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S.96-18

40 ?

SIMON FRASER UNIVERSITY

OFFICE OF THE VICE-PRESIDENT, ACADEMIC ?

MEMORANDUM

From: ?

Senate Committee on Academic

Planhing

Subject

University College of the Fraser Valley!

Simon Fraser University

Extended Minor in Latin American Studies

Extended Minor in Theatre

(SCUS Ref. SCUS 96-2, SCAP Ref. SCAP 96-7)

Date:

February 12, 1996

Action undertaken by the Senate Committee on Undergraduate Studies and the Senate

Committee on Academic Planning gives rise to the following motion:

Motion:

"That Senate approve and recommend to the Board of Governors, as set forth

in S.96 - 14 the following new programs to be offered at the University College

of the Fraser Valley:

Extended Minor in Latin American Studies

Extended Minor in Theatre."

Proposal for a Latin American Studies

Extended Minor

Credential to be

awarded: ?

BA extended minor, Latin American studies

Proposed start-up date:

September, 1995

Rationale

• The signing of the NAFTA with Mexico and the USA, the almost-certain signing of

similar

agreements with Chile and Argentina

and the earlier decision that Canada

should become a full-member of the Organization of American States are merely the

political and diplomatic expressions of a universally recognized trend: the globalization

of our everyday experience. It is also clear that the structure of employment

opportunities are being globalized as part of this new reality. For example, it has been

estimated that, by the year 2001,

35%

of all Canadian university and university college

graduates will spend a significant amount of their working lives in employment outside

of Canada.

These changes also are reflected in the increased energy presently being committed to the

internationalization of the curriculum throughout North America. In B.C., for

. example, the efforts of individual institutions are augmented by the work of the

Committee for the Internationalization of the Curriculum within the British Columbia

Centre for International Education.

(The

writer of this proposal is a member of that

committee).

The proposal for a Latin American studies extended minor is

an attempt to

recognize these developments in the

program options available to UCFV students.

• At UCFV, the Latin American studies option functions within the context of the two-year

international studies diploma program. The diploma program requires that students take

a broad range of lower division courses which, when combined into a two-year program,

provide a solid, general academic education with a clear focus on international issues.

The Latin American studies extended minor would be a

natural outgrowth of the two-

year international studies diploma program. The lower division requirements for the

minor are being offered presently, and the upper division requirements continue the

multi-disciplinary nature of the two-year program. As will be seen below, the Latin

American studies extended minor can enlarge the breadth of choices available to students

at the UCFV for very little additional cost to the institution.

• In a general, institutional context the Latin American studies extended minor would

provide a comfortable and natural

fit with most double minor combinations

likely to

be offered at UCFV, and would add an increasingly important

international

component to the

students' qualification.

• The

multi-and inter-disciplinary nature

of the LAS minor is one reason for the ease

of its fit with other minors at UCFV. This characteristic also suits well the needs of

many employers who prefer that students with a BA be as generalist as possible (Joachim

Knauf, District Economist, Federal Government of Canada: Conference on

Internationalisation of the Curriculum, Bellingham, October 1993). This also makes

intellectual sense in that theoreticians and researchers concerned with development issues

now stress the need to move out of the narrower focus of academic disciplines and

towards a more holistic understanding of the world. The inter-disciplinary nature of the

minor does require good communication between the participating departments and this

has been established in the administration of the International Studies diploma program.

• The LAS extended minor program at UCFV should be seen in the context of a very

positive and close-working relationship with SFU's Spanish and Latin American

Studies

(SLAS) department. This relationship would continue and each institution

would benefit from the efforts of the other. In particular, UCFV students have always

been made welcome at SLAS events at SFU. That department has organized an

impressive number of fieldschools, campus lectures, seminars and conferences (including

the International Conference on Liberation Theology in 1986 and the Symposium on

Latin America's Future(s) in 1991) There is every likelihood that, once the LAS minors

program is in place, UCFV would be able to work with SLAS at SFU in order to open

up these opportunities to our students even more than in the past.

