be CompletedResponsible Persons12 DecemberFirst Draft to Dean AHSSDavis, Lee, Moller5 JanuaryRevised Drafts to Dean AHSSDavis, Lee, Moller12 JanuaryFinal Document to DeanDavis, Lee, Moller13 FebruaryFinal Document to Internal Review CommitteeMoller20 FebruaryComments & Recommendations to Dean/Dept.Internal Review Committee1 MarchRevised Documented completedDavis, Lee, Moller, (Schott) 1 MarchSelf-Study to External ReviewerMoller/Schott20 March Comments and RecommendationsExternal ReviewerReview Groups Internal Review TeamIn addition to the Dean of AHSS, Linda Schott the following people have agreed to serve as our internal program review team: Dr. Linda Mack from the Department of Music has worked with the Department of Theatre for many years and has great knowledge of past collaborations, possible future collaborations and potential interdisciplinary programming. Charles Leslie from the Community Concert Hall is a great resource for this program review as well as our future planning. His expertise and background in Technical Theatre and Design can inform this review and our planning for departmental development especially in areas of Technical Theatre where we oftentimes are faced with challenges. Michael Martin from the History Department has been a constant resource for our programming and departmental development. His knowledge of our departmental initiatives and efforts in collaboration with other departments such as Gen. Ed. and the Common Reading Experience will make him a great asset to this review and our future directions especially in areas of scholarly achievement.External ReviewWith the possibility of accreditation from the National Association of Schools of Theatre (NAST) on our horizon it would be most wise to solicit feedback from an external reviewer who can help us to best aligned with NAST criteria. We did have an external review from a non-NAST consultant, Dr. Frank Trezza from New Paltz University, to determine whether NAST Accreditation was appropriate for Fort Lewis College Theatre. The result of this visit was very positive and Dr. Trezza recommended pursuing NAST accreditation as an appropriate next step for Fort Lewis College. Further conversations with Jan Timpano at the NAST headquarters revealed that although NAST will not consider a pre-application visit as part of their review, it is strongly suggested that applicants solicit appropriate guidance in writing their Self-Study for NAST from experienced professionals. Fort Lewis College Department of Theatre is highly regarded by other Colorado and COPLAC institutions. An external consultant would help us develop this program review so that the good work done on this program review could potentially be also utilized in a Self Study toward NAST accreditation. To that end it is my understanding that the Office of the Provost & Vice-President for Academic affairs has approved our request to be reviewed by an appropriate official from another institution with NAST experience, academic theatre expertise and as well associations with appropriate professional organizations. Departmental suggestions include: Dr. James Symons, University of Colorado, Boulder & Past President of ATHE (Association for Theatre in Higher Education); Dr. Dan Koetting, Chair Theatre and Film, University of Colorado, Denver. Program Information and Analysis Department Mission and Vision as Aligned with Fort Lewis Mission, Vision and Strategic Directions Accomplishments: Summary of Theatre Program Development Since Last Review Program Profile: Recruitment, Retention, Grading Practices, Graduation and Alumni Success Recruitment to RetentionEnrollment DataAnalysis of Enrollment DataNarrative on Enrollment/RecruitmentRetention to GraduationGraduation DataAnalysis of Graduation DataNarrative on Retention to GraduationGrading Practices: DFW and A RatesDFW and A DataExplanation of DFW and A DataStudent SuccessAlumni DataAnalysis of Alumni DataNarrative on Alumni Relationships and SuccessesD. Program Profile: Facilities Status and DevelopmentLearning EnvironmentSection II: Program Information and Analysis Department Mission and Vision as Aligned with Fort Lewis Mission, Vision and Strategic Plan In August of 2005 all members of the Department of Theatre sat down together with the purpose of creating a departmental mission statement that reflected our values, what we strive to accomplish in our work with students at Fort Lewis College, and which could be used as a criterion in our future decision making. In creating this statement we looked closely at the Fort Lewis College Mission Statement--then newly re-written as part of the strategic initiative by President Bartel--with an attempt to not only align, but to take further those high goals and directives then initiated for the entire Fort Lewis College campus.Fort Lewis College Mission Statement:Fort Lewis College offers accessible, high quality, baccalaureate liberal arts education to a diverse student population, preparing citizens for the common good in an increasingly complex world. In creating our mission statement we considered primarily our responsibility to create programming that set us apart from other Colorado and COPLAC institutions. Therefore we wrote a mission statement that clarified our mission to capitalize on our strengths and values by contributing beyond traditional theatre programming and toward a global, multi-cultural and trans-disciplined education for our students. Furthermore, we took seriously the community based learning foundation of the FLC mission and articulated further our initiative to create “beyond the college campus” opportunities in not only regional, but national and international arenas. This Department of Theatre Mission Statement has proven to be a valuable touchstone in guiding our work. Department of Theatre Mission Statement:With a unique multidisciplinary and multicultural approach toward performance, we actively pursue an exciting and innovative program for majors in all disciplines. We create opportunities that allow students to reach beyond the college campus, extending regionally, nationally, and internationally. We strive to design and maintain a program that gives students the opportunity to fully explore their potential as creative, productive, articulate, and humane contributors to society.In addition to being our touchstone, our mission statement has also given us avenues toward fulfilling the Strategic Directions as outlined by President Bartel in 2005. From 2005 to present our department initiatives and activities have been instigated with the intention to fulfill each of the five Strategic Directions in numerous ways. B. Accomplishments: Summary of Program Development Since the Last Program Review Since 2001 the Fort Lewis College Department of Theatre has developed, changed, improved and pushed our potential and possibilities regarding student, faculty and overall department successes in multiple areas and in significant ways. Before 2005 our initiatives were determined by the Fort Lewis College mission statement. What we accomplished during those years is listed below. Beginning in 2005 when President Bartel initiated the college wide Strategic Plan we utilized those Strategic Directives as a guide for our activities, directions and initiatives. In this document the theatre department areas of development from 2005 and beyond are divided into sections that correlate with each specific Strategic action as well as by academic year. FORT LEWIS COLLEGE MISSION STATEMENT (until 2005)The mission of Fort Lewis College is to open minds and kindle thought and action by instilling in students knowledge, a desire to acquire knowledge, the tools for doing so, and an understanding of how knowledge can be put to use for a common good. The experiences students have here should help them learn to live wisely and should make a significant difference in their futures by enabling them to pursue their own educational goals throughout their lives. They should be able to demonstrate thoughtful scholarship in pursuing and weighing knowledge. They should be able to communicate and cooperate with others. The College should also play an active role in the community and the region as a multifaceted learning resource. (from the 2004-2005 catalog)2001-2004Developed and implement High School Theatre Festival for the purpose of recruiting new students into our Theatre ProgramRecruited students at San Juan College annual High School Theatre FestivalRecruited students at various regional conferences such as the Rocky Mountain Theatre Festivals which took place on the CU Boulder Campus ’02 and the Aurora Campus ‘03 Actively involved in the development of the TS2 General Education programming and contributed three courses to Gen. Ed. Programming: TS2R Performance Art; TS2R Non-Western Theatre; and TS2R Gender and PerformanceInstigated extensive community outreach and awareness programming by collaborating with the Women’s Resource Center with our Domestic Violence Awareness Month initiative by developing an original work Through The Fire, a collaboration with area artists Maureen May and composer Lawrence NassGave students knowledge of Italian Renaissance literature, mask-work, and commedia dell’arte techniques through the production of MandragolaGave students knowledge of current issues of learning impaired individuals through the production of The Boys Next DoorInstigated community outreach with greater campus and Durango area with our collaborative Dance ConcertIncreased community outreach and service through the 2001 Summer—Durango Shakespeare Festival to include Merry Wives of Windsor, and The Tempest Enhanced student experience and collaborative learning skills by mounting the musical Kiss Me Kate with students from both Theatre and Music Departments (2002) Gave students knowledge of Classical Greek literature and culture through the production of Lysistrata (2002)Gave students tools for devising and creating original work through the production of The Air Inside The Rose (three one acts) (winter 2002).Enhanced student learning by bringing in Guest Artists Isabelle Kessler to do workshops and create an original work. Collaborated with area musicians creating increased outreach with the production of A Christmas Memory (fall 2002)Gave students the opportunity to work with Guest Director Michael Lawler on Our Town (winter 2003)Increased our community outreach with the production of Alice In Wonderland which toured area schools in May 2003 Instigated extensive community outreach and awareness programming by collaborating with the PFlag, 4CGlad, PRISM and other campus and area organizations in producing The Laramie Project – (fall 2003). Outreach included pre-show discussions with area leaders such as the Mayer of Durango.Created another original Fort Lewis College Production in our adaptation of The Hobbit (fall 2003) which gave students tools for devising and creating original work. Enhanced student experience and collaborative learning skills by mounting the musical A... My Name Is Alice with students from both Theatre and Music Departments (winter 2004) In 2005 the Presidential Strategic Plan was instigated. Following please find the Department of Theatre accomplishments from 2005 to present as per each Strategic Direction.STRATEGIC DIRECTION ONE:“Improving our liberal arts education by structuring new, quality learning experiences, resulting in an enhanced College reputation.”2004-2005Gave students the opportunity to better understand and explore the Holocaust through the production Diary of Anne FrankBrought in professionals, guest speakers and scholars to support our productions as well as enhance our patron education:Elizabeth Ingraham-skins-winter ‘05Yukio Tsuji-skins-winter ‘05Gave students the opportunity to perform alongside professional performers as part of the LaMaMa premier season featuring a two week run of the performance of the Fort Lewis College original work Skins—winter ‘05 Gave students knowledge of Elizabethan literature and culture through the production of Shakespeare’s Much Ado about Nothing 2005-2006Gave students the opportunity to explore the issues surrounding aids and the gay community while producing both parts Angels in America – Parts I and II.Contributions to General Education in: Thematic Studies, Proposal of three Global Citizenship courses, and continued proposals to GT-Pathways courses—winter ’06 & ’07, and in processBrought in Wendie Malick and Dan Lauria to not only give Guest Artist workshops to our students, but to perform with students helping them in the production: The GuysSite visit with consultant Dr. Frank Trezza, Chair of Theatre Arts at Suny, New Paltz external to the Theatre Department, for the purpose of providing realistic comparison to standards of NAST (National Association of Schools of Theatre) accrediting body. Our intention was to move towards NAST Accreditation—winter ‘06This term two of our best and brightest students had the opportunity to direct other students in The Complete Works of William Shakespeare - Abridged 2006-2007Implementation of a Guest Artist Series giving students, regardless of major, the opportunity to study extensive specified training from national and international scholars & professionals—fall ‘06 Invitation to feature Skins to the Hong Kong Performing Arts Festival for Summer ‘07Comprehensive Curriculum Revision with four possible options of study which are interdisciplinary, in-line with student needs & disciplinary trends, & incorporates multiple service learning components—fall ‘07Gave students the skills and knowledge of creating a devised, multi-lingual work as our American theatre students worked with our Japanese students in creating Folding Paper CranesGave students the opportunity to work with renowned international theatre artists Bernardo Rey and Nube Sandoval, from Bogota, Columbia, in multiple ways Week long theatre intensiveWeek long sculpture intensiveOpportunity to assist in two professional performances: Maria Magdalena & Muysua Gave students the opportunity to explore ideas of aging and the work of Pulitzer Prize winning playwright in the production of Three Tall Women A few of our best and brightest acting students were given the opportunity for growth through the production of Waiting for Godot Enhanced student experience and collaborative learning skills by mounting the musical The Wonderful Wizard of Oz with a guest director and students from both Theatre and Music Departments (winter 2004)Continued to bring- in professionals, guest speakers and scholars to support our productions as well as enhance our patron education:Enoch Brater-Waiting for Godot –winter ‘07Leonard “Red” Bird-Folding Paper Cranes-fall ‘062007-2008Instigation of Community Based Learning (CBLR) components to our curriculum through National & International internship possibilities –fall ‘07Gave students the opportunity to explore real issues of human rights, in multiple departments by producing the work Speak Truth to Power which included bringing in professionals, guest speakers and scholars to support our productions as well as enhance our patron education:Harry Wu-Speak Truth-fall ‘07Marina Pisklakova-Speak Truth’fall ‘07Michael Martin –Dante’s Inferno – winter ‘08Kerry Kennedy-Speak Truth-winter ‘08Performance of Speak Truth to Power at Rocky Mountain Theatre Association Festival in Denver with guest speaker Kerry Kennedy speaking for our work at Fort Lewis College—winter ‘08Gave students--over 50 performers and 14 crew and technicians--the opportunity to work with area professional choreographers in the production of Kinetic KaleidoscopeGave students the opportunity to explore women’s issues in the production Win/Lose/DrawGave students the opportunity to be a part of the collaborative team in the creation of the original FLC production Dante’s Inferno – which explored not only the Renaissance Italian culture but the innovative digital applications using new software. 2007 Summer Students had the opportunity to participate in new play readings with visiting playwrights: Voices in American Drama: A Summer Play Reading Series2008-2009Gave students the opportunity to explore ideas of psychological stability/instability in the work Raised in CaptivityBetter utilized of the skills and qualities of potential adjunct faculty in production and classroom endeavors—successfully on-goingIncreased affiliation with Rocky Mountain Theatre Association through the following:Hosting the ’09 RMTA Festival in February ‘09Representation on the RMTA Board of DirectorsCollaborating with RMTA Board in hosting and maintaining their web-siteinternships for students in national and international arenasContinue to pursue possibilities of NAST Accreditation during Continue to bring in high quality professionals, guest speakers and scholars to support our productions as well as enhance our patron education:Dr. Beth OsnesBryan RasmussenKeri MargolisContinue ongoing collaborative opportunities for both Music and Theatre students with the production of ChicagoSTRATEGIC DIRECTION TWO“Establishing a comprehensive enrollment management plan resulting in sustained quality enrollment and retention.”2005-2006Renovated our Departmental Web-site toward effective recruitment & retention Renovated theatre Handbook toward effective recruitment & retention 2007-2008Developed and implemented the bringing of Freshmen & Sophomores into our production program (Thea 100). Increased approx. 50% in fall ’06, 55% in fall ’07.Implemented Scholarships for New and Transfer Students Increased focus on the development of theatre student non-curricular activities: Orientation, Year-end ceremonies, awards, pizza parties, etcetera, toward better retention2008-2009Attended and auditioned potential students at the Thespian conference in Denver Better disseminate theatre materials to Admissions Office and OfficersDevelop collaborative recruitment strategies with the Admissions Office and our new Director of AdmissionsFurther development of scholarships, and the facilitation of these scholarships for new and transfer studentsSTRATEGIC DIRECTION THREE :“Improving service to the local community, the Four Corners region, and Colorado through increased involvement and outreach.”2003-2004The original work developed at Fort Lewis College, Through the Fire, was invited to be be produced for on the female inmate performers at Lincoln Correctional Facility in Lincoln, Ill.Fort Lewis College Faculty received congressional honors by the Governor of Illinois, Julia Flowers, for the work in the correction facility, State of Illinois. We brought-in high quality Guest Artists/Scholars, Betsy Tobin and Tesha Buss to teach and perform for campus community as well as greater Durango Community. 2004-2005Children’s Theatre performance of Alice in Wonderland performed for area schools by bringing school children and young adults to visit Fort Lewis College TheatreWe worked with high quality Guest Artists/Scholars Elizabeth Ingraham, Yukio Tsuji, Theresa Carson to teach and perform for campus community as well as greater Durango Community. 2005-2006Children’s Theatre performance traveled to area schools We brought-in high quality Guest Artists/Scholars Wendie Malick, Dan Lauria, Bernardo Rey, and Nube Sandoval to teach and perform for campus community as well as greater Durango Community. Instigated an “Opening Night” reception toward establishing a tradition for Durango Area Community as well as FL C community through decreased ticket prices and faculty/staff reception Collaborated more and in better ways with campus outreach in print and on the web. These collaborations can include:1)?Community Calendar on Web?2)?Better distribution for FLC-Announce Developed staged reading possibilities with L’Amour Family and Mesa Verde National ParkIncreased outreach by soliciting more group sales for tickets and enhancing community awareness and participation2006-2007Continued staged reading possibilities with L’Amour Family 2007-2008We brought-in high quality Guest Artists/Scholars, Enoch Brater, Leonard “Red” Bird, Marge Kahn & Richard Malcolm to teach and perform for campus community as well as greater Durango Community.Increased community outreach relationships by actively developing relationships and internship strategies with the Henry Strater theatre, The Diamond Circle Melodrama, the DAC Children’s museum, Durango Lively Arts, Durango Arts Center Performance Programs, Sandstone Productions, La MaMa International.2008-2009Children’s Theatre performance of Conference of the Birds will travel to area middle and high schools and as well bring young adults to visit Fort Lewis College TheatreWe brought-in high quality Guest Artists/Scholars Beth Osnes and Bryan Rasmussen to teach and perform for campus community as well as greater Durango munity Outreach through internship possibilities were solidified this year through successful student internships with: La MaMa Umbria Director’s SymposiumSandstone ProductionsDurango Lively Arts CompanyHenry Strater TheatreDevelop summer theatre outreach possibilities with summer ’09 productionOtherIncreased potential High School relationshipsContinue developing children’s theatre possibilities by involving more faculty and studentsContinue group sales and “Opening Night” traditions.STRATEGIC DIRECTION FOUR:“Increased private and public sector financial support of the College, with a particular focus on fund-raising, grants and sponsored research, and partnering opportunities.”2005-2006We developed a campaign for patron base development for yearly season memberships as well as long-term levels of support for Theatre2006-2007We achieved great successes in our plan to remunerate our depleted Foundation monies (from ’98 through ’05 Foundation holdings dropped from over $60,000 to $0): through benefit fundraiser performances, and private donors--over $30,000 was been raised between 2005 and 2007.2007-2008We established a community advisory board for the purpose of building better—“Friends of the Theatre” Members included: Jim Dyer, Fritz Geisler, Beau L’Amour, Dennis Johnson, Anna “Price” Johnson, Diane Wildfang2008-2009“Friends of Theatre” board has not been organized or maintained, this is greatly in need of help. Felicia Meyer has agreed to be the “Friends” liaison to the department, and we are working more closely with our Dean, Linda Schott in better facilitating this boardToward better board functioning the member ship for our “Friends of the Theatre” Members have changed to be: Fritz GeislerDennis JohnsonAnna “Price” JohnsonJane GouldLaura DearFelicia MeyerWith honorary membersBeau L’AmourWendie MalickDan LauriaAnd ex-officio membersJim FosterLinda SchottMargie Dean-GrayKathryn MollerGroup ticket sales have increasedWe are currently developing plans to further develop our patron base through season ticket sales as well as sponsorship developmentOtherNeed to involve entire department in fundraising activitiesExplore possibilities of a bi-annual newsletter, perhaps an interdisciplinary arts newsletter with departments of Art, Music & TheatreInstigate more donor possibilities on our WebsiteExplore better, more specific granting sources on federal, State and private levelsExplore possibilities for corporate sponsorships of performances or other departmental projectsSTRATEGIC DIRECTION FIVE:“Enhancing the work environment and campus climate”2003-2004Various improvements to our facility for safety and educational purposes include:Installed a new grid for hanging lightsUpdated cyclorama for our Main Stage facility2004-2005Various improvements to our facility for safety purposes include:fire safety improvements in both the scene shop and costume shop2005-2006Developed a functional Theatre Department office wherein multiple students and staff can work effectively, patrons can find easily, departmental operations are organized efficiently, and shows our best workDemolished our old sound booth and re-built new sound control areaVarious improvements to our facility for educational and safety purposes include:Updated draping in our Gallery “Black-Box” space2006-2007Various improvements to our facility for educational and safety purposes include:New sprung hardwood floor in our laboratory/classroom space has resulted in better learning, and more respect for facilities (Paid for by State of Colorado emergency funds)Re-painting of our shop floorCleaning and updating of our backstage area including cataloging properties and suppliesCleaning and painting storage areas2007-2008Various improvements to our facility for safety purposes include:Updated some of the draping for our Main Stage facility2008-2009Various improvements to our facility for safety purposes include:Re-covering of the seats in our theatreTheatre Draping in the Main Stage Theatre House to cover unsightly wallsBracing and strengthening our main stage thrustCarpeting and painting in our lobby area.OverallWe have learned that a clean, safe, appropriate learning environment truly empowers our students to learn more effectively and better. It also helps us to recruit and retain students.Maintenance of our facility has becoming an obstacle to our student’s learning as well as cost prohibitive as our building gets older. We have to find resources for basic facilities maintenance as we should no longer utilize departmental operating budget as well as donations for State of Colorado facility maintenance.Our Theatre Lobby is the first space that patrons see and as such instigates the first image of not only our department, but Fort Lewis College. Our lobby will need in the near future: new carpet, permanent art, sound system, paint. Our Theatre Laboratory/Learning facility will continue to have needed improvements to maintain a safe, clean and appropriate environment for students and patrons. These include, but cannot be limited to: updated equipment for sound facilitationupdated lighting equipment maintenance of toolsequipment for digital/theatre interfaceClearly all of the Strategic directives instigate in some way our focus, initiatives and operations toward increased recruitment activities, higher retention rates, and attention paid to graduation and student success after graduation. We have actively pursued the highest successes in all of these areas. C. Program Profile: Recruitment, Retention, Grading Practices, Graduation and Alumni Successes Recruitment to Retention-733425325120a. Enrollment DataAnalysis of Enrollment DataThe numbers of majors that we have in our department is clearly correlated to the effectiveness of the recruitment activities of the department. The number of majors that we, in the Department of Theatre have retained over the past seven years has remained fairly constant. From 2001 to 2005 the activities and initiatives toward increased student recruitment and higher levels of student retention were really quite minimal. The activities at this time included facilitating a High School day where High School groups visited our department, took master classes with our faculty and watched a performance with a pre-show discussion. These events were poorly attended, and during this time our Department’s limited recruitment/retention activity clearly explains the stasis of numbers of majors in our program. In 2003 one of our faculty members began attending our regional theatre organizational conferences including the Rocky Mountain Theatre Association (RMTA) and the American College Theatre Festival Association (ACTFA). These disciplinary organizations however, have only recently been supported and utilized by our department and Fort Lewis College as avenues to: actively recruit, audition potential students, or instigate activities to enhance retention. In 2005/2006 our department began a campaign to raise our own awareness of recruitment and retention possibilities and initiatives. We instigated activities such as: scholarship development; increased departmental involvement in making connections with High Schools; more active involvement in the RMTA Festival recruitment opportunities; and getting our name and images out to potential students through increased web presence, media materials, and overt solicitation at various theatre organizational events. We are still learning about how to actively, effectively and successfully recruit new students. We discuss recruitment and retention efforts at our department meetings every week. I believe that over the past two years, we have been quite successful in elevating our image and getting out name out to our Colorado/Southwest region. We are starting to see results from our work in that our student numbers are slowly increasing. Over the past few years we have learned a great deal about how and where to find potential students, and how to get our program on the “list” of possibilities for potential students. Just this past year we sent a faculty member, Felicia Meyer, to the National Thespian Conference in Denver and learned that this event was the most attended event in our region where most recruitment occurs. We auditioned over 140 possible Theatre majors and offered scholarships to five outstanding students. I strongly believe that we are just now figuring out how to recruit and are instigating the right activities that will help us to get the best and brightest students in our region into the Theatre program at Fort Lewis College. Although we are still behind the curve, we have figured out how to function in the market of recruiting theatre students, and we should see in the next few years a significant increase in students coming to our theatre program. Another determining factor in our recruitment and retention statistics is the professional health and behaviors of our faculty and staff. From 1994 through 2000 we experienced some un-professional behaviors among our faculty members. These behaviors resulted in polarizing and alienating students, confusing faculty members, and soiling our campus and community reputation. Many students left the program, and we lost potential theatre majors. It takes time to overcome the adverse reputation and student fears connected with inappropriate behaviors. In the above charts, our numbers of majors were fewer during the years that we experienced inappropriate faculty behaviors. Concerted efforts have been made to ameliorate faculty/staff behaviors and raise our standards of professionalism. In 2005 we began to get administrative support to instigating initiatives toward better professional behaviors. In particular the utilization of high quality adjunct faculty and the instigation of the Guest Artist series have given faculty the right kind of mentors to model. Over the past few years faculty energies have gradually shifted toward an increased focus on student and departmental successes over personal agendas. This change in behaviors will result in an increase in student majors. Narrative on Enrollment/RecruitmentOur curriculum revision option system was designed to answer the needs of potential students. That we have four options in theatre gives us the ability to compete with the programming at other Colorado, Southwest and COPLAC institutions. Given this strong curricular foundation we have explored various initiatives toward actively and personally recruiting students. These activities have included:Our Theatre Internship course gives potential students the professional experience and networking possibilities that they are looking for in a college theatre program thus helping us to recruit more successfully.Increased number of scholarships for incoming FreshmanHigh School Master Classes & Performance, where high schools are invited in to take a day of workshops from our faculty culminating in attending one of our performances have been instigated for a number of years. This effort is not really working as not many High Schools attend. High School Matinees – For most of our productions we add in a mid-week matinee solely for High School groups to attend. This effort seems to work well as many High Schools attend.Touring productions – Occasionally we are able to take productions out to the schools to perform. This term, winter ’09, we will be taking a work to area Middle and High Schools.Increased involvement in regional and national theatre conferences and festivals where we utilize display possibilities is an on-going effort.Renovation of our Departmental Web-site toward effective recruitment & retention has also helped to get information about our department out.Creation of a new departmental brochure is also helpful as we are able to get information and visuals into the hands of potential students.Renovation of our Department of Theatre Handbook toward effective recruitment & retention is one of our best ways to give students information about our department so that they can make the best decision.Effective distribution of this handbook and brochures– We have consulted with admissions to help us find the right contacts for distributing our materials. There are two most successful efforts in our recruiting this year, ’08-’09 that are important to highlight.We were represented at the National Thespian Conference in Denver. Here we auditioned over 140 students who were interested in Fort Lewis College Theatre. Thanks to the generous donations of our supporters we were able to give 5 scholarships, with 10 invitations to other potential students. We are still waiting for these particular students to be admitted. This year, during February ’09, Fort Lewis College Theatre hosted the Rocky Mountain Theatre Association Festival. Over 270 potential students attended the festival, visiting our campus and into our theatre environment. We certainly took advantage of this opportunity to heavily recruit.Retention to Graduation-551180420370Graduation Data-551180-154940-3733803538220Analysis of Graduation DataRegarding numbers of graduates from our program we need to unpack our effectiveness, and ineffectiveness regarding retention. I do not believe that we discussed retention in our department until a few years ago. As such, retention efforts were for the most part non-existent. This non-activity clearly explains the stasis in our graduation rates. This inactivity is no longer the case. In August of 2005 we began addressing retention issues at a department retreat. Since this retreat we have discussed retention at every department meeting. As mentioned above in this document our retention activities have increased dramatically as we are figuring out what works, how to keep students involved, connected, and invested in their education. The list of activities is quite extensive but includes: new scholarships for incoming freshmen increase in scholarships for continuing students enhanced leadership responsibilities for incoming scholarship studentsgroup advisingorganizational meetings for production students every term for retention purposesvarious informational and celebratory gatherings increased involvement in honors activities overall increased caring for our students While these activities are fairly new to our programming, we are just beginning to see the benefits in our student’s attitudes. Most significant to our student retention has been the curricular changes, specifically the courses THEA 157/357 Guest Artist Series and THEA 460 Theatre Internships. These two courses have given our students significant high quality professional and “real world” experiences that empowering their belief in their major choice and their own work. Because our retention initiatives are new, we cannot immediately see the results. Due to our initiatives I feel confident that we will over the next few years see a significant increase in our student retention rates toward graduation.Narrative on Retention to GraduationOur work with curriculum revision and instigating the four options in theatre has certainly answered the needs of many students thus keeping them at Fort Lewis College. We have also instigated many “events” designed to give students knowledge about our programming and their potential involvement in our department and our discipline. Similarly, we have also designed programming intended to give students a higher level of ownership and belonging in their departmental “family” as well as powerful tools to belong to the disciplinary family. Some of this programming includes:The required Sophomore Seminar course is focused on student professional development and requires that students build their professional tools in disciplinary knowledge, self marketing and professional behaviors.The required Theatre Internship course, also a CBLR course, sends students into various communities—regionally, nationally, and internationally-- to contribute to given communities and develop their professional knowledge and skills.The beginning of the year reception & information meeting for all majors, minors and non-majors who want to be involved in theatre production helps them understand their possibilities and expectations.The end of the year gathering celebrates our graduates and honors recipients.Group Advising sessions every term before official advising and registration helps students get the right information and stay connected. Scholarship students are empowered with high level leadership roles in our department and are organized with regular project meetings. We strive to maintain the highest quality production standards possible.Faculty mentoring of the most professional behaviors helps us all be successful.Our best student retention efforts, however, lies in our exceptional teaching, mentoring, and developing personal relationships with our students. In addition to this, during the RMTA Festival over 25 current theatre students committed to volunteering as helpers to actively participate in the facilitation of this festival. Our student workers were matched with Guest Artists, Presenters and Auditors so that they had the best opportunities to learn in their areas and network. In return for their efforts their registration fees were waived. This kind of student involvement is an example of our best retention efforts to get our students networked, involved and set-up to be successful in their education as well as their future.Within the past few years the Theatre Department has restructured the Stage Production class THEA 100, 200, 300, & 400 Theatrical Production to create general meeting times for this project based class.? In the past the students might have not met everyone in the class and received all the information of what the class entailed.? By creating a common meeting time students were able to understand what was asked of them and they could ask question to the instructors.?All the classes that are offered by the Theatre Department have hands on approach to teaching and there are many involving projects.? These courses utilize the Midpoint grading to allow students to understand their current grade and areas for improvement.? This includes the theatrical productions.?The new changes in the Theatre’s curriculum offer students more specialization in their directed field of study.? This allows the instructors of the courses to maintain a close mentor relationships to the majors and increases the retention of students.? The involvement of the department with The Rocky Mountain Theatre Association is an added component to the retention of majors.? They gain valuable feedback from informed audience members besides the feedback from the faculty at Fort Lewis College.Grading Practices: DFW and A Rates“D”, “ F”, “W” and “A” Data?Grade Categories A to C- and DFW by Term, Subject, Course & Section - Fall & Winter Terms Only?AY 2007 to 2008SubjectTermSubject Course, SectionA'sA to C-DFWENROLLEDA'sA to C-DFWTHEA FALLTHEA-100-11922?2286%100%0%? FALLTHEA-101-1131742162%81%19%? FALLTHEA-126-1132012162%95%5%? FALLTHEA-135-1410?1040%100%0%? FALLTHEA-156-123?367%100%0%? FALLTHEA-200-178?888%100%0%? FALLTHEA-240-181311457%93%7%? FALLTHEA-300-188?8100%100%0%? FALLTHEA-335-147?757%100%0%? FALLTHEA-336-1813?1362%100%0%? FALLTHEA-356-112?250%100%0%? FALLTHEA-400-166?6100%100%0%? FALLTHEA-496-133?3100%100%0%?WINTERTHEA-100-191231560%80%20%?WINTERTHEA-101-142042417%83%17%?WINTERTHEA-166-157?771%100%0%?WINTERTHEA-166-2372933%78%22%?WINTERTHEA-200-178?888%100%0%?WINTERTHEA-230-145?580%100%0%?WINTERTHEA-270-1510?1050%100%0%?WINTERTHEA-272-131011127%91%9%?WINTERTHEA-274-15641050%60%40%?WINTERTHEA-300-1571863%88%13%?WINTERTHEA-340-151131436%79%21%?WINTERTHEA-342-181231553%80%20%?WINTERTHEA-366-135?560%100%0%?WINTERTHEA-366-267?786%100%0%?WINTERTHEA-400-199?9100%100%0%?WINTERTHEA-497-136?650%100%0%THEA Total??1802742730160%91%9%“D”, “F”, “W” and “A” Analysis and NarrativeRegarding DFW rates: Feedback was solicited from theatre faculty teaching these courses, below please find the response that I received from them:Theatre 101 Introduction to Theatre 18% - Nathan LeeLooking at the records, students not turning in writing assignments (i.e. papers) and student absences attributed to this rate. From looking at the attendance and class work, four of the students either stopped attending or withdrew from the class.? I had three students that did not turn in assignments and take major exams. Theatre 274 Make-up & Costume Design 40% - Nathan LeeThere were two students that had poor attendance for the class.? Also there were two students that did not attend the final.Regarding simultaneous above average DFW and “A” rates: Dramatic literature/theory and criticism series: Kathryn Moller These three courses are the most strenuous academic theatre courses we have in our curriculum. Thea 240 Ancient and Classical Theatre, Thea 340W Modern Theatre, Thea 342 Asian Performance, reflect both higher DFW percentages and “A” rates than the average FLC class. This tendency has been constant over the years. As a department we evaluated the course content and requirements for these courses, and decided that they were not overly strenuous courses, nor too easy, and that the material was appropriate and necessary. What we have done, however, is instigate the following to help potential DFW students get through these courses with higher grades:enhanced study guides & study groupslibrary and research workshops with Library Staff and FacultyFocused individual student meetings with Learning Success Center, as well as Diane Jenkins, Student Disability Services.Additionally, to maintain an acceptable “A” ratio we have elevated expectations regarding the quality of writing and depth of thinking/contribution to course discussion.Regarding “A” rates: I requested feedback from the theatre faculty teaching these courses, below please find the response that I received from them:Theatre 100/200/300/400 Theatrical Production 76%/88%/81%/100% - All FacultyStudent involvement in theatre production is intense, strenuous and incredibly time consuming and requires a great deal of commitment. The students who are involved in these courses are the type of students who give 150% of their time and energy. The students who are not able to make this kind of commitment usually end-up dropping the course. As such, there is an high percent of “A” and “A-“ grades. The department seriously considered changing the grading type for these courses to P/F. But after extensive discourse decided that it was in the best interest of the students to maintain the traditional grading system so that they would get deserved credit for their hard work.Theatre 126 Introduction to the Dance 62% and Theatre 166/366 Dance Technique 67% - Anne Berg-PattilloThese courses are populated by both theatre majors and students who want to dance. They are the few courses offered in Fort Lewis Curriculum where students can get dance technique combined with strenuous intellectual discourse. As such, the profile of the students in these courses reveals a much higher caliber of student, who is taking these classes because they really want to be there, and are extremely dedicated to their accomplishment. The results of this Theatre 156/356 Guest Artist Series 53% -Kathryn MollerThis course is populated by our theatre majors who are serious about their accomplishment and dedicated to their own improvement. Given the opportunity to work with and network with professionals from the discipline these students not only give their best but are inspired to push beyond what they think their potential might be. This has resulted in higher than average “A” ratio. I think this means that we are doing exactly what we need to do in this course.Theatre 230 Stage Technology 80% - Nathan LeeThis was a small class that had many projects.? Attendance was good and students did learn many skills to the subject matter.Theatre 274 Make-up & Costume Design 50%This was a project based course to build the skills of Make-up and Costume Design.? A majority of the class did the projects and gained skills.Theatre 336 Styles in Acting 62% Ginny Davisis a specialized skills course that acting students are highly motivated to learn. It is critical to their success in the "real world" and they apply themselves 110% because of this. Most students do work beyond what is required in class. Although the “A” rate appears high, there were only 7 student in the class. 