• The fact that both employers and educational institutions are only recently realizing the

enormity of the globalization process makes it difficult to assess accurately the

employment projections associated with the establishment of a LAS extended minor.

Having said this it is worth noting that SFU's experience is that their "LAS joint major

BA programs have been successful in a variety of academic and professional pursuits.

These include positions in fields such as: the diplomatic core and foreign service, CIDA

and other development agencies, non-governmental and foreign aid organizations,

teaching and higher education, the travel industry, international business and the

performing arts." (Proposal for a Master of Arts in Latin American Studies, Simon

Fraser University, 1990).

Although there is little hard data on employment projections there have been indications

that a LAS minor would have a positive impact for UCFV students. In the writer's own

experience students undertaking the LAS minor's elective courses have had considerable

success. (The LAS course offerings were taught in September 1993 for the first time and

this anecdotal material pre-dates 1993.) One student is now employed by the United

Nations; another by the International Development Education and Resource Association;

one has been working on an agricultural project in Haiti for the MCC; several have taken

the knowledge and insights gained at UCFV into mission work in Latin America; another

is working with the Red Cross; and four or five have been studying within SFU's LAS

program.

In 1993, Paula Pick's report,

Potential for international

Education Activity in Mexico,

concluded that:

"From a business point of view, if BC is to take advantage of economic and other

developments that are evolving from the North American Free Trade Agreement,

a foundation of knowledge and information about Mexico needs to be developed

in the province. We need to start building friendships, bonds, and connections."

(Paula Pick:

Potential for International Activity in Mexico:

Report submitted to

the BCCIE, Vancouver, B.C. May 1993)

It is estimated that within five years the NAFTA also will include Chile and, possibly,

Argentina, Brazil, Ecuador, and Venezuela. Pick's argument, then, is easily extended

to much of Latin America, and it is clear that employment and business opportunities will

be increased ever further for those with some background in Latin American Studies and

with some Spanish language skills.

In addition, the International Education Office reports that about five students per week

come to them with enquiries about work, study or exchanges to other countries, including

many in Latin America.

This is not, of course, very valid data on which to predict the future, but it is highly

suggestive that a LAS extended minor will provide the college region with an important

resource which can be used by those groups interested in issues related to Latin America.

The possibilities of graduate study for a LAS extended minor student are very good.

At most universities in Canada and the United States it is possible to pursue graduate

work in a variety of disciplines within which a Latin American focus is a natural

specialization. At SFU students can enter graduate school and undertake research related

to Latin America in, among others, the following disciplines: anthropology, archaeology,

communications, economics, education, geography, history, political science, sociology

and spanish. In addition,

specific research foci within the sciences and applied

sciences a knowledge of Latin America would be important (for example, research on

Latin American environmental issues would require a cultural appreciation of Latin

America).

SFU offers a graduate program in Latin American studies for which UCFV students,

because of the close liaison between SFU and UCFV, would be well-prepared and well-

informed. Graduate programs in LAS are offered also in Central Canada, the USA and

Europe.

R-M

As with most extended minors, graduate studies would be more easily attainable with a

major or joint major. This would involve further study in Spanish or Portuguese as well

as in Latin American studies. UCFV is unlikely to be able to offer a LAS major

program in the immediate future and students wishing to continue into graduate work

would need to augment their UCFV program with the appropriate SFU offerings.

It also is hoped that, with the assistance of the International Education Office, students

can be placed on exchange programs with educational institutions in Latin America.

• The LAS extended minor also will benefit from the working relationship that is

developing

between the

International Studies program

and the International

Education Office.

Both areas presently are working on bringing two Latin American

photographic exhibitions to UCFV and on the organization of a Latin American week

scheduled for November, 1994.

Program and course descriptions:

The proposed minor would follow the general direction of the LAS program at SFU, but

with one or two differences that are discussed below. Both the SFU and the UCFV

programs "are designed to provide a sound background for students intending to pursue

careers in teaching.. .journalism, travel, community relations, law, diplomacy,

government, international trade, international development projects" and relevant church-

related work. (SFU Calender 1993/94,

126).

The LAS extended minor would require students to complete 12 semester hours in lower

division Latin American Studies (LAS)

courses.

These courses (already being offered

at UCFV and receiving transfer credit to SFU) are:

LAS 100-3 Images of Latin America

• ?

LAS 110-3 Pre-Columbian, Hispanic, and African Heritage of Latin America

•

LAS 200-3 Introduction to Latin American Issues I

•

LAS 201-3 Introduction to Latin American Issues II

NOTE: UCFV offers one lower division LAS course beyond the offerings at SFU. SFU's

requirement is that students complete three LAS courses.

The language

requirements

for the extended minor would involve the completion of two

Spanish language classes:

SPAN 101-4 Introductory Spanish I

SPAN 102-4 Introductory Spanish II

. NOTE. The SLAS department at SFU has agreed that it is appropriate to require only

two Spanish language courses as part of the UCFV extended minor because there are no

upper division Spanish courses at present for UCFV students. The LAS lower division

requirements for a major at SFU include intermediate Spanish (Span 201), but the upper

division courses at SFU available for students as part of their major includes upper

division Spanish offerings. This is not planned in the immediate future at UCFV. SPAN

101, taught at UCFV in Winter 94, will be offered in Fall 94. SPAN 102 will be

available in Winter 95.

at is also worth noting, perhaps, that the SPAN 101 section had a wait-list of 29 students

in January '94. The Spanish requirement for the minor will be re-visited as the Spanish

offerings at UCFV develop).

Students also would be strongly recommended to take other UCFV courses at the lower

division which have Latin American or international content. At present this list would

include:

ANTH 102 Cultural Anthropology

ANTH 220 People of the Third World

• ?

ECON 252 History of Economic Development

GEOG 140 Human Geography

GEOG 233 Selected Regions: Latin America

GEOG 241 Social Geography

GEOG 242 Economic Geography

MACS 240 The Political Economy of Communication

POSC 190

International Relations

POSC 195 International Organizations

POSC 230 Comparative Politics: Latin America

SOC

250 ?

Sociology of Development

NOTE: This list will increase in the future with the introduction of courses such as

literature in translation, Latin American history, etc. It is assumed that the course

. descriptions of the recommended courses above are not required for the approval process

for extended minors. They already are offered at UCFV and would not require further

approval. Moreover, the courses are recommended and not required for the LAS

extended minor.

At the

upper division,

students will be expected to complete

15 semester hours of Latin

American studies credit, including at least 9 credit hours in LAS 300 and 400

division courses. It

is proposed that initially UCFV offer at least three of the following

upper division courses in the 1995/97 academic period (ne most likely to be offered are

marked with * and course descriptions are attached in Appendix II. Course descriptions

for the remaining courses will be developed in the future).

LAS 309-4

Special Topics: Regional Studies I

LAS 310-4 ?

Special Topics: Regional Studies 11*

LAS 312-4 ?

Special Topics: Latin American Cultural Topics*

LAS 318-4

Political Economy of Latin American Development*

(Note: students who have taken Soc 363/Anth 363 may not take

LAS 318 for additional credit)

LAS 320-4 ?

Canada and Latin America

NOTE:

place

concerning the overlap of content

between Sociology 363/A rahropology 363 and LAS 318. The SLAS department at SFU

has agreed to allow Sociology Anthropology 363 to perform "double duty" as LAS 318.

This means that UCFV

will need to add only two upper division courses in the period

1995197 (ie: one each academic year) in

order

to offer the LAS

extended minor.

In the immediate future LAS 402-5 would be offered only as a joint project with another

institution.

Students are also expected to complete

minimum

of two non-LAS upper division

courses with Latin

American content. The following courses presently are offered with

Latin American content or will be offered with Latin American content in the near

future. ?