4 “A” students in a class that is specific to the acting major is not unreasonable.Theatre 496 & 497 Senior Seminar 100%Our Senior Seminar students take very seriously their work in this class not as a course to be accomplished, but rather as their contribution to the discipline. It is a rigorous exploration of not only their writing, but their own creative accomplishment. It would be a kudos to their accomplishment should they all receive “A”s in this class. In looking at my grade sheets, however, I gave only 50% A grades. As such, I believe there is an error in the statistic.Student SuccessAlumni DataAlumni Survey/Office of Assessment and IR Dec 2008Survey was sent to nearly 5000 FLC alums including 46 theatre majors6 responses from 46 Theatre majors – 13% response rate5 graduated since 19971 graduated in 19763 Males/3 Females3 Have finished a graduate degree1 is attending graduate school full time (67% have attended or are currently attending graduate school)2 have never attended grad schoolOf those who attended grad school 50% say preparation at FLC was excellent and 50% say preparation was good 4 are employed outside of Colorado1 employed in 4 corners area1 full time grad schoolTheatre Department Alumni DataThe Theatre Department maintains a database of its 46 current alumni which is informally updated as information is received (The acting assessment director recommends formalizing the process with an annual update letter or email sent to each alum). The following results have been merged with the Alumni survey discussed above.Graduate school and/or employment information is available for 32 of 46 alumni (84%)Of these Theatre Alums:13 are attending or have attended graduate school (28%)26 are employed in Theatre professions (63% of total and 66% not including those in grad school full time)7 are employed in other professions6 are in graduate school full timeFollowing is a list of our graduates and their contact information. This was supplied to the department from the Fort Lewis College Alumni office through the office of the Dean of AHSS. Fort Lewis College Department of Theatre List of Alumni Revised 12/19/08ADDR_NAMEPREF_STREET_LINE1PREF_CITYSTATE ZIPCLASSJessica AlleyPO Box 2184Pagosa SpringsCO811472001Vina Begay16631 N 170th LnSurpriseAZ85388 2005Lawson BenallyPO Box 2745KayentaAZ86033- 2002Laura Brost3934 Wabash Ave Apt 5San DiegoCA92104- 2006LeAnn Brubaker2000 County Road 205DurangoCO81301- 2002Kathryn Cichello2 Friendship LnColorado SpringsCO80904- 1997Ben Cooper131 McCoy RdWellsVT05774-2007Krista Draper2145 Ardella DrPocatelloID83201-2005Emily Flood60 Westwood Pl Unit A11DurangoCO81301-2007Tim Gittings1043 Hannah AveForest ParkIL60130-1998Rachel Gressler1433 Tweed StColorado SpringsCO80909-2008William Hart815 Arbor StCortezCO81321-1997Kristen Hathcock25168 La Mayo AveMoreno ValleyCA92557-2004Jennifer Havenner2816 Armacost AveLos AngelesCA90064-1998Desiree Henderson10400 Highway 491CortezCO81321-2007Angel HernandezPO Box 2KyleSD57752-1998Nathaniel Hope921 Bittersweet DrNorthbrookIL60062-1997Ellen Hoskins9608 Thomas Baxter PlLortonVA22079-2006Geoffrey Johnson1808 Forest AveDurangoCO81301-2008Noah Johnson18670 Hottle Springs RdSenecaMO64865-2001Sara Johnson--KimberlyID833411975Stephen Juhl15739 E Powers DrCentennialCO80015-2007Kristina Karahalios10689 W Quarto DrLittletonCO80127-2007William Keesen22231 Alpine MdwMorrisonCO80465-1998Haruki Koretsune3-15 Sanno-cho KoyoenHyogo, Japan--6621998Clayton Langan9204 Featherbell BlvdProspectKY40059-2001Terrence McAlister17680 County Road 500Pagosa SpringsCO81147-2008Matt McDonald1190 Indian Wells RdMesquiteNV89027-2008Jeremy Melton5408 Aryshire DrDublinOH43017-2002Victor Michalak9216 SE 33rd PlMercer IslandWA98040-1976Michael MilesPO Box 656OracleAZ85623-1976Mauriceo NotsinnehPO Box 1527Sheep SpringsNM87364-2003Alan RidgwayPO Box 1448PaoniaCO81428-1976Julia SchneiderPO Box 16PaoniaCO81428-2007Kolya Schweppe3930 Westpark Ct NWOlympiaWA98502-2000Tara Sheehan840 Plymouth Dr Apt 308DurangoCO81301-2004Amanda Smith24 34th StDes MoinesIA50312-1997Carl Smith11312 3800 RdPaoniaCO81428-2003Melissa Snyder-Notz6084 S Fairfield StLittletonCO80120-2003Darrin Stevens1104 Greenwood AveWilmingtonNC28403-2003Kristopher Thornton6380 S Boston St Unit 295Greenwood VgeCO80111-2004Ashley WagnerPO Box 1153Glenwood SpgsCO81602-2004Andrew Wilson405 E Tycksen DrFarmingtonNM87401-2006Theatre faculty, however, have been for years maintain personal relationships with our alumni and from these relationships have been able to compile significant data on the career directions, accomplishments and successes of Fort Lewis College Theatre alumni. We learned while compiling this data, that, although many of our students and alumni complete double majors at Fort Lewis College, they are not listed as alumni in both majors. As such, many theatre alumni are not on the Theatre Alumni list. We also learned that students and who major and graduate in Humanities with a primary concentration in Theatre are also not listed in the Alumni Office as Theatre alumni. We have added these important alumni into the list below, their names are in blue. And due to the scope of this study, we have limited this list to the past 11 years thereby removed from the list those who graduated before 1993.Fort Lewis College TheatreAlumni Survey, Revised 12 February, 2009Year GraduatedPursueGrad. DegreeCompleted Grad. DegreeProfessional in Theatre ArtsProfessional outside Theatre ArtsNo InformationShereen Abu Saeedi -- Shereen currently teaches in the public school system in Denver. She completed her Master’s degree in Education from DU two years ago. She is looking to instigate a extracurricular theatre program for Girls in the Denver Georgia O’Keefe Arts and Leadership (GOAL) program.2002XXXJessica Alley - We have not heard from Jessica since her graduation. 2001XVina Begay – Vina is attending graduate school full-time.2005X Lawson Benally – Beau is currently living in Kayenta and has taken over his grandfather’s trading post. He feels that this is his familial obligation. He also works with Monument High School students and is now planning to produce Frankenstein with them in April ’09. 2002XLaura Brost – Is currently a graduate student and working as a Graduate Assistant at University of California, San Diego theatre program.2006XLeAnn Brubaker – LeAnn is currently the Technical Director at FLC Community Concert Hall.2002XKathryn Cichello is now Kathy Della Mia she was in Graduate School in San Francisco but is now living in Denver and is the mother of two girls. 1997XBen Cooper – Building a business in Carbondale, CO with his brother.2007XKrista Draper - Krista is currently a graduate student and Graduate Assistant at the University of Idaho Theatre program.2005XXEmily Flood – Emily is currently the personal assistant to the theatre manager at the Henry Strater Theatre, Durango CO.2007XTim Gittings – Tim has recently completed Graduate School in Alabama and received his MFA in Theatre. 1998XXXRachel Gressler – Rachel is currently director of theatre at Miller Middle School, Durango, CO.2008XWilliam Hart – Taft went on to graduate school, graduated with a MFA from Utah State, then travelled throughout Africa with Peter Brook’s International theatre. Currently, Taft is living in New York City, and working as a theatre professional.1997XXXKristen Hathcock – After touring with a children’s theatre company, Kristen settled in California as a Business Development Manager for a medical supplies company. 2004XJennifer Havenner – Jen is currently working at the Denver Center for Performing Arts and facilitating Children’s theatre education in the Denver area.1998XXXDesiree Henderson – Desiree is currently free-lancing on film/theatre installations in Seattle WA. She also works at the Cortez Cultural Center as well as publishing her own writing.2007XAngel Hernandez – The last we heard, Angel was working with Native American theatre group in Nebraska.1998XNathaniel Hope – Nathan has attended and completed graduate school, he is currently working in Illinois.1997XXKanako Hiyama – Kana currently lives in New York where she works as a professional at three off-off Broadway Theatres.2002XEllen Hoskins – Elle is now married & her name is Elle Fore is living in Denver and working with the Red-Cross and attending graduate school at DU to become a social worker,2006XGeoffrey Johnson – Geoff is currently working as a performer in regional theatre in the area.2008XNoah Johnson – Noah is employed as an Equity stage-hand at a professional theatre in Tennessee.2001XStephen Juhl – Stephen has been doing voice-over work for film.2007XKristina Karahalios – We have not heard from Krissy since her graduation.2007XWilliam Keesen – Bill moved to Utah to attend graduate school.1998 XHaruki Koretsune – Haruki returned to Japan where he was from and we have not heard from him since.1998XClayton Langan – Clayton is employed as an actor in Southern California.2001XTerrence McAlister –Terry is very pleased with his job, working for Omni Lighting in Tulsa, OK.2008XMatt McDonald – We have not heard from Matt since his graduation.2008XJeremy Melton – We have not heard from Jeremy since his graduation.2002XAlex Oliszewski – After graduating Alex moved to San Francisco working in the discipline, then he moved to Denver working at UCD in their media laboratory. He is now applying to Graduate School and will hopefully begin in the fall.X Mauriceo Notsinneh – Mauriceo is currently manager of a retail clothing store in Albuquerque, NM2003XHeather Rassmussen (2008) Heather graduated with a double major in Theatre and Psychology. She is currently researching graduate school possibilities while working for the DSNG railroad.2008XJulia Schneider – Julia is currently working in Durango at City Cleaners.2007XKolya Schweppe – Kolya attended Graduate School in Germany and is still living there. He teaches English and Theatre.2000XXXTara Sheehan – Tara is working with film companies doing character voice-overs and cartoon voice work.2004XAmanda Smith – The last we heard from Mandy, she was managing a restaurant in Hawaii.1997XCarl Smith – Carl has his own performing company in Paonia, CO. He is currently pursuing applied for acceptance at the graduate conservatory at the Denver Center for Performing Arts.2003XMelissa Snyder-Notz – We have not heard from Melissa since graduation.2003XGlenda Tom – was a graduate in 2000 with a double major in Theatre and Psychology. She has just completed graduate school in San Francisco in Drama Therapy.2000XXXDarrin Stevens – The last we heard, Darrin was been employed as a performer in regional film work, and his two boys are in high school.2003X Kristopher Thornton – We have not heard from Kris since his graduation.2004XAudrey Tebrich – Audrey is currently living in Chicago and working in a professional touring theatre group.X Ashley Wagner – Ashley is currently the Director of the Durango Arts Center Children’s Museum.2004XAndrew Wilson – Andrew works in Farmington, NM, as a Police Officer.2006XEagle Young – is currently working as a professional performer primarily with the historical performing programming in the state of North Carolina.2005XTotals1372677Analysis of Alumni DataOver the past 15 years we have graduated 46 Theatre majors. We have recent information on 84% of all of our graduates from the past 11 years, as we have consistent contact with all except 7 alumni, or 15%. 28% of our graduates have completed, or are in the process of completing graduate school, over 50% of those have completed graduate school successfully and gone on to being employed as a professional in the field. Additionally, 56%, of our alumni, over half, are working professionals in the field. Most are working nationally, but some are involved in International professional work. Narrative on alumni Relationships and SuccessesIt bodes well of our program and our current faculty that we have such strong, on-going communications with our alumni. Clearly our alumni feel connected to each other, to our faculty and to their Alma Mater. They have created a Facebook and a blog. These connections are important to our development and future possibilities. Information that we can glean from this statistics is positive. Our academic programming has been strong enough to send 30% of our graduates to graduate school. Furthermore over 50% of our graduates are active professionals in their field. As such we have prepared them appropriately toward successful careers utilizing their Theatre degree.D. Program Profile: Facilities Status and DevelopmentLearning Environment A functional learning environment is one of the most influential factors toward success in recruiting and retaining students to graduation. A comfortable, functional, competitively equipped learning environment will give us the advantage, when coupled with our innovative programming, to most successfully recruit and retain the best and brightest students toward graduation. Fort Lewis College Theatre is the only collegiate academic institution in the state of Colorado that has not been renovated or replaced in the past 20 years. Maintaining a functional, effective and empowering teaching/learning environment has clearly been one of our greatest challenges over the years as our 50 year old building has not been appropriately maintained or upgraded to be current with the discipline. Catching-up with the ravages of time has become, by necessity, the responsibility of the faculty in the department rather than of any other administrative entity. At the same time our budget, designed for departmental operations, does not allow for facilities maintenance. The majority of the maintenance of our learning environment--including painting, carpeting, draping, window covering, lobby and interiors—has been facilitated by departmental faculty through funds raised from private donors and production efforts, rather than State of Colorado funding. Additionally, whether we utilize our yearly resources on teaching supplies or facilities maintenance has been a continuing issue because our teaching environment greatly informs, enhances, and enables our teaching and student learning. In the winter of 2006 we discovered that the floor of our Black Box Theatre “Gallery” was infested with termites. Mark Gutt, project manager of the FLC Physical Plant helped us by finding State of Colorado Emergency funding to replace the floor. We were so lucky to get a new, sprung hardwood floor appropriate to the teaching/learning necessary in that space. We had never had an appropriate floor before this time. Immediately after that floor was installed, the learning and outcomes of our students increased greatly in scholarship and quality. This “emergency” taught us an extremely important lesson that has affected all of our initiatives and activities since: a clean, safe, appropriate learning environment, not only attracts more and better students, but truly empowers our students to learn more effectively and better. To that end there has been an increasing effort to better maintain, improve and enhance the facilities that we have toward the best learning environment possible. Oftentimes utilizing our own resources, our personal time, our summers, carefully raised support, and help from the Physical Plant our efforts have successfully included:Installation of an updated and more secure pipe grid for light hanging and rigging for both our Main Stage and Black Box “Gallery” theatresBuilding a tool storage room in the Scene-ShopDeep-cleaning and re-organizing the Scene-Shop toward more professional standardsDemolition and rebuilding of our sound control area toward more professional standardsInstallation of state of the art digital software, “Isadora” to be competitive with, if not set-apart from, other institutionsDeep-cleaning, painting and re-organizing our back-stage area toward more professional standardsPainting our Theatre Lobby toward better bridge-building with the over 6,000 patrons that come through that space every yearFraming our theatre posters of the past 20 years to demonstrate and archive our history of excellenceDeep-cleaning, painting and re-organizing our control both area toward more professional standardsInstallation of work-space, desk, and networked computer for best stage management practicesInstallation of a phone in our Scene-Shop for emergenciesRenovation of seat storage for our Black Box “Gallery” theatreReplacement of the draping in our Black Box “Gallery” theatreReplacement of the dry-rotted and molded draping and cyclorama in our Main Stage TheatreRe-painting of our Black Box “Gallery” theatreDisplayed art from featured area artists as continually rotated in our lobbyInstallation of a kiosk computer in our Lobby for student access as well as box-office salesInstallation of sound system in our lobby for patrons and studentsReorganization of our Department offices and faculty offices toward best professional practicesRenovation of our Theatre Department office with student work areas toward a most effective and professional working space and public space.Fire safety upgrades in our Costume ShopMost recently and still in process are the upgrades that are being instigated this year. We are extremely excited about these upgrades which include:Re-upholstery of our Main Stage seatingCarpeting in our lobby and Main Stage aislesDraping on our Main Stage walls for sound and aesthetic purposesRenovation of our stage thrustThese efforts at facilities maintenance have positively enhanced our student learning as well as our retention and recruitment efforts. Because of this maintenance we see student improvement regarding scholarship, professionalism and pride of ownership in all that they do. Similarly, our faculty accomplishment is enhanced as they feel that their work is clearly valuable to our donors and as well our administration. Curriculum Statement and DevelopmentCurriculum Development Statement and Status Statements on Student Research Departmental Curriculum Implementation Analysis Analysis of the Four Curricular Options in Theatre Analysis of Ability to Effectively Facilitate Programming and CurriculumAssessmentGeneral Education & Campus Curriculum Contributions (Outreach Responsibilities)GT-Pathways Course Development Thematic Studies and EGC Course DevelopmentCBLR Course DevelopmentEnrichment Course DevelopmentSection III - Curriculum Statement and DevelopmentCurriculum Development Statement and Status Our curriculum is the foundation of our program, it is what defines, identifies and teaches values, empowers students to be successful and can encourage (or discourage) a healthy increase in the numbers of student majors. By the millennium it became increasingly clear that the Fort Lewis College Department of Theatre curriculum was outdated and ineffective toward strong student outcomes. We needed to make an exerted effort to focus on curriculum revision to better align with not only the college mission and disciplinary trends but to better align with how our student profile was continually changing and how our students constantly move through and among major program choices. All departments have been encouraged by President Bartel to: “develop undergraduate research opportunities, expand degree offerings, create new quality undergraduate experiences, and create innovative curricular activities” (from Strategic Plan). By expanding degree possibilities in our department through a multi-option curriculum, and by updating our curriculum to include service learning, guest artist series, and other opportunities, we strengthen our program, increase student opportunities, and increase the potential and possibilities for not only our majors, but our entire student community. A plan was introduced to the Department of Theatre in fall of 2005. We designed at first six tracks of study in collaboration with other departments, including Art, Music & English, to better serve Fort Lewis College and its students. After over a year of working: research, restructuring and bantering about these ideas, our new curriculum was submitted to the curriculum committee, the senate council, and the Provost. After consideration by these bodies, this plan was delimited to four tracks by combining Performance and Directing and eliminating the Theatre Education Track. In spring of ’06 our new curricular option system was approved and is now fully initiated in our present and future programming. Students can now receive a Bachelor of Arts Degree in Theatre in the following areas: Arts