(Courses with partial Latin American content, or in which Latin America may be

emphasized in a given semester, may be used to

fulfil

the requirements of the LAS

extended minor when their content is appropriately focused on the Latin American region.

the Latin American studies extended minor program).

MACS 346-4

International Communication: Latin America (1995)

MACS 444-4

The Political Economy of International Communication (1997)

. ?

ECON

355-3

Economic Development (1996)

ECON 360-3

Environment and Resources

GEOG 343-4

Geography of Transitional Societies*

(Pre-requisites: Geog 140 and 241)

SOC 363-4/ANTH 363-4 Processes of Development and Underdevelopment

(Prerequisites: Soc. 101 and either Soc. 102, Soc. 210 or

Anth. 102 plus one of Anth. 220, Anth. 111, Anth 112 or

Soc. 250. (Anth. 220 or Soc. 250 strongly recommended.)

SOC 388-4/ANTH 388-4 Comparative Studies of Minority Indigenous Peoples

(Prerequisites: Anth. 102 and one of Anth. 111, 112, 210,

220, Soc. 250)

SOC 392-4/ANTH 392-4 Latin America

(1995)

SOC

463-4/ANT}{

463-4 Special Topics in Development Studies*

(Prerequisites: Soc. 101 or Anth. 102, and one of Anth

220, 111, 112, Soc. 250. Soc 363 recommended.)

NOTE: Again, this list will be extended as other discipline areas develop their own

upper division and extended minor programs. History, for example, plans to hire a Latin

Americanist in 1996197. The courses marked with a * have been developed and course

descriptions attached in Appendix II. Soc 363-41Anth 363-4 is the same as LAS 318-4

in content. A version of Soc 388-4/A nt/i 388-4 with appropriate Latin American content

has not yet been developed. Geog 343-4 is attached for information. This course has

received PAC approval in the past - the attached version places emphasis on Latin

American material.

Resources and Costs

Most of the support resources are in place

or being put in place as specific discipline

offerings or as part of the International Studies program. Academic journals have been

ordered already. In general, the LAS extended minor will require few additional

resources because much of its structure already is in place.

The extended

minor will require one additional upper

division LAS section in

1995/96, and one in 1996/97, and represents a highly

cost effective

way to broaden

UCFV's extended minor offerings.

Enrolments

The LAS extended minor will attract students who

see this

area of study as important to their career choices

•

see LAS as an area of academic study that holds an intrinsic interest for them.

see

LAS as providing an important international ingredient to their first choice of

extended minor or, later, their major.

With this in mind, it is difficult to give an accurate figure for enrolments. If approved,

the UCFV LAS extended minor program would (with the exception of SFU) be the only

such degree program in Western Canada. The International Studies diploma program

which presently is focused on Latin America has registered 15 students without public

advertising and with a short start-up time. Section numbers in the LAS courses 1993/94

have been encouraging and compare well with the arts offerings in general. It is also

becoming obvious to more and more students that their future and Canada's will entail

greater contact with the wider international community, especially Asia and Latin

America.

The SLAS program at SFU has been growing rapidly and, although still a small

department, enroled 389 students in Spring '94 and

532

students in Fall '93. That

department now has an active graduate program which would make the UCFV extended

minor more attractive for some students.

UNIVERSITY COLLEGE OF THE FRASER VALLEY

COURSE INFORMATION?

DEPARTMENT: Social. Cultural and Media Studies

of Latin American Development 4

NAME & NUMBER OF COURSE

DESCRIPTIVE TITLE

UCFV CREDIT

CATALOGUE DESCRIPTION:

This is a survey course which introduces students to the various theoretical

approaches which have been used since the 1950's to understand the political economy of Latin American

development. It deals with some of the classic theories of modernization, dependency, world systems, and

modes of production analysis. The last unit of the course is devoted to the most contemporary issues of Latin

American development, such as the agrarian question, women and development, problems or urbanization and

the informal sector.

COURSE PREREQUISITES:

LAS 200 and either Anth 220, Econ 102, Econ 252, or Soc 250.

COURSE COREQUISIIES:

Lecture ?

FOR EACH

STUDENT ?

Seminar ?

30 hi-s ?

Other - specify:

Field Experience

hrs

__________________ ?

hi-s

TOTAL ?

60 HItS

UCFV CREDIT ?

UCFV CREDIT []

NON-CREDIT

TRANSFER ?

NON-TRANSFER

TRANSFER STATUS

(Equivalent, Unassigned, Other Details)

UBC credits

SFU credits

LAS 318

UVIC units

Other

Cohn Ridewehl

J.D. TUNSTALL Ph.D.

COURSE DESIGNER

DEAN OF ACADEMIC STUDIES

OUTLN93II0IDD

Page 2 of 3

LAS 318-4

NAME & NUMBER OF COURSE

COURSES FOR WHICH THIS IS A

PREREQUISITE:

to development issues or Latin America.

These would include LAS 100, 110, 200, 201;

Anth 102, 220, 230; Soc 250; Geog 241; LAS

310, 312; SocAnth 387, 392, 463

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

B. Hettne: Develo p ment Theor

and the Three Worlds

OBJECflVES:

The course will allow students to:

- ?

trace the debates within development theory

- ?

critically assess the alternative theoretical approaches used to analyze development issues

- ?

evaluate the relative merits of different theoretical applications through the use of case studies

have a deeper appreciation for the complexities of development issues in Latin America

- ?

develop an appreciation for the diversity of Latin America

Other more general, objectives of the course would include:

- ?

the development of an informational and theoretical base from which to understand better

international current events and development issues

- ?

the development of an informational and theoretical base from which to better understand and

work within underdeveloped countries and, specifically, Latin America

- ?

the exercise and improvement of the logical thinking skills needed for full participation in a

changing society and work environment

- ?

the exercise and improvement of literacy skills in general and writing skills in particular

METHODS: lecture and seminar discussion

STUDENT EVALUATION PROCEDURE:

1 summary/abstract of the work of a development theorist (1000 words)

10%

1 detailed presentation on the work of the theorist discussed above (20 minutes)

10%

1 mid-term take-home exam

25%

25%

presentation (one hour) based in part on your research essay

NAME & NUMBER OF COURSE

•.,i

COURSE CONTENT

The process of development has been the focus of voluminous theoretical writing and decades of practical effort.

Unfortunately, theories of development and underdevelopment have not always had an obvious and positive

practical outcome; also, at times, the efforts of development practitioners have been undertaken without a clear

appreciation of the wider context of their work - something that good theory might be expected to offer.

This course is based on the assumption that there is nothing as practical as a good theory. For this reason we

will spend the first part of the course examining the emergence and transformation of the major models and

perspectives that have attempted to explain and/or direct social change in the "third" world in general, and in

Latin America in particular. In so doing we shall become acquainted with the debates and arguments between

the competing perspectives used since the 1950's to understand development in Latin America. A critical

evaluation of these approaches in the light of recent changes in international economics and politics will lead

to a discussion of new theoretical trends, re-assessments and alternatives. Thus we shall consider theories of

modernization, dependency, world systems, modes of production analysis, the concept of sustainabiity, and the

"alternatives-to-development" school.

Taking Latin America as a focus, the second part of the course will consider critically the application of theory

to empirical examples of development issues. This will involve student presentations and discussion in which

all students will be expected to participate. The exact issues to be considered will depend, in part, on student

interest, but it can be expected that we will include at least some of the following: the problems of poverty and

• inequality; the agrarian question; the costs and benefits of industrialisation; regional indebtedness; the

environmental costs of development programs; urbanization and the informal development process; the socialist

option; the 'new international economic order'; the 'retreat' of the military and the process of democratisation;

the indigenous peoples and development.