Administration (A collaborative design with School of Business) Design & Technical TheatrePerformance & Directing Theatre GeneralistIn keeping with the strategies determined by the President, Provost and Dean all of the available degree options in Theatre will continue to include non-traditional learning opportunities through internships, service learning, global perspectives and sophomore seminar courses.Statements on Student Research In winter of 2008, we met as a department to consider and draft a statement of our disciplinary definition of student research. We then considered all our classes and compiled a list of where and how much student research occurs in each of our classes. Below please find the results of these findings.Definition of Student research in the discipline of Theatre: Student research in the discipline of Theatre consists of the gathering of data through observation, reading primary and secondary sources, modifying traditional theories into contemporary scholarly applications, and compiling set information into a formal presentation.Courses offer in theatre that contain a significant portion of student research activities:50% or moreTHEA 240 Ancient & Classical Theatre60%THEA 340 Modern Theatre85%THEA 322 Creative Dramatics50%THEA 323 Children’s Theatre 50%THEA 336 Creating Performance: Directing75%THEA 335 Styles in Acting70%THEA 342 Asian Performance80%THEA 369 Playwriting75%THEA 496 Senior Seminar I100%THEA 497 Senior Seminar II80%THEA 299/499 Independent Study95%THEA 274 Make-up & Costume Design50%TS2R 409? Non-Western Theatre50% Less than 50%THEA 100/200/300/400 Theatrical Production45%THEA 101? Introduction to Theatre 40% THEA 126 Introduction to the Dance30%THEA 238 Acting Techniques II40%THEA 374 Lighting & Sound Design40%THEA 460 Internship in Theatre 45%Less than 25%THEA 135? Acting Techniques I25% THEA 230 Stage Technology15% THEA 233 Audition Techniques 20%THEA 270 Acting for Camera10%THEA 272 Vocal & Physical Preparation10%THEA 156/356 Guest Artist Series 10%THEA 372 Stage Management20%Departmental Curriculum Implementation Analysis Analysis of Four Curricular Options In TheatreIn an effort to make our curriculum competitive with other schools, we created an updated curriculum designed to fulfill the needs of our current students while attracting future prospective students who cannot find what they need at other Southwest, and national institutions. In collaboration with the Business school, Art department and Education department, our curriculum now offers some unique features that will appeal to students, while still providing a solid foundation in theatre education. Care was taken when moving to the “option” system to not shift to “conservatory style” training, but to maintain the integrity of the liberal arts mission. There are several features of our newly implemented curriculum that enables us to maintain that identity. These are listed below:a. First, each track has the same core of courses that are required of all theatre majors. Theatre majors must take: THEA 240AH1 Ancient and Classical Theatre, THEA 296 Sophomore Seminar, THEA 340 Modern Theatre, THEA 342 Asian Performance, THEA 300 & 400 Theatre Production III and IV, THEA 460 Internship in Theatre, and THEA 496/497 Senior Seminar. We are also in the process of adding the THEA 157-357 Guest Artist Series to this list. These courses were chosen with the intent of giving all students a well- rounded foundation of theatre knowledge. The addition of Sophomore Seminar and the Internship component appear to be strong additions to our curriculum. Sophomore Seminar has allowed us to move the career portion of Senior Seminar (i.e. resume, portfolio, professional theatres, unions, job interview skills, graduate schools, internships, etc.) to a more appropriate placement in the educational sequence for students. It also gives the faculty a benchmark evaluation point for students in our program. As a faculty we need to explore the evaluation requirements more thoroughly and determine how best to use that information to the students advantage. The internship component gives our students “real world” experience while providing the opportunity for the service component the college has recently added to its mission. The Internship in Theatre course has just been passed by the Faculty Senate as a CBLR designated course, thus increasing the value of this course for our students. The Asian Performance component offers our students a unique non-western perspective to the creation of theatre. The offering of this course distinguishes our theatre program from others, while offering our students a more global perspective within our discipline. The requirement for production courses reflects our commitment to the production of theatrical works as a laboratory in which our students can learn their craft. The creation of quality productions also provides an outreach from the college to our community.b. Second, courses in all options are open to all Fort Lewis College students, including production courses. In fact, we routinely enroll students from other disciplines in our courses beyond our General Education offerings. Acting I, Theatrical Production I, II, III and IV, Creative Dramatics, Children’s Theatre, and Dance Techniques serve a large non-theatre major population.c. Finally, we require students in each track to take auxiliary course in other departments that will be beneficial to their development as theatre artists. This broadens their knowledge base and encourages thinking across disciplines. Overall, the change to a multi-option curriculum was made in an attempt to attract and retain more theatre majors to Fort Lewis College Theatre Department. There are several unique aspects to our program that should help position our program as a desirable one. First, we offer a Guest Artist series once a year. This course gives students opportunities to work with noted professionals within our discipline. We strive to bring in a variety of artists, so as to serve the students in all tracks. Past Guest Artists have included those listed below: Guest Artists & Artists in ResidenceThe Department of Theatre’s Guest Artist Series was created to give our students opportunities to work and network with national and international practitioners of specific theatre forms and the theatre industry in general. By connecting with professional artists, our program stands apart from other universities, allowing our students to acquire knowledge from a wider variety of sources. Recent guest artists include, but are not limited to:Tesha Buss Tesha works as a professional dancer and actor in New York. Her extensive credits include Broadway, Off-Broadway as well as national and international touring. John Flax Paris, Le Coq. As the artistic director of Theatre Grottesco in Santa Fe, NM, John has provided his expertise in mask, mime, and acting.Dan Lauria Dan is best known for his role as the father on The Wonder Years. He has, and continues to, appear in numerous films and television shows.Richard Malcolm, PhD Lancaster University U.K. and founder/co-director of Imitating the Dog Theatre Company. Richard teaches workshops in multi-media production, directing, and devised theatre.Wendie Malick Wendie is a two-time Emmy & Golden Globe nominated actress for her role on Just Shoot Me! and recently appeared in Big Day on ABC.Beth Osnes, PhD Beth is a Fulbright Scholar, professor of Theatre at the U of C Boulder and founder of Mothers Acting Out activist organization. Bernardo Rey Universidad Piloto de Colombia, National School of Dramatic Arts, Bogota, South America, International School of Theatre Anthropology, Eugenio Barba. Bernardo is the co-founder of the Centre of Theatre Research in Amelia, Italy. Nube Sandoval University of Bogota, South America. Nube’s vast experience in performance and directing includes 10 years study with Jerzy Grotowski and co-founding the Centre of Theatre Research in Amelia, Italy.Betsy Tobin In addition to the MFA from Kent School of Art, Betsy performed and studied in Europe for ten years. As mentioned earlier, THEA 342 Asian Performance distinguishes our program, as most Colorado and COPLAC programs do not offer studies in this area. Another area of distinction is the addition of THEA 336 Creating Performance: Directing to the undergraduate performance track. Very few programs provide the opportunity to take Directing courses to undergraduate students. In addition, our Theatre majors who demonstrate the appropriate skill level are oftentimes given the opportunity to design or assistant design for our Main Stage productions through either Independent Studies, or our Theatrical Production courses. This is an opportunity rarely given to undergraduate students at other institutions. The Arts Administration track offers students an additional opportunity rarely found at the undergraduate level. We have taken advantage of our exceptional Business school in the creation of this degree program. The intent is that this track will be attractive to both theatre and business students.Since we are just beginning our third year with this curriculum, we are working out the kinks. We have discovered a few problems and are working on rectifying them. In the Performance and Directing option the way it is listed, THEA 135 Acting Techniques I can be avoided if students take THEA 237 Acting Techniques II, as students are allowed to choose from 3 of 4 courses. We have brainstormed some ideas and hope to have this situation rectified soon. We need to revisit this requirement and determine how to make that work best for students. In the Arts Administration option there are a couple of problems. First, this track was designed with business students in mind. As such, we felt that THEA 101AH1 Introduction to Theatre was an appropriate course for all majors in this option. What has unfolded, however, is that we have some students in this option who are well versed in theatre and therefore do not need this course. After discussions with the faculty, we have decided to offer them the option of taking THEA 336 Creating Performance: Directing in lieu of Theatre 101 Introduction to Theatre, as we determined that students would get the most appropriate material in this course. The bottom line is that, as expected with any new program, we are finding a few kinks as we go along. After one complete cycle of offering courses (4 years) we should have fine- tuned these tracks to work in the student’s best interest. The first students graduating under the new tracks should be in 2011. At that time we should reexamine the tracks and see if there are any unresolved issues.Analysis of Our Ability to Effectively Facilitate Programming and CurriculumOur ability to facilitate four options is our challenge at this moment as we make the transition from the old curriculum to the new, but should eventually become stable. We offer many courses on a two-year rotation, and some on a three year rotation. With the addition of the new courses required for these options, we are faced with the challenge of needing to serve all students while still filling enough seats to make every course we offer. Additionally, while making this transition we are finding the need to offer some courses in back to back semesters that should not normally be that way in order to make the smoothest transition to the new rotation. A little leeway from our administration regarding class numbers may be necessary while we make this transition. By the time we complete a 4- year cycle with our new options, we should be able to adhere to a standard 2 year predictable rotation of courses. It is necessary that we utilize adjunct faculty in order to deliver our new curriculum. Short of hiring a 4th full time professor, we will need to continue to count on our very qualified bank of adjuncts to help us deliver our courses.Assessment Statement on Student Assessment Processes and DevelopmentOur assessment process was developed by the department in 1996 and revamped again in 1998. It has worked well, and certainly aligns with the NAST criteria, but the department is beginning to find it work intensive and perhaps not as productive as possible. Our assessment practices include the following Students take an entrance diagnostic exam covering a broad knowledge base of theatre.At the semester’s conclusion of each class students complete assessment forms evaluating the effectiveness of the class. These forms evaluate not only faculty effectiveness but for student learning.Students complete a senior thesis in the first half of their senior year. Analytical in nature this thesis indicates the abilities of the student with regard to analysis, and writing communication skills. In the 2nd half of their senior year this research is concluded in the form of a public performance. Practical in nature, this project oriented work indicates the abilities of the student with regard to creative, communication and presentation skills. With regard to senior seminar efforts, all theatre faculty members are given copies of senior seminar papers to assess, and all faculty members are invited to attend senior seminar project performances. Evaluation is a continuing process. The Senior Seminar instructor administers exit exams to outgoing seniors in their last trimester (usually winter). The tests are circulated among theatre faculty who assess the outgoing knowledge base of the students and recommend changes to curriculum. Theatre students take an exit diagnostic similar to the entrance examination that assesses knowledge acquisition and development. All decisions with regard to assessment are discussed regularly in department meetings. With the changes in our curriculum to the four option system there have been some additions to our curriculum that, not only support the Presidential Strategic Initiatives, but add to our thinking regarding assessment. We have added to our curriculum—Asian Performance, Theatre Internship, and a Sophomore Seminar course in which the students create their professional portfolio. In compliance with NAST criteria, the portfolio assessment is an ideal tool to add to our assessment plan. As such, when considering our future directions below there is a plan for re-evaluating and developing a new assessment tool that we can use to continually make our program better, and as well give the students the best documentation toward their future successesGeneral Education & Campus Curriculum Contributions (Outreach Responsibilities) We offer several courses in the Department of Theatre that are a part of the General Education curriculum. Many of our courses are currently part of the GT pathways courses offered by the department. And, many have been accepted as an EGC course. Additionally, we have worked hard to translate our TS2 courses into the new EGC courses so that we may remain active and connected to the General Education programming across campus. 1. GT-Pathways Course DevelopmentThe Department of Theatre has strived to offer the highest quality general education requirements from our discipline both in the lower and upper division courses.? With the changing General Education requirements mandated by the Colorado Council of Higher Education the Department has recently aligned three courses to the lower division requirement.? THEA 240AH1 Ancient and Classical Theatre, THEA 126AH1 Introduction to The Dance and THEA 101AH1 Introduction to theatre have been accepted into the new GT-Pathways General Education.? ?2. Thematic Studies & EGC Course DevelopmentWith the change of the General Education requirements in the past two years the Department has added three courses to this new curriculum.? These courses are:? Gender and Performance, Performance Art, and Rituals and Performances.? While both Performance Art and Rituals and Performance fulfill the new upper division General Education requirement, “Education for Global Citizenship” the Gender and Performance course fulfills the older TS2R Thematic Studies General Education requirement when deemed necessary. We are in the process of adjusting this course so that it will fulfill current EGC requirements.? Theatre faculty involvement in the development of this upper division aspect of General Education has been extensive and includes:Two Theatre faculty members have served on the Gen. Ed. Committee, one for almost ten years, and one for 2 years.Departmental faculty have been active in serving on the subcommittees the development of the new Education for Global Citizenship courses as well as attending workshops on creating new courses and working closely with the General Education Council to discuss new topics.? Currently the Department will teach two to three EGC/TS2 courses during an academic year.3. CBLR Course DevelopmentThe Theatre Department is currently offering a Community Based Learning course through their THEA 460 Theatre Internship course.? Winter 2008 was the first semester of this offering.? Students were partnered with area, regional and international theatre groups or theatre facilities. In addition to this our THEA 322 Children’s Theatre is an ideal course for the CBLR initiative. There is currently a proposal submitted to the Curriculum Committee for this course.4.????Enrichment Course DevelopmentOver the past years the Department has contributed performances related or associated with the recent Freshmen Common Reading Experience as Enrichment courses.? For the book chosen, Folding Paper Cranes the Department collaborated with the author to create a performance based on the book; included “Red” Bird as a performer and in addition to the Main Stage show, performed scenes at the college dedication of Hesperus Peace Park.? Production Accomplishments Criteria for Season Selection & DevelopmentStatement on Production process & Responsibilities Past Season ProductionsProduction Accomplishments – Highlights Section IV. Production Accomplishments Fort Lewis College Theatre has a rich history of exciting traditional as well as original theatrical productions. We continue to be committed to providing a venue for performance that gives students a broad array of opportunities, while simultaneously stretching their possibilities. Likewise, our theatrical productions serve as an outreach opportunity benefiting our students while building bridges with our campus and area communities. The innovative theatre programming at Fort Lewis College it provides unique experiences in the arts that are rare in cities of any size. Our theatre productions continue to address the multiple responsibilities we have in the arts to the Fort Lewis College community, to the citizens of Colorado, and to the Southwest. Moreover our reputation for high quality original and devised productions is something that clearly sets us apart from other Colorado institutions, if not institutions throughout the Southwest. Criteria for Season Selection & Development As an academic department of Fort Lewis College we are committed to education in diverse and multidisciplinary ways.? The selection of our performance season is meant to enhance the social, intellectual and cultural learning of our student body, our majors, and as well serve as an outreach to our greater Durango Community.? In a sense we wish to enrich our student’s experience, the greater college campus and our area community with a diverse range of performances that enhance learning, broaden perspectives and enrich lives.? This should involve not only performances of differing styles from various periods and cultures, but performances that encourage collaboration with other college departments as well as potential community collaborations. Through a four year education the department should produce a range of performances from the following list:? Classic, Neo-Classic, Modern, contemporary, Dance, Musicals and New/Original works.? The potential collaborative departments and community organizations should be consulted for the purpose of nurturing potential collaborations. This should include, but not be limited to:MusicMedia Studies/EnglishArtCommunity initiativesEach year a selection committee will be formed to from the students, full-time and adjunct faculty, staff and a community member to determine the coming year’s season of performances.?Each year potential guest directors (and designers) should be considered to give our students the broadest performance and mentoring experiences. Show selections should be closely compared with past productions (so as to avoid repetition), course curriculum, need for cast size and diversity in culture as well as gender.? The ideal season will contain enough participation to include all of our student majors toward a successful completion. ?Statement on Production Process & Responsibilities A Season Selection Committee is formed to select our season every year in the fall. This committee consists of all faculty members (full-time and adjunct), one student representative, and one Durango community representative. If we anticipate including a musical in our season, an additional member is added from the music department. This 2008-9 committee includes Dr. Kathryn Moller, Dr. Ginny Davis, Nathan Lee, Felicia Meyer, Anne Berg-Pattillo, Craig Harris, Anna Jany (student) and Jane Gould (community). Each year, following the guidelines listed above, the committee looks at the offerings of the past 3 years and explores what educational needs exist. With these criteria as a guideline, we brainstorm titles that fit the categories (i.e. Greek, Restoration, contemporary, playwrights of color, multicultural, etc) and also fulfill the other criteria on the established list of guidelines. From this large list of titles, we look realistically at our ability to successfully produce the pieces in term of technical aspects, numbers of students, and money, and facilities. Once we narrow down the list of titles/projects, we