UNIVERSITY COLLEGE OF THE FRASER VALLEY

COURSE INFORMATION

DEPARThIENT: Social. Cultural and Media Studies

DATE: Februar y

1994

Latin American Studies 3104

Special Topics: Regional Studies

NAME & NUMBER OF COURSE

DESCRIPTIVE TITLE

UCFV CREDIT

CATALOGUE DESCRIPTION:

An interdisciplinary study of a specific Latin American region, e.g. Central America, the Andes, the Southern

Cone, Amazonia, etc. One region will be examined from a multidisciplinary perspective: history, literature,

politics, economy, etc.

COURSE PREREQUISITES: One of LAS 110, LAS 200, or LAS 201.

FOR EACH

60 1{RS

UCFV CREDIT

[I]

TRANSFER

UCFV CREDIT

NON-CREDIT []

NON-TRANSFER

TRANSFER STATUS

(Equivalent, Unassigned, Other Details)

UBC credits

SF0 credits LAS 310-3 equivalent

UVIC units

Other

Colin Ridewell

COURSE DESIGNER

J.D. TUNSTALL Ph.D.

DEAN OF ACADEMIC STUDIES

OUTLN93/10IDD

Page 2 of 3

Latin American Studies 310-4

NAME & NUMBER OF COURSE

COURSES FOR WHICH THIS IS A

PREREQUISITE:

to Latin America studies. These would include

LAS 100, 110, 200, 201; Anth 102, 220, 230;

Soc 250; Geog 241; Soc Anth 363, 387, 463;

Geog 343.

TEXTBOOKS, REFERENCES. MATERIALS

(List reading resources elsewhere)

Translated by Frances Horning Barraclough.

University

Texas Press, Austin.

Barrios de Chungara, Domitila (with Moema Viezzer)

1978 Let Me Speak! Testimony of Domirila, A Woman of the Bolivian Mines.

Translated by Victoria Ortiz. Monthly Review Press, New York.

Poole, Deborah, and Gerardo Réniue

1992 Peru: Thne of Fear. Latin America Bureau, London.

Spaldin g

, Karen

1984 Huarochir(: An Andean Society Under Inca and Spanish Rule.

Stanford

University Press, Stanford.

RECOMMENDED:

Maritegui, José Carlos

[1928]1971 Seven Interpretive Essays on Peruvian Reality.

Translated by

Marjory Urquidi. Univeristy of Texas Press, Austin.

OBJECTIVES:

The specific course

content

will allow students to develop:

- ?

a multidisciplinary understanding of the history and culture of the central Andes

- ?

an appreciation of the political, economic, and socio-cultural transformations of Andean society

under colonial and republican rule

- a critical awareness of some of the important issues and problems that Andean people confront

today: rural-urban migration and participation in the informal economy, class and ethnic

divisions, severe economic crisis, the traffic in cocaine and the attempts to eradicate the

production of coca leaf, political repression, and the implications of the violent struggle waged

by the Shining Path guerillas.

- ?

a deeper understanding of the challenge development

- ?

a base of knowledge that will be valuable in their general understanding of important wor

events, and will be beneficial to careers related to international affairs, journalism, chur

/f.

Page 3 of 3

Latin American Studies 310-4

NAME & NUMBER

OF COURSE

Other, more general, objectives of the course would include:

the development of an informational and theoretical base from which to understand better

international current events

- ?

the development of an informational and theoretical base from which to better understand and

work within underdeveloped countries

- ?

the exercise and improvement of the logical thinking skills needed for full participation in a

changing society and work environment

- ?

the exercise and improvement of literacy skills in general and writing skills in particular

METHODS: Lecture and seminar discussion.

STUDENT EVALUATION PROCEDURE:

Research paper

40%

Seminar presentation and short essay

35%

Take-home final exam

25%

COURSE CONTENT

Introduction to the course; Andean ecology and political geography

- ?

Andean Politics and and the Irika State

- ?

The Intermediary Role of Andean Kurakas, Resistance, and Rebellion

Independence,

Caudillos,

and 19th-Century Liberalism

- ?