gather scripts for all on the committee to read. Copies are also made available for theatre students to read so that they may give feedback to the student representative on the committee. Once titles have been selected, we solicit directors appropriate for the pieces chosen. This process usually begins before Thanksgiving. Final decisions should be completed by March of each year. This allows time to secure rights to performance, to hire directors and other support staff as needed, to advertise, and to adequately research the plays. Below please find a listing of past productions:Past Season Productions 2008 - 2009 Theatre Season (Current)Raised in Captivity - Nicki SilverRocky Mountain Theatre Association Annual Festival hosted by Fort Lewis College TheatreChicago (the musical—collaboration with the Department of Music) 2007 - 2008 Theatre Season Speak Truth to Power: Voices from Beyond the Dark - Ariel DorfmanKinetic Kaleidoscope – Dance Concert (with guest choreographers)Speak Truth to Power-Presented as a Showcase performance at The Rocky Mountain Theatre Festival in Lakewood, CO with Kerry KennedyWin/Lose/Draw - Mary GallagherDante’s Inferno – Original FLC production by Kurt Lancaster & Desiree Henderson 2007 Summer Voices in American Drama: A Summer Play Reading Series2006 - 2007 Theatre Season Folding Paper Cranes – Original Fort Lewis College Production Leonard “Red” Bird as guest speakerMaria Magdalena (with guest artists from Bogota, Columbia—Bernardo Rey and Nube Sandoval)Muysua (with guest artists from Bogota, Columbia)Three Tall Women – Edward AlbeeWaiting for Godot – Samuel Beckett (Enoch Brater guest speaker)The Wonderful Wizard of Oz (the musical—collaboration with the Department of Music) 2006 Summer Voices in American Drama: A Summer Play Reading Series 2005 - 2006 Theatre Season Angels in America - Part I: Millennium Approaches – Tony KushnerThe Complete Works of William Shakespeare - Abridged The Guys (with guest performers Wendie Malick and Dan Lauria)Angels in America - Part II: Perestroika 2004 - 2005 Theatre Season Diary of Anne Frank - Oct. 2004 Skins – Original Fort Lewis College Production – Elizabeth Ingraham--Nov. 2004 Much Ado About Nothing - Apr. 2005 Skins – presented at La MaMa E.T.C. in NYC - Mar. 2005 2003 - 2004 Theatre Season The Laramie Project - Oct. 2003 The Hobbit – Original Fort Lewis College Production - Dec. 2003 A... My Name Is Alice - Apr. 2004 2002 - 2003 Theatre Season The Air Inside The Rose (three one acts)- Original Fort Lewis College ProductionA Christmas Memory – Truman CapoteOur Town – Thornton WilderDance Celebration Alice In Wonderland – Children’s Theatre Course--Summer Session May 2003 2001 - 2002 Theatre Season Kiss Me Kate-(the musical—collaboration with the Department of Music) Lysistrata – Aristophanes/Tr. Ranjit Boldt 2001 Summer—Durango Shakespeare FestivalMerry Wives of WindsorThe Tempest 2000 - 2001 Theatre Season Through The Fire—Original Fort Lewis College Production Mandragola - MachiaveliThe Boys Next Door Dance ConcertProduction Accomplishments – Highlights Fort Lewis College Theatre has developed a reputation for producing some the highest quality original and devised productions in the state of Colorado if not the region. Competing with other institutions that have significantly higher budgets dedicated to mainstream and musical theatre is for us impossible. As such, our dedication to developing new, original and devised works as clearly paid-off in setting us apart from other Colorado institutions, if not institutions throughout the Southwest. As such, it behooves us to take advantage of our skills, expertise and reputation in this area. The highlights of our departmental production accomplishments have turned out to be those productions which are our very own original productions, about which our department should have extreme pride. Additionally, our own original productions give so much in the way of learning experiences, empowerment, and ownership to our students that we need to continue utilizing these kinds of productions and experiences to build our image, our reputation and our program. Although all of our works are significant regarding student accomplishment and pride, the production accomplishments that have drawn significant regional, national, and international attention are those that are here considered, these include:Fort Lewis College Theatre at the Kennedy Center American College Theatre Festival Association (KCACTFA) received four awards for our original production of Air Inside the Rose: Best Direction, Best Choreography, & Best in Puppetry, and Best Workshop. Hosting the Rocky Mountain Theatre Association Festival is significant in that we are the only College/University Theatre major program in the state of Colorado who does not have a new or renovated facility, yet the RMTA board felt that our innovative programming and production history merited the invitation to host this festival.Invited Showcase Production at the 2008 RMTA Festival in Denver was clearly kudos to our programming and our production work. Speak Truth to Power had not heretofore been mounted as a fully staged production. Kerry Kennedy was so pleased with our production that she came to Denver to deliver the pre-show address for Fort Lewis College.Speak Truth to Power as a fully staged production was a collaborative endeavor between the departments of Theatre, History, Sociology, Human Heritage and the Common Reading Experience. It drew great regional and national attention to our program as we brought both Harry Wu and Marina Pisklakova to our department to deliver pre-show addresses for this production.Skins New York was a project where our original Fort Lewis College production was invited to premiere as a professional production at La MaMa ETC in New York. With special permission from Ellen Stewart students were allowed to perform. No other institution in Colorado or the Southwest has ever had this honor. Following this production Skins was invited to perform at the Hong Kong International Arts Festival in the summer of 2006.Our Future -- Program Development Possibilities, Considerations and PlansProgram Directions Analysis Statement on Future Plans: Directions with regard to two, five, and ten year plans Retention and Recruitment Development PossibilitiesStatement of purpose of NAST accreditation The Future of our CurriculumTeacher Certification Option Dance OptionMusic & Performance OptionThe Future of Fort Lewis College Theatre Productions - “The Front Door to Fort Lewis College”Assessment Development Facilities DevelopmentSection V. Our Future -- Program Development Possibilities, Considerations and PlansIntroduction Clearly the accomplishments of the Department of Theatre have been guided by the mission and Strategic Directions of the college toward the best education for our students with the most innovative learning experiences while utilizing community connections in the form of bridge-building and service. Our reputation has become stronger with our good work, and our learning environment is being constantly and duly improved toward better teaching/learning model. Compared to other Colorado and COPLAC institutions we have an astonishing number of accomplishments to our credit despite limited faculty members, limited resources, and dated facilities. It is important now to consider where we go from here. This next section considers the possibilities of our directions based on what we have accomplished in specifically our areas of primary concern: curriculum development to answer to the needs of the future student population; facilities maintenance and development to offer the best learning environment possible; enrollment management toward our best enrollment possibilities; and production possibilities to best serve our students, campus and community. Based on the possibilities that we as a department see for our department, this next section also gives specific models of what we think our directions could be. A. Program Directions Analysis Theatre/Performance is such a powerful and useful paradigm for understanding and exploring the human experience on personal and cultural levels. How do we continue here at Fort Lewis College Theatre to teach in our discipline, as well as in General Education, developing our pedagogy in such tentative times, maintaining our focus on the highest level scholarship and the most innovative programming possible whilst serving our greater community? In this document the Theatre Department faculty members have chosen to focus on definitive areas of accomplishment and concern. We are very proud of our significant curriculum changes and currently see an increase in declared theatre majors, perhaps due to this more responsible curriculum development. We do see, however, some necessary future adjustments to this curriculum. Our learning environment and technical facilities, while continuing to be challenging have also been areas of accomplishment. Our production work clearly drives much of our programming, supplies student opportunities, provides outreach to communities, and gives us collaborative opportunities with other departments, programs and our communities. And finally the management of our enrollment, specifically with recruitment, retention and assessment, while improving, is clearly an area of concern. We believe that it might be wise in determining the best directions for our future development to form an alliance with the National Association of Schools of Theatre (NAST). We believe that this alliance will give us the pedagogical information necessary to make the right decisions regarding facility maintenance, curriculum directions, production development, and enrollment management toward the most successful graduates. In looking at the bigger picture, where we are located in relation to similar Colorado institutions, Southwest institutions, nationally recognized institutions and international perspectives we should also be considering the trans-disciplinary and inter-disciplinary possibilities that might set our department and Fort Lewis College apart from the typical liberal arts/theatre degree program. Should we be thinking of the future possibilities of a paradigm shift from a predominantly formalist and structuralist pedagogy toward a learning environment that is inter-disciplinary and multi-disciplined? Can a shift like this originate in one of our most multi-disciplined areas: Theatre? Most colleges and universities are facing issues, like we are, that involve budget issues, changing needs of students, dwindling student enrollment, and the questioning of institutional effectiveness. In addition to this we are questioning our disciplinary effectiveness. As such, the questions that many colleges are facing are not unlike the questions that we are faced with in our program and this self study: How do we define and re-defining our program?How do we deal with inadequate facilities in the face of decreasing budgetary support?How do we develop and maintain a most responsible curriculum that satisfies student needs while helping to shape their futures and the future of the discipline?How do we maintain a world-view in our curriculum?What is useful and valid and needs to be kept?What is old and suspect in our curriculum?What is the ideal picture of our departmental curriculum within the school and college landscape?Multi-disciplinary and trans-disciplinary programming can help us to better utilize our budgets in a synergistic way while pedagogically exploring the perspectives and histories of different disciplines/departments to provide an open environment for understanding the production of meaning by society, both past and present, in the realms of performing arts, ritual and visual arts. We often reach out to other departments and programs to collaborate on curricular development and production work. We will continue to do so and make a concerted effort to utilize our resources as effectively as possible, offer opportunities to students not just in our major, but across campus, and throughout our community. Perhaps the changes proposed below can be a contribution to a larger discourse concerning the curricular umbrella under which disciplines could share ideas, histories, resources, and spaces allowing and empowering students and faculty alike to share disciplinary conventions, processes, and practices toward new works, new thinking, and a more appropriate and successful education for our students. B. Recruitment and Retention Development PossibilitiesRecruitment Development Clearly we are going in the right directions with regard to recruitment. We have learned that we need to develop stronger relationships with our area schools and as well other colleges & Universities in our region. We have also begun to be better represented at regional and national theatre and educational organizations. We will continue with these efforts with enhanced knowledge about how to best represent Fort Lewis College Theatre. Our future efforts should include:Continued Representation at the National Thespian ConferenceEnhanced outreach to area schoolsContinued Representation at the Rocky Mountain Theatre Association FestivalRepresentation at the Kennedy Center American College Theatre Festival AssociationContinued Representation at the Association for Theatre in Higher EducationContinued maintenance of our Theatre Department WebsiteClose collaboration with our Department of AdmissionsDevelopment of relationships with private schools such as the Cross-roads School in Los AngelesIncreased development of scholarship resources for incoming students and continuing students.Retention Development ?If we are the right match for our matriculated students, and give these students the best education possible, challenge their perceptions of their own capabilities to reach higher goals, and give them opportunities to network in the professional discipline developing life-long relationships, they will stay with us. As such we need to constantly work on developing our abilities to proffer to our students:The highest quality well researched courses that are current in the discourseProduction possibilities that challenge our students, giving them new tools to work with, while giving them the possibilities for successInnovative learning opportunities through work with professionals in the field Intern and professional learning opportunities through Community based learningOpportunities to learn, model appropriate professional behaviorsC. Statement of Purpose of Accreditation with National Association of Schools of Theatre The role of NAST in education at Fort Lewis CollegeThe major responsibility of the National Association of Schools of Theatre is the accreditation of education programs in theatre, including the establishment of curricular standards and guidelines for specific degrees and credentials. The Association also provides counsel and assistance to established and developing institutions and programs. NAST is recognized by the United States Department of Education as the agency responsible for the accreditation of all theatre curricula. In addition to the accreditation and consultation functions of the Association, NAST publishes books and reports, holds an annual meeting and other forums, and provides information to the general public about educational programs in theatre. NAST works with other peer associations such as the Association of Theatre in Higher Education (ATHE).NAST participates in the national conversation about educational issues with special emphases on theatre, the arts, and higher education.NAST publishes information about their accredited institutions to potential students and High School programs.Accreditation is a non-governmental system of academic review. It is a process which periodically evaluates and produces an independent judgment by peers about the extent to which an institution or program achieves its own educational objectives and meets the standards established by an Association. Standards address operational and curricular issues fundamental to educational quality. The granting of accredited Membership by?the?Commission on Accreditation signifies that an institution has successfully demonstrated compliance with the procedures, standards, and guidelines of the Association. Integral to this voluntary process is ongoing, regularized self-evaluation and peer review. Accreditation, in practical terms, is a stamp of approval, a sign that an institution ascribes to, believes in, and has met an external set of basic criteria for the programs it offers. In some cases, accreditation assists in the transfer of credits from one institution to another. In all cases, it indicates that threshold standards are adhered to in a fashion that provides a base of academic strength and operational integrity.D. The Future of our Curriculum Much of our programming is supported through collaborative efforts with other departments, programs and organizations. These collaborative efforts give us opportunities to formally pursue multi-disciplinary and trans-disciplinary programming which better serves student needs; makes for a more synergistic use of our resources, and will clearly give students more options and opportunities, which will in turn bring more students to Fort Lewis College. The curricular possibilities to be considered in this program review are supported by multiple departments and include:Teacher Certification Option in Theatre is a collaborative effort between the Department of Education and the Department of Theatre. For several years we have been looking at the possibility of a certification in Theatre through the Education department. When we created tracks we originally had that as a part of the plan. We were asked to cut down the number of tracks in order to be able to deliver them without adding new faculty and so the certification program was deleted. We still are strongly committed to the idea that the certification program would raise the number of student served by our program. We feel confident that the courses we offer currently either fit, or can be adapted with little effort, to cover most of the state requirements of certification. Work is continuing in this area in conjunction with the Department of Education and we hope to be able to offer this option to our students in the near future. 2. Dance Option in Theatre as an effort to offer opportunities to more students as well as increasing our recruitment and retention activities. Dance courses are offered in two areas at Fort Lewis College: 1. as a skills development course in the Department of Exercise Science, and 2. as an historic, artistic, technique and performance form in the Department of Theatre. There has been, over the past five years, a decided increase in student interest in dance. In addition to the Dance Co-Motion student organization over 80 students are usually involved in Theatre Department Dance Concerts. Our department has answered this interest by increasing our offerings in dance technique courses and as well including in our season of productions an every-other-year Dance Concert giving students opportunities to work with the exceptionally high quality choreographers that we have in our department, on our campus and in our community. In addition to this we have extensive expertise in our Theatre Department in Dance. Of our faculty many are degreed and highly experienced in dance: Judy Austin, Anne Berg-Pattillo, Susie DiSanto and Kathryn Moller all have at least the master’s degree in addition to extensive professional, academic and administrative experience in the discipline and as well curriculum development in dance programs across the nation. We strongly believe that given our current high quality faculty resources and our current facilities it would be not only feasible but highly advantageous to our program development, retention and recruitment and as well advantageous to our college and our department to build in to our programming an option in Dance. This program of study would look something like this:Dance OptionThe option in Dance combines practical and theoretical training in various disciplines that pertain to the field including theatre, art, exercise science, music, and technology. The practical experience and theoretical knowledge attained in this option is applicable to a variety of performance and fine art venues such as professional theatres, community theatres, radio, film, video, music and digital venues, movement, and not-for-profit organizations. In addition to preparation for working in these venues, the Dance option provides an understanding of the artistic and practical approaches to dance and is appropriate preparation for graduate programs and professional preparation programs in Theatre and Performance Studies.I. General Education Requirements: Total General Education Credits - 35-46. Courses marked with * may also be counted toward General Education requirements. It is recommended that Theatre majors taking the Dance Option take EGC courses in Performance Art and/or Performance Studies.II. Core Requirements - Students in the Dance Option would follow the same Theatre Department Core Requirements as all other Theatre options:THEA 156/356 Guest Artist Series2THEA 296 Sophomore Seminar 2THEA 240AH1 Ancient and Classical Theatre 4THEA 340 Modern Theatre 4THEA 342 Asian Performance 4THEA 460 Internship in Theatre 1- 4THEA 300/400 Theatre Production III/ IV *6THEA 496/497 Senior Seminar 4*(This production work would need to involve supervised focus on dance performance and choreography)Subtotal Departmental Core Requirements 27-30III. Specific Theatre Department Requirements for OptionTHEA 126AH1 Introduction to The Dance 4THEA 166 Dance Techniques: Topics6THEA 272 Vocal & Physical Preparation 2THEA 274 Make-up & Costume Design4THEA 336 Creating Performance: Directing4THEA 366 Dance Techniques: Topics 6THEA 374 Lighting & Sound Design 4Subtotal Specific Departmental Requirements 30Total Department Requirement for Dance Option: 57-60 3. Music & Performance Option toward increased student possibilities is a collaborative effort between the Department of Music and the Department of Theatre. Currently students interested in the performance of music, musical theatre, and various other performance forms such as Opera tend to cobble together, oftentimes without appropriate advising, various courses in both departments, Music and Theatre, to attain the tools and knowledge that they think they need for these various disciplines. Clearly students do not really have the knowledge and expertise to design their own curricular area of study. It would best serve our students, the development of both these departments and help us to increase our recruitment and retention possibilities if we could offer our students a comprehensive program of study in this area. The development of a music/theatre major would be quite different than the Dance Option in Theatre listed above as it would need to be an interdisciplinary degree where the combined efforts of the Departments of Music and Theatre, utilizing the resources that we currently have, to result in an area of study that gives students the knowledge and experience that they need to participate in the areas of musical contribution to theatrical performance and theatrical contribution to musical performance. The combination of voice courses, with performance courses would clearly answer this student need. Certainly given the resources that we have in both departments, we would be able to build a strong voice/performance program of study. Course requirements for this degree could look something like this:Music & PerformanceThe major in Music & Performance combines practical and theoretical training in the disciplines of Music and Theatre. The practical experience, historical knowledge, analytical skills and theoretical foundation attained in this option is applicable to a variety of performance and music venues such as professional performance, studio performance, film, video, music and digital venues. In addition to preparation for working in these venues, the Music & Performance option provides an understanding of the artistic and practical approaches and is appropriate preparation for graduate programs and professional preparation programs in similar areas of study.Core Requirements in Theatre - Students in the Music & Performance major must take the following courses in the Department of Theatre:One of the following:4THEA 101AH1 Introduction to Theatre 4OrTHEA 336 Creating Performance: Directing 4All of the following: THEA 126AH1 Introduction to The Dance 4THEA 135 Acting Techniques I 3THEA 166/366 Dance Techniques: Topics4THEA 272 Vocal & Physical Preparation 2THEA 240AH1 Ancient and Classical Theatre 4THEA 300/400 Theatre Production III/ IV *6THEA 342 Asian Performance 4THEA 460 Internship in Theatre 1- 4*(This production work would need to involve supervised focus on musical performance)Subtotal Theatre Departmental Requirements 32-35Core Requirements in Music - Students in the Music & Performance major must take the following courses in the Department of Music:MU xxxMU xxxMU xxxMU xxxMU xxxMU xxxMU xxxMU xxxMU xxxSubtotal Music Departmental Requirements XXIII. Additional Departmental RequirementsThe Sophomore and Senior Seminar courses need to be taught collaboratively with faculty from both Music and Theatre Departments.THEA/MU Sophomore Seminar 2THEA/MU Senior Seminar 2Total Inter-Departmental Requirements for Music Performance Option: 56-59 E. The Future of our Assessment Strategies We need to make a concerted effort to revise our assessment strategies to better align with Fort Lewis College Strategic Directions and well as NAST criteria. As we continue our shift to the new curriculum, assessment needs to become a focal point for the faculty. Our current assessment system no longer serves our needs. A new system of assessment needs to be developed. We currently require our students to take an entrance and an exit exam. It is general test based on the idea that all students will be taking the same courses. Now that the new curriculum exists, students need to be tested within their track as well as on the information that will be covered in the core courses. An instrument needs to be developed by the faculty that is appropriate to the new curriculum. An accompanying exit exam should also be developed. In addition to this assessment tool, qualifications for assessment in Sophomore Seminar should be standardized by the faculty. Currently that assessment is designed to generally assess student progress (portfolios) and doesn’t address the specific tracks. Issues to consider are: 1. should the Performance and Directing track have to do something performance related? 2. Does the Design/Technical Theatre track need to do a design? 3. What should Arts Administration students be evaluated on? We need to take a closer look at what courses have been completed at this point (since they are on rotation) and what the expectations are for students by the time they take Sophomore Seminar. The assessment requirements of Senior Seminar should also be examined and in alignment with Sophomore Seminar. Some guidelines should be established surrounding the topic choices for Senior Seminar projects so that they are consistent with the track chosen by the student. Assessment should be at the top of our priority list as we implement the new curriculum. Within the next year we should clarify the entrance standards, and the entrance and exit exams should be completed. The requirements for Senior Seminar should be in place by the time the current Sophomore Seminar class reaches Senior Seminar, as they are the first class utilizing the new curriculum.F. The Future of our Facilities Our recent (2008-2009) upgrades to our facility have, and will continue to, contribute to our successes. Nonetheless we are still faced with some obstacles in maintaining the most effective learning environment. We still need to continue finding resources for outdated equipment and equipment maintenance and upgrades to be competitive in the academic industry. Our Theatre Laboratory/Learning facility will continue to have needed improvements to maintain a competitive, safe, and appropriate environment toward best student learning and patron experience. We should be looking at these upgrades within the next two to five years: Maintenance and upgrades for many of the tools in our scene shop is becoming an immediate concern. Many of our tools are outdated, and beyond warranty. Our table saw, for example is over 20 years old. Installation of a mid-stage traveler and upgrading of our maid drape will give us a more functional versatile performance space allowing a wider variety of performances, the ability to divide the space so that it can be utilized by more people, and the ability to allow more students, faculty and classes to utilize the space.Dressing Rooms and Showers? Currently there are no showers or dressing rooms for the performances.? Not unlike Exercise Science and Athletics, Theatre and Dance are physical activities that necessitate personal cleanliness and hygiene.Local Storage FacilitiesStorage of costumes, properties and scenery is a continuing challenge. Given the current fiscal climate, responsibilities, and the desire to be as economical as possible, we need to be able to store and re-use production items.? We currently do not have enough storage space and find that we must throw away scenery and properties that could be re-used. Ideally costume storage that is contained, separate from learning spaces and climate controlled would preserve fabrics and extend the life of costuming. More learning and workspace could be made available in the costume and scene shops if there was more storage space. Lighting Control of AuditoriumThe theatre does have an industry standard lighting dimming system.? This system utilizes computer memory for the recording and playing back of the lighting looks.? The controller for this system is over 25 years old and has become outdated and unreliable. We will need to replace our current system in the next few years.?Larger room capacity for the Gallery TheatreCurrently it is fiscally detrimental to produce ticketed performances in our “Gallery” Black Box Theatre because the seating capacity is set at 40. This is because of the distance between the exit doors. Whereas it is not fiscally reasonable to install an additional exit door, it is feasible to upgrade the interior, temporary wall so that the doors are further apart. Energy EfficiencyThe lighting instruments that are being used for the theatrical performances are very inefficient compared to others available.? Though most of these instruments are still available they use 30% more energy than the efficient ones.? Though it is a large purchase to change over the instruments, it will save on the electricity cost in the future.SoundCurrently the sound amplification and mixing equipment is outdated and inadequate. As a responsible institution we need to upgrade toward a more professional audio playback system that would expose the students to industry standards.? The Gallery Theatre also needs a functional playback system that faculty can use for classes.? The current sound system was created for discarded surplus from other departments.?Digital Projection and EditingThe Department is making more use of digital projection and video integration.? It would make sense that the next years the department would purchase digital equipment so that our students can be competitive with the convergent media possibilities.? A partnership with the English/Communication and media services has been established in the past create video dependent productions.? The department currently owns one license for “Isadora” an emerging computer program for video projection control.VI.Appendices and Information for Report To The Board of TrusteesList of chair and departmental faculty and staff, including rank/title and how long each has been at Fort Lewis CollegeFaculty CVsEvidence of Curricular accomplishments during review periodCourse listings for the departmentDegree Requirements for all optionsCourse Rotation plan to 2011Departmental BrochureStudent Departmental HandbookEvidence of Departmental Accomplishments and Development During Review PeriodLogistics and Initiatives ChartA comparative statement: NAST Criteria and Fort Lewis College TheatreLetter from External consultant on NAST AccreditationEvidence of Production accomplishments during review periodPerformance reviewsPlanning CalendarsSeason BrochureRMTA MaterialsSection VI - Appendices and Additional Information for Report To The Board of TrusteesList of chair and departmental faculty and staff, including rank/title and how long each has been at Fort Lewis CollegeFacultyKathryn Moller, Professor & Department Chair – January 1994Course responsibilities include Ancient and Classical Theatre, Modern Theatre, Senior Seminar, Asian Performance, Theatre Internship, Creating Performance: Directing, Dance Technique, all courses excluding technical theatre courses. General Education contributions: EGC & TS2R Performance Art, EGC & TS2R Non-Western Performance, TS2R Gender & Performance. Areas of specialty include: Performance, Performance Art, Directing, Asian Performance, Dramatic Literature, Theatre Theory, Movement and Dance.Ginny Davis, Associate Professor – August 1998Course responsibilities include: Acting Techniques I and II, Styles in Acting, Creating Performance: Directing, Introduction to Theatre, Sophomore Seminar, Senior Seminar, Audition Techniques, Vocal & Physical Preparation, Creative Dramatics, Children’s Theatre. General Education contribution: TS2R Gender & Performance. Areas of specialty include: Directing, Acting, Creative Dramatics & Children’s Theatre.Nathan Lee, Assistant Professor – August 2004Course responsibilities include: Stage Technology, Lighting and Sound Design, Costume & Make-up Design; Scenic Design and Technology, Introduction to Theatre. General Education contribution: TS2R & EGC Non-Western Performance. Areas of specialty include: Design & Technology.Adjunct Faculty (teach only as needed)Judy Austin – August 1998Introduction to the Dance & Dance TechniqueAnne Berg-Pattillo – August 2004Introduction to the Dance & Dance TechniqueSuzanne DiSanto – August 1998Dance Technique & Production (Choreography)Jane Gould – January 2009Production (Costume Design)Felicia Meyer – August 2007Introduction to Theatre, Acting for Camera, Modern Theatre, Playwriting.StaffCraig Harris – September 2008Scene shop SupervisorScott Kadera – August 2005Media Coordination, Public Relations, Publicity, Web Development, Administrative Assistant, Box Office supervision.Following please find a compilation curriculum vitae for our faculty and staff Evidence of Curricular Accomplishments During Review PeriodCourse listings for the departmentDegree Requirements for all optionsCourse Rotation Plan to 2011Departmental BrochureStudent Departmental HandbookCourse Listings for the DepartmentTHEA 100 Theatrical Production I 1-4This course involves initial participation in theatrical production. It includes involvement in various areas of theatre from inception to presentation. Students with little or no theatre experience will gain a working knowledge of performance. Repeatable for up to 12 credits.THEA 101 GAH1 Introduction to Theatre 4This course offers a general introduction to the theatre and to performance in the human experience. Students view and discuss films and live performances, and perform scenes in class. The course emphasizes an understanding of the processes of creating theatre, and of the role of theatre and performance in the context of cultures and contemporary society. Guest speakers from other disciplines introduce a variety of perspectives on performance as a human activity. There is a strong participatory component to the course. (4-0)THEA 126 GAH1 Introduction to the Dance 4This course offers an exploration of the historical/ theoretical basis of dance and its many variant forms. In addition to gaining an historical and theoretical knowledge of dance, this course includes the practical/technical overview of traditional and contemporary dance forms including African dance, folk dance, ballet, jazz dance, musical theatre, performance art, and dance improvisation. Students will gain a general knowledge of technical skills as well as a broad knowledge and appreciation of the art and history of dance. (4-0)THEA 135 Acting Techniques I 3This course introduces students to basic performance techniques including a study of basic techniques in body, voice, characterization, and play analysis as they are applied to performance. It includes improvisation skills, performance of dramatic text and literature, text analysis, and introductory scene work. (3-0)THEA 156 Guest Artist Series 1-3This course gives both theatre and non-theatre students the opportunity to work with and learn from guest artists--directors, designers, and performers--who are visiting from professional theatre venues of world-renowned status. Students may choose to participate in some or all of the guest artist series depending on the schedule and the number of registered credit hours. Repeatable up to 8 times.THEA 166 Dance Techniques: Topics 2Students will learn and practice the technique of a specific style while concentrating on personal abilities, awareness, and ways to correctly train his or her body. The technique taught each session will vary each term. Repeatable for up to 12 credits maximum in any combination from Thea 166 and 366. (2-0)THEA 200 Theatrical Production II 1-4This course constitutes involvement of the intermediate level student in theatrical production. Students with a developing dedication to theatre participate in selected areas including but not limited to dramaturgy, technical theatre, performance administration, and performance. Repertoire includes classical, modern, musical theatre, and dance. Repeatable for up to 12 credits.THEA 230 Stage Technology 4This course provides students with a basic working knowledge of the technical aspects of theatre including scenery construction, costume construction, prop construction, lighting equipment and its uses, and introductory knowledge of the aspects of stage design. (4-0)THEA 233 Audition Techniques 2An audition is the actor's primary tool for securing employment. This course explores the audition process in terms of text analysis, musical auditions, film auditions, choosing audition materials, and audition trends across the United States. The purpose of this course is to help students compile an audition repertoire in order to be competitive in both the professional and educational world of theatre. (2-0)THEA 236 Styles in Acting 4This course is the second in the performing sequence. It further develops the student's performance skills through the theory and practice of various systems of acting. At this level the students will focus primarily on styles in acting. Thea 135 suggested, but not required. (4-0)THEA 238 Acting Techniques II 3This course involves advanced training in application of acting techniques of the voice and body including techniques of: freeing the body and voice, body language, movement in the development of characterization, advanced text analysis, and other actor techniques. (3-0) Prerequisites: THEA 135THEA 240 GAH1 Ancient & Classical Theatre 4This course is the first in the theatre criticism/dramatic literature sequence (240 and 340). Students taking this course attain a breadth and depth of foundational knowledge of world theatre/dramatic literature and cultures by examining various styles and traditions of performers, playhouses, plays, and playwrights to1800. Focus is placed on reading and analyzing plays and attaining insight into the thinking and theatre conventions of times and places at a greater distance from our own including: Classical Greek and Roman, Asian, Indonesian, Medieval, Italian Renaissance, Elizabethan, Jacobean and Caroline, Spanish, French Neo-classic, Restoration and Enlightenment. (4-0)THEA 270 Acting for Camera 3In this course students will be introduced to techniques for performing to camera. Explorations include appropriate voice/body work. Students should be enabled to grow in confidence and work with appearance and sound on camera. Commercials and short pieces of TV or film script will be utilized. The work will be undertaken using video cameras in a rehearsal setting. (3-0)THEA 272 Vocal & Physical Preparation 2This course is designed to be a lecture/demonstration/experiential class for students interested in public performance. It is designed to give each student tools to develop voice and body (physical and vocal) skills for performance. Students will learn the discourse and practice of physical and vocal developments with regard to stretching, alignment, placement, anatomy, quality, and projection. (2-0)THEA 274 Make-up & Costume Design 4The study and application of the production elements, materials, methods, and principles of design as applied to stage costume and make-up. Emphasizes costume history and texts in analysis and interpretation. Presented is in studio format and project driven. The course explores concept development, style selection, and extensive practice in a variety of techniques for costuming and make-up. (4-0)THEA 296 Sophomore Seminar 2Theatre majors must take Sophomore Seminar after the completion of 14 theatre credits. This course addresses various facets of the theatre discipline and career planning. (2-0)THEA 299 Individual Study 1-6Individual research is conducted under the supervision of a faculty member. Topic and format must be approved by the Department Chairperson and Dean. 50 contact hours are the equivalent of one credit hour.THEA 300 Theatrical Production III 1-4This course involves participation in a theatrical production, including various areas of technical theatre, performance, and theatre administration. The maturing student is actively involved in theatre production(s) during the semester. Repeatable for up to 12 credits.THEA 310 Scenic Design & Technology 4This course examines the process of theatrical scene design from early conception to realization.Course work is project-based. Students are introduced to the crafts of script analysis, conceptualization, design expression, drafting, and 3-D model building. Involves projects in theatrical scene design and provides intensive practice in sketching, rendering, drafting, and model-building. (4-0) Prerequisites: THEA 230THEA 322 Creative Dramatics 4Creative Drama uses a student's innate ability to "play" in the developmental process of becoming a productive well-adjusted human being. This course focuses on using drama as a teaching tool in multiple disciplines, using drama as a socializing tool for children and adults, and understanding drama as an art form. (4-0)THEA 323 Children's Theatre 4In this performance-based course, students will explore dramatic literature appropriate for child audiences. Students will travel to area schools, or bring area schools into our facility, to perform for and with Durango area children. (4-0)THEA 335 Styles in Acting 3This course further develops the acting student's performance skills through the theory and practice of various styles of acting. At this level the students will focus primarily on styles in acting with regard to specific temporal periods including, but not limited to, Greek, Roman, Classical French, English Renaissance, Restoration Comedy of Manners, Enlightenment, realism, and Anti-realism. (3-0) Prerequisites: THEA 135THEA 336 Creating Performance/Directing 4This course concentrates on the conceptual and practical application of performance in the form of creating a production from initial concept to closure. Students will develop and use the skills of analysis, strategic planning, directing, creating movement, organization, and administration. (4-0)THEA 340 Modern Theatre 4This course, the second in the dramatic literature sequence (240 and 340W) surveys developments in theatre practice and dramatic literature from the beginning of the 19th through the mid-20th century. The development of modern drama and the concurrent philosophical thinking in Western theatre history will be the focus of the course. The course will also explore coinciding developments in Asian and African theatre and intercultural influences. May be taken as a "Topics" course for English majors. (4-0) Prerequisites: THEA 240THEA 342 Asian Performance 4The purpose of this course is to facilitate knowledge, discussion, and critical thought of Asian theatre forms including those from Japan, China, India, and S.E. Asia (Malaysia and Indonesia). The exploration of Asian theatre gives students a greater breadth of knowledge and clearer understanding of non-Western perspectives as valid and important to our current culture and expression of meaning. (4-0)THEA 356 Guest Artist Series 1-3This course gives both theatre and non-theatre students the opportunity to work with and learn from guest artists--directors, designers, and performers--who are visiting from professional theatre venues of world-renowned status. Students may choose to participate in some or all of the guest artist series depending on the schedule and the number of registered credit hours. Repeatable up to 8 times.THEA 366 Dance Technique 2Students will learn and practice the technique of a specific style while concentrating on personal abilities, awareness, and ways to correctly train his or her body. The technique taught each session will vary each term. Repeatable for up to 12 credits maximum in any combination from Thea 166 and 366. (2-0)THEA 369 Playwriting 4In Playwriting, students develop their own creativity in theatrical forms. Students examine dramatic plots, characters, dialogue, exposition, setting, theme, new and traditional forms and other elements of drama through a series of exercises and writing practices. They will read a number of contemporary plays and attend local performances. All students will write a producible one-act play. (4-0)THEA 372 Stage Management 2Covers stage management from the inception of a production concept through the process of mounting a production, focusing on the interrelationships of the various artists involved, management and scheduling of time, and the psychology of handling a wide range of personalities. (2-0) Prerequisites: THEA 230THEA 374 Lighting and Sound Design 4Introduces the craft of stage lighting design and sound technology through experiential projects, lecture/demos, hands-on production experience, and theoretical projects. Subject matter includes aesthetics of sound and light, color theory, lighting and sound for performance, electricity, acoustics, equipment, design graphics, and basic sound and light technology. (4-0) Prerequisites: THEA 230THEA 400 Theatrical Production IV 1-4This course involves in-depth involvement in theatrical production, performance, and technical theatre. The advanced theatre student will have the opportunity to build on his/her theatre skills in areas such as acting, dance, technical theatre, costuming, dramaturgy, and theatre administration. Repeatable for up to 12 credits.THEA 460 Internship in Theatre 1-4This course provides students the opportunity to apply what they have learned in the classroom to a professional theatre organization. Specific requirements of the internship will be determined by the arts organization, the supervising college faculty, and the student. May be repeated once for up to 8 credit hours. (0-12) Prerequisites: THEA 200 OR THEA 300 OR THEA 400THEA 496 Senior Seminar 2This course gives senior theatre majors the opportunity to demonstrate their abilities in connecting the analytical academic research process to performance. Significant research, on an approved topic, will result in a substantial paper. Each student's research combined with insightful performance knowledge, problem-solving techniques, and creative thinking, results in a public presentation. This is a full course and 496 must be taken in the fall, followed by 497 in the winter. (2-0) Prerequisites: THEA 340 AND THEA 336THEA 497 Senior Seminar 2This course gives senior theatre majors the opportunity to demonstrate their abilities in connecting the analytical academic research process to performance. Significant research, on an approved topic, will result in a substantial paper. Each student's research combined with insightful performance knowledge, problem-solving techniques, and creative thinking, results in a public presentation. This is a full course and 496 must be taken in the fall, followed by 497 in the winter. (2-0) Prerequisites: THEA 340 AND THEA 336THEA 499 Independent Study 1-6Individual research is conducted under the supervision of a faculty member. Topic and format must be approved by the Department Chairperson and Dean. 50 contact hours are the equivalent of 1 credit hour.Degree Requirements for all options in TheatreTheatrexe "Theatre:Theatre Department Faculty"Department Chair - Kathryn Moller Professor - Kathryn S. MollerAssistant Professors - Ginny A. Davis and Nathan LeeVisiting Instructor - Anne Berg xe "Theatre"The Theatre major enables students to fully explore their potential as literate, articulate, and humane members of society through a close study of the theory and practice of theatre. Students so trained are able to bring highly developed communication skills, flexibility, and creativity to a wide range of career opportunities.The academic program in the Theatre Department is supported by a strong production program, which is the cornerstone of the department. Performing, technical theatre, and administrative opportunities are open to all students. Auditions and technical theatre interviews are held at the beginning of each term. Participation in production is considered an academic endeavor with course credit available.The requirements for a minor in Theatre are listed at the end of this section.xe "Theatre:Threatre Major - Theatre Generalist option"Theatre – Theatre Generalist OptionThe Theatre Generalist option focuses on the practical and theoretical training areas that will give the student the greatest breadth and depth of knowledge appropriate to a Bachelor of Arts degree in theatre. The practical experience and theoretical knowledge attained in this option are applicable to a variety of performance and fine art venues such as professional theatres, community theatres, radio, film, music venues, movement, and not-for profit organizations. In addition to preparation for working in these venues, the Theatre Generalist option provides an understanding of the artistic and practical approaches to performing for public and is appropriate preparation for graduate programs and professional preparation programs in Theatre.REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE WITH A MAJOR IN THEATRE – THEATRE GENERALIST OPTION:General Education39See pp. xx for General Education requirements.Specific Departmental Requirements1:THEA 240Ancient and Classical Theatre4THEA 296Sophomore Seminar2THEA 340Modern Theatre4THEA 342Asian Performance4THEA 300/400 Theatre Production III/Theatre Production IV6Note: Of the six credit hours chosen from THEA 300/400, at least two of these credits should be in technical theatre and two in performance.THEA 460Internship in Theatre1-4THEA 496Senior Seminar2THEA 497Senior Seminar2Subtotal Specific Departmental Requirements25-28Other Departmental Requirements:THEA 135Acting Techniques I3THEA 126Introduction to The Dance4THEA 230Stage Technology4THEA 336Creating Performance: Directing4Subtotal Other Departmental Requirements15Theatre Department Electives—select 14 credits from the following:THEA 100Theatre Production I1-4THEA 101Introduction to Theatre4THEA 156/356 Guest Artist Series1-3THEA 166/366 Dance Techniques: Topic4THEA 190/390 Special Topics1-4THEA 200Theatre Production II1-4THEA 233Audition Techniques2THEA 238Acting Techniques II3THEA 270Acting for Camera3THEA 272Vocal & Physical Preparation2THEA 274Make-up & Costume Design4THEA 299/499 Individual/Independent Study1-6THEA 310Scenic Design & Technology4THEA 322Creative Dramatics4THEA 323Children’s Theatre4THEA 335Styles in Acting3THEA 369Playwriting4THEA 372Stage Management2THEA 374Lighting & Sound Design4Subtotal Theatre Electives14Total Major Requirements54-57Free Electives (variable)TOTAL REQUIRED FOR GRADUATION1201Minimum grade of C required in all Theatre (THEA) classes.Note to transfer and former students: If you have taken any of your major requirements and received a different number of credits than listed above, you may need to complete additional major credit requirements.xe "Theatre:Theatre Major - Performance and Directing option"xe "Performance and Directing Major Option" \t "See Theatre, Theatre Major - Performance and Directing Option"Theatre – Performance & Directing OptionThe option in Performance and Directing combines practical and theoretical training in various disciplines that pertain to the field including Theatre, Art, Psychology, Music, and Technology. The practical experience and theoretical knowledge attained in this option is applicable to a variety of performance and fine art venues such as professional theatres, community theatres, radio, film, video, music, digital venues, movement, and not-for profit organizations.? In addition to preparation for working in these venues, the Performance and Directing option provides an understanding of the artistic and practical approaches to performing and directing for theatre and is appropriate preparation for graduate programs and professional preparation programs in Theatre and Performance Studies. REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE WITH A MAJOR IN THEATRE – PERFORMANCE & DIRECTING OPTION:General Education39See pp. xx for General Education requirements.Specific Departmental Requirements1:THEA 240Ancient and Classical Theatre4THEA 296Sophomore Seminar2THEA 340Modern Theatre4THEA 342Asian Performance4THEA 300/400 Theatre Prod III/Theatre Prod IV6Note: Of the six credit hours chosen from THEA 300/400, at least two of these credits should be in technical theatre and two in performance.THEA 460Internship in Theatre1-4THEA 496Senior Seminar2THEA 497Senior Seminar2Subtotal Specific Departmental Requirements25-28Other Departmental Requirements:Three (3) of the following courses:THEA 126Introduction to the Dance4THEA 135Acting Techniques I3THEA 238Acting Techniques II3THEA 272Vocal & Physical Preparation2Two (2) of the following courses:THEA 233Audition Techniques2THEA 270Acting for Camera3THEA 323Children’s Theatre4THEA 335Styles in Acting3One (1) of the following courses:THEA 230Stage Technology4THEA 374Lighting & Sound Design4Both of the following courses:THEA 336Creating Performance: Directing4THEA 166/366 Dance Techniques: Topics2Subtotal Other Departmental Requirements23-27Auxiliary Department Requirements:One (1) of the following courses:MU 101The Musical Experience3MU 103Class Instr - Voice1PSYC 157Introduction to Psychology3One (1) of the following courses:ART 262Art History I4ART 263Art History II4One (1) of the following courses:ENGL 304Digital Video Production4ENGL 308Interactive Media Production4Subtotal Auxiliary Requirements9-11Total Major Requirements57-66Free Electives (variable)TOTAL REQUIRED FOR GRADUATION1201Minimum grade of C required in all Theatre (THEA) classes.Note to transfer and former students: If you have taken any of your major requirements and received a different number of credits than listed above, you may need to complete additional major credit requirements.xe "Theatre:Theatre Major - Design and Technical Theatre option"xe "Design and Technical Theatre Major Option" \t "See Theatre, Theatre Major - Design and Technical Theatre Option"Theatre – Design and Technical Theatre OptionThe Design and Technical Theatre option combines practical theatrical technical and design training with theoretical explorations in various arts histories such as Theatre, Music, and Art. The experience and knowledge attained in this option is applicable to a variety of performance and fine art venues such as professional theatres, community theatres, music venues, dance, and not-for profit arts organizations. In addition to preparation for working in these venues, the Design and Technical Theatre option provides an understanding of the artistic design and technical theatre side of creating performance for public and is appropriate preparation for graduate programs in Design and Technical Theatre.REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE WITH A MAJOR IN THEATRE – DESIGN AND TECHNICAL THEATRE OPTION:General Education39See pp. xx for General Education requirements.Specific Departmental Requirements1:THEA 240Ancient and Classical Theatre4THEA 296Sophomore Seminar2THEA 340Modern Theatre4THEA 342Asian Performance4THEA 300/400 Theatre Prod III/Theatre Prod IV6Note: Of the six credit hours chosen from THEA 300/400, at least two of these credits should be in technical theatre and two in performance.THEA 460Internship in Theatre1-4THEA 496Senior Seminar2THEA 497Senior Seminar2Subtotal Specific Departmental Requirements25-28Other Departmental Requirements:THEA 230Stage Technology4THEA 372Stage Management2Two courses from the following:THEA 274Make-up & Costume Design4THEA 310Scene Design & Technology4THEA 374Lighting & Sound Design4Subtotal Specific Departmental Requirements14Auxiliary Department Requirements:ENGR 103Computer Aided Drafting3ART 109Visual Foundations I3ART 110Visual Foundations II3MU 101The Musical Experience3ART 262Art History I4ART 263Art History 24Subtotal Auxiliary Requirements20Total Major Requirements59-62Free Electives (variable)TOTAL REQUIRED FOR GRADUATION1201Minimum grade of C required in all Theatre (THEA) classes.Note to transfer and former students: If you have taken any of your major requirements and received a different number of credits than listed above, you may need to complete additional major credit requirements.xe "Theatre:Theatre Major - Arts Administration option"xe "Arts Administration Major Option" \t "See Theatre, Theatre Major - Arts Administration Option"Theatre – Arts Administration Option The Arts Administration option is designed to combine training in practical theatre and various arts histories—combining theatre, dance, music, and art—with business knowledge applicable to a variety of performance and fine art contexts such as community theatres, music venues, dance, and not-for profit arts organizations. In addition to preparation for working in these venues, the Arts Administration option provides an understanding of the business side of creating performance for public and is appropriate preparation for graduate programs in arts administration.REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE WITH A MAJOR IN THEATRE – ARTS ADMINISTRATION OPTION:General Education39See pp. xx for General Education requirements.Specific Departmental Requirements1:THEA 240Ancient and Classical Theatre4THEA 296Sophomore Seminar2THEA 340Modern Theatre4THEA 342Asian Performance4THEA 300/400 Theatre Prod III/Theatre Prod IV6Note: Of the six credit hours chosen from THEA 300/400, at least two of these credits should be in technical theatre and two in performance.THEA 460Internship in Theatre1-4THEA 496Senior Seminar2THEA 497Senior Seminar2Subtotal Specific Departmental Requirements25-28Other Departmental Requirements:THEA 101Introduction to Theatre4THEA 126Introduction to the Dance4Subtotal Other Departmental Requirements8SOBA Auxiliary Department Requirements2,3:ECON 262Principles of Microeconomics3ACC 225Intro to Financial Accounting4BA 260 Legal Environment of Business3MK 260Business Creativity and Innovation2MK 350Marketing4One additional course from the following two courses:MK 385Consumer Behavior3MK 371Advertising & Public Relations3Subtotal SOBA Auxiliary Requirements19Other Auxiliary Department Requirements:MU 101The Musical Experience3ART 263Art History II4ENGL 315Media Writing4Subtotal Auxiliary Requirements11Total Major Requirements63-66Free Electives (variable)TOTAL REQUIRED FOR GRADUATION1201Minimum grade of C is required in all Theater (THEA) classes.2Minimum grade of C- is required in SOBA Auxiliary Requirements.3Students may not take more than 30 credits in Accounting, Business Administration, Economics, and marketing due to SOBA accreditation standards.Note to transfer and former students: If you have taken any of your major requirements and received a different number of credits than listed above, you may need to complete additional major credit requirements.xe "Theatre:Theatre Minor"Theatre MinorREQUIREMENTS FOR A MINOR IN THEATRE:Departmental Requirements:THEA 240Ancient and Classical Theatre4One of the following two courses:THEA 135Acting Techniques4THEA 230Stage Technology4A total of 4 credits from THEA 300 (Theatrical Production III) and THEA 400 (Theatrical Production IV). Both courses are variable credit from 1-4.Theatre Electives--a total of 8 credits from:THEA 100Theatre Production I1-4THEA 101Introduction to Theatre4THEA 156/356 Guest Artist Series1-3THEA 166/366 Dance Techniques: Topic4THEA 190/390 Special Topics1-4THEA 200Theatre Production II1-4THEA 233Audition Techniques2THEA 238Acting Techniques II3THEA 270Acting for Camera3THEA 272Vocal & Physical Preparation2THEA 274Make-up & Costume Design4THEA 299/499 Individual/Independent Study1-6THEA 310Scenic Design & Technology4THEA 322Creative Dramatics4THEA 323Children’s Theatre4THEA 335Styles in Acting3THEA 340Modern Theatre4THEA 369Playwriting4THEA 372Stage Management2THEA 374Lighting & Sound Design4TOTAL REQUIRED FOR THEATRE MINOR20Curriculum Rotation PlanProposed course load assignments for the next four years utilizing the current adjunct load of 14 to 18 credit hours per semester (updated 28 November 08 to be accurate)2008-2009 Academic yearFall ’08 THEA 101AH1 Introduction to Theatre 4LeeTHEA 126AH1 Introduction to The Dance 4BergTHEA 100/200/300/400 Theatre Production varDavis(3),Lee(4),Kramer(4)THEA 156/356Guest Artist Series 2Moller THEA 135 Acting Techniques I3DavisTHEA 240AH1 Ancient and Classical Theatre 4MollerTHEA 296 Sophomore Seminar 2DavisTHEA 322 Creative Dramatics 4DavisTHEA 460 Internship in Theatre1-4MollerTHEA 496 Senior Seminar 2 MollerEGC 315 Performance Art4 MollerTS2R 409 Non-Western Theatre4LeeDavis12Lee 12Moller12Adjunct 8Winter ’09THEA 101AH1 Introduction to Theatre 4MeyerTHEA 100/200/300/400 Theatre Production varLee(4)/Davis(4)/Moller(2)Adjunct(8) THEA 166/366 Dance Techniques: Ballet2AustinTHEA 166/366 Dance Technuques: Jazz II2BergTHEA 230 Stage Technology 4LeeTHEA 270 Acting for Camera3AdjunctTHEA 323 Children’s Theatre4 MollerTHEA 335 Acting Techniques II 3DavisTHEA 340 Modern Theatre 4MollerTHEA 374 Lighting & Sound Design 4LeeTHEA 336 Creating Performance: Directing 4DavisTHEA 497 Senior Seminar2MollerDavis11Lee 12Moller12Adjunct 19Summer ‘09THEA 460 Internship in Theatre1-4MollerTS2 Gender & Performance4 Davis 2009-2010 Academic yearFall ’09 THEA 100/200/300/400Theatre ProductionvarLee(4)/Moller(2)/Adj.(7) THEA 101AH1 Introduction to Theatre 4LeeTHEA 126AH1 Introduction to The Dance 4Adjunct-BergTHEA 135 Acting Techniques I3DavisTHEA 156/356Guest Artist Series 3AdjunctTHEA 166/366 Dance Techniques2/2AdjunctTHEA 230 Stage Technology 4Lee THEA 233 Audition Techniques2Davis THEA 240AH1 Ancient and Classical Theatre 4MollerTHEA 296 Sophomore Seminar 2DavisTHEA 342 Asian Performance4MollerTHEA 460 Internship in Theatre1DavisTHEA 496 Senior Seminar2MollerTS2 Gender & Performance4 DavisDavis12Lee 12Moller12Adjunct 18Winter ’10THEA 100/200/300/400 Theatre Production varDavis(4)/Lee(4)/Moller(4)/Adjunct(4) THEA 101AH1 Introduction to Theatre 4 AdjunctTHEA 166/366 Dance Techniques2/2AdjunctTHEA 272 Vocal Physical Preparation2 AdjunctTHEA 270 Acting for Camera3AdjunctTHEA 274 Make-up & Costume Design 4LeeTHEA 310 Scenic Design & Technology4LeeTHEA 335 Styles in Acting3DavisTHEA 340W Modern Theatre 4MollerTHEA 369 Playwriting4AdjunctTHEA 372 Stage Management 2DavisTHEA 497 Senior Seminar 2DavisEGC Performance Art4MollerDavis11Lee 12Moller12Adjunct 19Summer ‘10THEA 101AH1 Introduction to Theatre4TBDTHEA 460 Internship in Theatre1-4TBDEGC/TS2 TBD4TBD2010-2011 Academic yearFall ’10THEA 126R Introduction to The Dance 4AdjunctTHEA 100/200/300/400Theatre ProductionvarLee(4)/Davis(4)/Moller(4)/Adj.