Iridigenisino,

Mass Politics, and Mariátegui's critique

- ?

A Peruvian author's portrayal of ethnic and class conflict in the Andean highlands

- ?

Military Rule, Agrarian Reform, Economic Crisis, and Neo-Liberalism

Life in the Mines

The Informal Economy and Rural-Urban Migration

Coca/Cocaine: 'Gonzalo Thought' and the Origins of Sendero Luminoso (The Shining Path)

The War inPeru

Reflections on the Current Crisis and Concluding Remarks

/L/

UNIVERSITY COLLEGE OF THE FRASER VALLEY

COURSE INFORMATION

DEPARTMENT: Social. Cultural and Media Studies

DATE: Februar y

1994

Latin American Studies 3124

Special To p

ics: Latin American Cultural Topics

NAME & NUMBER OF COURSE

DESCRIPTIVE TITLE

UCFV CREDIT

CATALOGUE DESCRIPTION:

A cross-disciplinary focus on specific elements of contemporary Latin American and Iberian culture. Topics

such as indigenism, Afro-Latin culture, religion, literature, and folklore will be studied.

COURSE PREREQUISITES:

One of LAS 110, LAS 200, or LAS 201.

COURSE COREQUISITES:

Lecture ?

hrs

TOTAL ?

60 HRS

UCFV CREDIT ?

UCFV CREDIT

[I] ?

NON-CREDIT

TRANSFER ?

NON-TRANSFER

TRANSFER STATUS

(Equivalent, Unassigned, Other Details)

UBC credits

SFU credits LAS 312 equivalent

UVIC units

Other

Cohn Rid2ewefl

J.D. TUNSTALL Ph.D.

COURSE DESIGNER

DEAN OF ACADEMIC STUDIES

OUTLN931I0IDD

/5:

Page 2 of 3

Latin American Studies 312-4

NAME & NUMBER OF COURSE

COURSES FOR WHICH THIS IS A

PREREQUISITE:

to Latin America or religious studies. These

would include LAS 100, 110, 200 201; Anth

102, 220, 230; Soc 250; Geog 241; Soc Anth

363, 387, 463.

TEXTBOOKS, REFERENCES. MATERIALS

(List reading resources elsewhere)

TEXTS: ?

Blase Bonpane: Guerilla of peace: Liberation Theology and the Central American

Revolution

Phillip Berryman: Liberation Theology

Thomas Bruneau: The Church in Brazil

David Stoll: Is Latin America Turning Protestant

OBJECTIVES:

The course will allow students to:

trace the impact of history on the nature of contemporary Latin american society and cultur

- ?

understand more completely the blended nature of Latin American Catholicism

- ?

appreciate the indigenous, Hispanic and African heritage of Latin America, and relate that

heritage to the religious structures of the region

- ?

understand the church in Latin America as an influential organization

- ?

understand the church in Latin America as a source of assumptions and beliefs about the

culture, society and political economy of the region

be able to trace and analyze the recent divisions and debates within the church

- ?

analyze the rise of Protestantism in the region

- ?

reflect their insights on religion in Latin American back to their own experiences in Canada

- ?

have a greater, general insight into the culture and society of Latin America in a way that is

useful to their performance in a number of relevant career paths

Other, more general, objectives of the course would include:

- ?

the development of an informational and theoretical base from which to understand better

international current events

the development of an informational and theoretical base from which to better understand and

work within undeveloped countries

the exercise and improvement of the logical thinking skills needed for full participation in a

changing society and work environment

the exercise and improvement of literacy skills in general and writing skills in particular

METHODS: lecture and seminar discussion

STUDENT EVALUATION PROCEDURE:

Research paper

40%

Seminar presentation, participation and short essay

35%

NAME & NUMBER OF COURSE

••

COURSE CONTENT

The course will deal with the following topics:

the spiritual Conquest of the sixteenth century and its legacy

- ?

syncretic religion and Folk Catholicism

- ?

liberation theology

the "old" church and the "new"

- ?

the organizational structure of the church and its significance

the "new" church and state repression

- ?

the political act, the "new" church and "old" regimes

- ?

the rise of Protestantism

i;.