(4)THEA 156/356 Guest Artist Series 3AdjunctTHEA 335 Styles in Acting3DavisTHEA 270 Acting for Camera3AdjunctTHEA 233 Audition Techniques2DavisTHEA 240R Ancient and Classical Theatre 4MollerTHEA 310 Scenic Design & Technology4LeeTHEA 369 Playwriting 4AdjunctTHEA 460 Internship in Theatre1 -4Non-ScheduledTHEA 496 Senior Seminar 2DavisEGC Performance Art4 MollerDavis11Lee 12Moller12Adjunct 18Winter ’11THEA 101Introduction to Theatre 4AdjunctTHEA 100/200/300/400 Theatre Production varDavis(4)/Lee(4)/Adjunct(4) THEA 156/356Guest Artist Series 3AdjunctTHEA 230 Stage Technology 4LeeTHEA 296 Sophomore Seminar 2MollerTHEA 135 Acting Techniques I 3DavisTHEA 372 Stage Management 2MollerTHEA 166/366 Dance Techniques: Topics 2/2AdjunctTHEA 374 Lighting & Sound Design 4LeeTHEA 340 Modern Theatre 4MollerTHEA 336 Creating Performance: Directing 4MollerTHEA 460 Internship in Theatre1—4Non-ScheduledTHEA 497 Senior Seminar2DavisTS2/EGC Gender & Performance4 Davis Davis13Lee 12Moller12Adjunct 15Summer ‘11THEA 460 Internship in Theatre1-4TBDTHEA 323 Children’s Theatre4Faculty TBDDepartmental BrochureStudent Departmental HandbookEvidence of Departmental Development and Professionalism1. Logistics and Initiatives Chart 2005-2009Revised & updated 26 November 2008Personnel Changes & InitiativesCurricular Changes & InitiativesInitiatives Environment/FacilitiesCo-curricular, Extracurricular Endeavors2005-2006Strategic Plan One-Improve education and quality learning experiences An initiative was started this year to instigate better professional behaviors in the department. This initiative has proven to be increasingly successful as all faculty are focusing more of their energies toward students, departmental success and best working practices.The guest artist series was initiated this academic year to great success as a curricular and personnel initiative. Strategic Plans One- Strengthen & Grow opportunities and programs toward higher student success; and Two-Quality Enrollment. Revision of our entire curriculum was in process with curriculum committee.Strategic Plans Four – increasing financial support by maintaining and improving patron facilities; and Five – Enhancing work environment for students, staff and facultyNew floor in gallery has enhanced our ability to teach and empowers our students to learn better. We need to try to instigate how other similar changes in our environment will affect teaching/learning, as well as retention, recruitment, and image on campus and to community/public, and then pursue support for these improvements. Strategic Plans One through Four are served here as the theatre extracurricular activities offer innovative quality learning experiences (One); encourage increased quality enrollment (Two); increase opportunities for outreach and community involvement (Three); and increase people inclinations toward support (Four). Summer theatre programmingExternal consultant toward NAST (National Assoc. of Schools of Theatre) accreditationParticipation at the National Conference ATHE (American Theatre in Higher Education)Participation at the USITT Conference (United State Institute of Technology)Personnel Changes & InitiativesCurricular Changes & InitiativesInitiatives Environment/FacilitiesCo-curricular, Extracurricular Endeavors2006-2007This year we tried to initiate a more professional faculty/staff personnel with the utilization of adjunct hours for acting and playwriting classes as well as directing and musical direction for our musical Wizard of Oz. This has turned-out exceptionally well as these adjuncts are instigating an exciting and new energy, and modeling professional behaviors for our students. This year we went through the curriculum revision process and approval process with curriculum committee and provost. The reasons for this change were to align with the Presidential strategic plan with regard to student recruitment, retention, unique learning experiences and service learning. Compromises were made in our curricular changes to satisfy provost concerns, but we will make it work. As our building gets older it is becoming a more and more dysfunctional as well as depressing environment within which to teach and empower students. We are having constant conversations with physical plant about not only long term improvements (mentioned above) but daily maintenance and cleaning, which is problematic, especially in our main stage space. Multiple requests have been made for funding that can help us maintain a safe, functional and professional environment for students and patrons alike. We are waiting to see if any funding will come forth.Web Development Summer Reading SeriesStrengthening affiliation with RMTA (Rocky Mountain Theatre Association) by attending conference & participatingCommon Reading Experience: Folding Paper CranesTheatre production season which included: Three Tall Women; Waiting for Godot; and Wizard of Oz. All of our performances include participation/outreach with community in various ways, utilization of Guest Artists, Lecturers, or experts. And as well multiple performances (evenings and matinees) for students and the general public. Students are given discount prices for tickets to enable them to attend.Research towards NAST AccreditationPersonnel Changes & InitiativesCurricular Changes & InitiativesInitiatives Environment/FacilitiesCo-curricular, Extracurricular Endeavors2007-2008Technical Director position seems to be more than our faculty person can facilitate. As such, this year we consistently focused on finding ways to empower our Technical Director position to be more effective. This has been our primary effort in personnel initiatives this year. This initiative included attempts to “lighten” the work-load in the following ways: Hire student properties master Bring in professional cleaners to clean the shop and stage areasUtilize PPS to do as many duties as possible for TD Find design ideas for shows that require minimum TD effortHire external lighting designerHire external Sound designerHire sound facilitators for recording Request funding for a Shop Supervisor to alleviate loadThis year we continued to best utilizing adjunct faculty and Guest Artist series as innovative and powerful teaching and student experiences. This practice has certainly elevated our work, the work of our students, and instigates a more professional atmosphere in our environment.This was our first year with curriculum revisions in place. Promises to go well, but we will see as this academic year progresses.Proposals for three TS2 courses to become EGC courses: one of these was approved and currently covers both EGC and TS2R (Performance Art); Non-Western Performance is still in process, and Gender and Performance will not become an EGC course.Longer term goals include some building maintenance for safety and image. Part of being responsible and maintaining our building include:small projects for updating main stage facility: re-building a new sound control areare-organizing and cleaning of the properties areapainting, cleaning and re-organizing our shop areanew draping for our Gallery “Black-box” theatrebuilding cubbies for our studentsinstalling a kiosk computer for our studentsTheatre production season to include: Manifest Voices;Dance ConcertEvening of One ActsDante’s InfernoAll of our performances include participation & outreach with community in various ways, utilization of Guest Artists, Lecturers, or experts. And as well multiple performances (evenings and matinees) for students and the general public. We are planning to host the ’09 RMTA Regional Conference, if we can get institutional supportAttend and presenting at various professional conferences including the ATHE conference, USITT, and the Leadership InstituteCulminating research to pursue NAST Accreditation this next academic yearPersonnel Changes & InitiativesCurricular Changes & InitiativesInitiatives Environment/FacilitiesCo-curricular, Extracurricular Endeavors2008-2009Our request for funding for a Shop Supervisor was approved. Our initiative will be to work to make this an effective position for our entire department. This is the year that we will be initiating our CBLR course, Internship in Theatre as a fully functional outreach course placing students in venues not just in the Durango/4 corners area but at international venues.We continue to struggle with our attempts to create a most functional, empowering teaching/learning environment in our limited, old facility. We have managed to raise some monies to be used specifically for our theatre seating, however have learned that our stage proper is in disrepair and is becoming a more serious safety hazard. We do not have the resources or expertise to fix this ourselves and so will be researching and asking for structural maintenance, and professionals to help with this as a special project.Other facilities/environmental projects initiatives include:seating, draping, sound treatment, painting of floor and walls painting for black-box theatre (122)Lobby facelift including carpeting and paintingTheatre production season to include: Raised in CaptivityChicago (the musical)All of our performances include participation & outreach with community in various ways, utilization of Guest Artists, Lecturers, or experts. And as well multiple performances (evenings and matinees) for students and the general public. We are hosting the ’09 RMTA Regional Conference February 17 through 21 which will include performances every afternoon and evening and utilize not only our theatre space but the Community Concert Hall. Our faculty will attend and present at various professional conferences including RMTA, ATHE, Women & Theatre, Leadership Institute and USITTNAST Accreditation procedures this academic yearSummer Theatre programming proposals will be considered in collaboration with our curriculum offerings2. A comparative statement: NAST Criteria and Fort Lewis College and its Department of TheatreAs is clarified in the official ’08-’09 handbook for The National Association of Schools of Theatre (NAST), the purpose of the organization is to recognize many types of programs in degree granting institutions. “The primary purpose for all institutions, whatever types of programs they offer, should be to provide the best possible environment for education and training in theatre. Such an environment should foster an understanding of the arts and an attitude of respect for their potential contribution to society. Applicants for accreditation as degree-granting members are two-year, four-year, or five-year undergraduate or graduate level institutions.” It is important to understand that it is not the department, but rather the college which is ultimately accredited. As such, many of the Standards listed below concern the structure, infrastructure and governance of the entire college rather than the department. Accredited institutions must meet the Basic Criteria or Standards for Membership. The following chart outlines the Basic Criteria and Standards for NAST Accreditation and informally evaluates where Fort Lewis College might stand as an institution and then as a Department of Theatre. This informal evaluation then attempts to evaluate where we might anticipate deficiencies with our college or programming regarding NAST Accreditation. Please know that this is an informal evaluation utilizing the published NAST Standards and Criteria, actual NAST deemed deficiencies cannot be determined until the facilitation of a formal application and NAST site visit: Standards for NAST Accreditation as per the “2007-2008 and beyond” HandbookOverall College demonstration of compliance with this StandardFort Lewis College Department of Theatre compliance with this Standard.Where we at Fort Lewis College and its Department of Theatre might find deficiencies with this Standard.Approximate cost to alleviate said deficiencies.Purpose of the Institution and of the Theatre Unit --The institution shall maintain a curricular program of education and training in theatre.Fort Lewis College is compatible with NAST standards in this area as all purposes are published regarding vision, mission, goals and strategic plans for both the overall college as well as the Department of Theatre.The Department of Theatre is compatible with this standard as all purposes (vision, Mission, goals, etc.) as aligned with the FLC Strategic plan are articulated in departmental documentation.Whereas the College and Department have well thought out action plans and long term goals the department currently needs to better articulate our action plans regarding faculty initiatives toward long term goals. This is currently in process.$0The institution shall offer at least one complete degree program, e.g., Bachelor of Fine Arts, Bachelor of Arts with a major in Theatre, et al., or shall provide the theatre component of a degree program offered in conjunction with an accredited degree-granting institution.Fort Lewis College Department of Theatre under the administration of Fort Lewis College, and as approved by the Curriculum committee, Dean of the School of Arts, Humanities & Social Sciences, and the Vice President for Academic affairs offers the following through the Department of Theatre: 1. a Bachelor’s degree in theatre from four dissimilar options (Performance & Directing, Design & Technical Theatre, Arts Administration, or Generalist); a major in Humanities with primary or secondary concentration in Theatre; and a minor in Theatre.There are no apparent deficiencies in our curricular programming.$0 The institution shall have graduated at least one class of students who have been through the institution’s own program from beginning to final year, and another class shall be in readiness subject to examination.Founded in 1911, Fort Lewis College has been granting the Bachelor’s degree since 1962.The Department of Theatre at Fort Lewis College was since 1962 affiliated with the Department of English offering a concentration in Theatre, in 1994 a major in theatre was approved by the state (CCHE) and in 2006 the four-option system began. There are no apparent deficiencies in this area.$0 An institution offering graduate programs must have graduate students enrolled and have clearly defined residency requirements.Fort Lewis College does not offer graduate programs in this area.The Department of Theatre does not offer graduate programming nor are there graduate student enrolled.Not applicable.$0 The institution’s legal authority shall be clearly stated in its published materials as identified by its charter, authority to grant degrees, structure of control, profit or non-profit status, and any affiliation with a parent institution.Legal authority of Fort Lewis College and the Department of Theatre is clearly stated in its published materials with a Board of Trustees, an active Faculty Senate, a clear organizational structure of administration, faculty members and staff.The Theatre Unit of Fort Lewis College is implemented by a Department Chair who is supervised by the Dean of Arts, Humanities and Social Sciences.There are no known deficiencies in this area.$0 All policies regarding admission and retention of students, as well as those pertaining to the school’s evaluation of progress, shall be clearly defined in literature published by the institutionAll policies regarding campus–wide admission & retention are clearly defined in the Fort Lewis College catalog as well as on the web-site.All policies regarding admission & retention of students within the Department of Theatre are clearly defined in the Departmental Handbook. There are no known deficiencies in this area.$0All tuition, fees, and other charges, as well as all policies pertaining thereto, shall be clearly described in the institution’s published literature.All policies regarding tuition and fees are clearly defined in the Fort Lewis College catalog as well as on the web-site.Any additional fees for Theatre Department activities or course related endeavors are clearly defined in the course schedule or course syllabi.There are no known deficiencies in this area.$0Faculty members shall be qualified by educational background and/or professional experience for their specific teaching assignments. The institution shall list its faculty in its published literature.All Fort Lewis College faculty members who oversee or are appointed to the theatre unit, are duly qualified, and accomplish their purposes. Institutional student/faculty ratios, faculty evaluations, faculty loads/class size are in compliance with NAST standards. Faculty development programs are in place.All Department of Theatre faculty members are qualified in the discipline by earned degrees and/or professional experience. Departmental student/faculty ratios are far better than the national average; faculty loads are compliant and faculty members receive release hours for production activities. All faculty members in the department of theatre engage in faculty development activities.There are no apparent deficiencies in this area.$0The institution shall have facilities and equipment commensurate with the needs of its educational program. The overall campus of Fort Lewis College has beautiful facilities with adequate space, equipment and technology to accommodate the disciplines taught.The department of theatre has adequate facilities, equipment and technology to support the needs of our current curricular offerings. These include the following-- Standards:Facilities, technology, and Costume shop equipment are adequate for specialized and advanced work, as well as functional for our goals.Appropriate number of rehearsal, performance & classroom spaces serves scope of program & number of students.Students are apprised of safety & health hazards and instructed in proper handling & operation.We are technologically ahead of many NAST accredited institutions.Our facilities are accessible, safe and meet the standards of local fire and health codes.We address health and safety issues continually.And adheres to the following guidelines:Our facilities are sufficiently localized and efficient. Students have access to studios out of class time.We have space for costume construction maintenance and storage.Instructional equipment is adequately and safely stored.Office space is adequate.There is appropriate space and equipment for administrative functions.Equipment provided for student learning includes: lighting, scenery, costumes, sound, computers.Facilities & equipment produces and environment conducive to learning/teaching and academic/artistic endeavors.NAST might make recommendations to alleviate deficiencies in our current facilities in the following areas:Standards:There needs to be a plan to appropriately update scene shop equipment for specialized and advanced work.Need to evaluate ventilation strategize plan for proper ventilationBudget provisions need to be made to maintain facilities and update equipmentExceptions or discrepancies to Guidelines:Dance studio is across campus in Skyhawk HallAcoustics in theatre are not suitable for production or laboratory, a plan is in place to alleviate this. We have space for scenic construction and maintenance, but inadequate storage.We do not have shower facilities.We do not have adequate equipment for instruction/use of Video/film within the department. This is alleviated by collaborating with English/Communications.We do need a more comprehensive plan, created in collaboration with the physical plant, for regular upkeep of facilities and replacement of equipment.a. New table saw, & other carpentry equipment$5,000 (one time)b. Unknownc. additional $2000 year to OCE should be sufficient to gradually update/replace equipment to be NAST compliant. a. $0b. $10,000c. NAST recommendation for this is unknown.d. Unknowne. $0f. UnknownThe institution shall have library space and resources commensurate with the needs of its educational program.The Department of Theatre has a Library Liaison representative and resources for yearly maintenance of Library holdings. The entire department participates in contributing requests to better align our library’s holdings to the needs of the classes and the current trends in the discipline.There are no known deficiencies in this area.$0The institution shall demonstrate a commitment to a program of continuous self-evaluation.Fort Lewis College goes through numerous college wide as well as program reviews as stipulated by Higher Learning Commission of North Central Association of Colleges and Schools, and of the State of Colorado by Colorado Department of Education (CDE) and the Colorado Council on Higher Education.The Department of Theatre goes through a program review every seven years and is due for its next review in the ’09-’10 academic year.It is hoped that this review will occur about the same time as a self study toward NAST accreditation in order to best utilize our resources.$0The institution shall be licensed or chartered to operate as required by local and state legal codes. The institution shall meet all legal requirements to operate wherever it conducts its activities. Multipurpose institutions offering degrees in theatre and in other disciplines shall be accredited by the appropriate regional or institutional accrediting agency. Fort Lewis College is chartered to operate and meets all legal requirement to operate as an national institution by the Higher Learning Commission of North Central Association of Colleges and Schools, of the State of Colorado by Colorado Department of Education (CDE) and by the Colorado Council on Higher Education. Currently Fort Lewis College is accredited in various disciplines including: Accreditation Board for Engineering and Technology, American Chemical Society, Association to Advance Collegiate Schools of Business International, Commission on Accreditation of Athletic Training Education, and the National Association of Schools of Music.There are no known deficiencies in this area.$0The institution shall provide (or, in the case of foreign studies programs, be responsible for) all coursework or educational services to support its educational programs, or demonstrate that any cooperative or contracted coursework or educational services are provided by an outside institution or organization having accreditation as an entity by a nationally recognized accrediting agency.Regarding the administration of the overall campus, Fort Lewis College is currently compliant with NAST Standards for demonstrated responsible service to its programming and major requirements. This is published in our yearly catalog.The department of theatre has put together a plan wherein all courses are offered within a 1, 2 and 3 year basis. As such, it is possible for any student to fulfill the requirements for their chosen course of study in Theatre within four years. There are no known deficiencies in this area.$03. Letter from External Consultant on Possibilities of NAST AccreditationE. Evidence of Production accomplishments during review periodPerformance reviewsPlanning CalendarsSeason BrochureRMTA Materials ................
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