ACADEMIC

UNWERS1TY COLLEGE OF THE FRASER VALLEY

COURSE INFORMATION

DEPARTMENT: Social. Cultural and Media Studies

DATE: Ma

y 1994

Soc 463, Anth 463

Special Tonics in DeveloDment Studies

NAME & NUMBER OF COURSE

DESCRIPTIVE TITLE

UCFV

CREDIT

CATALOGUE DESCRIPTION:

An ex2rninarion of social change in selected third world societies. Topics will change from semester to

semester, but may include: liberation movements and colonialism; the comparative study of post-

revolutionary societies; the persistence, transformation and disappearance of contemporary peasantries;

directed change programs.

COURSE PREREQUISITES:

Soc 101 orAnth 102 and one of Anth 220, 111, 112, Soc 250. Soc?

363 recommended.

COURSE COREQUISITES:

HOURS PER TERM

Lecture ?

30 hrs

Student Directed

FOR EACH

Laboratory ?

hrs ?

Learning ?

hrs

STUDENT ?

Seminar ?

30 hrs

Other - specify:

Field Experience ?

hrs ?

NON-CREDIT

NON-TRANSFER

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

mr credits

11 r'rediLc

SA 463

UVIC units

Other

/9-

OUTU493II0IDD

Page 2 of 4

COURSES FOR WHICH

THIS IS A

PR VR FflU1STTE:

to Latin America or development studies.

These would include LAS 100, 110, 200,

201; Anth 102, 220, 230; Soc 250; Geog

241; Soc Anth 363, 387, 463; Geog 343.

Soc 463. Anth 463

NAME & NUMBER OF COURSE

TEXTBOOKS, REFERENCES. MATERIALS

(List

reading resources elsewhere)

Dennis Gilbert:

The Sandinistas

Robert J. Alexander:

The Tragedy of Chile

Sandor Halebsky:

Cuba in Transition: Czisis and Transformation

The course will allow students to:

• develop an understanding of social and cultural change in the "third world".

• appreciate the inadequacy of the term "third world" when looking at development in Latin

America.

• assess the strengths and weaknesses of macro-level planned change.

• appreciate the inter-connectedness of all elements of planned change.

• appreciate the importance of culture and history when assessing efforts at planned change.

• understand the similarities, and not just the differences, between change in Latin America and

change in Canada.

• evaluate the impact of the collapse of the USSR on specific "third world" nations.

• develop a deeper appreciation of the problems of development in Latin America and, by

extension, in Canada.

• have a greater, general insight into the culture and society of Latin America in a way that is useful

to their performance in a number of relevant career paths.

Other, more general, objectives of the course would include:

• the development of an informational and theoretical base from which to understand better

international current events and development issues.

• the development of an informational and theoretical base from which to better understand and

work within underdeveloped countries.

• the exercise and improvement of the logical thinking skills needed for full participation in a

changing society and work environment.

• the exercise and improvement of literacy skills in general and writing skills in particular.

METHODS: Lecture and seminar discussion.

Page 3 of 4

Soc 463. Auth 443

NAME & NUMBER OF COURSE

E1 1$! i4Y! L$LI U (kt51A!1JA

• seminar presentation ?

30%

• three reaction papers

30%

• research essay

40%

The disappearance of the Soviet Union as a nation and the rejection of the old patterns of socialism as a

model of development in Eastern Europe has given clearer focus

discussion concerning both the viability

of a socialist option for Latin America and about the alternatives available if that option is indeed no longer

viable.

This course examines the three most influential attempts by governments to pursue some kind of socialist

development agenda in Latin America: Chile under the Unidad Popular government of Salvador Allende,

Cuba since the 1959 Revolution and Nicaragua under the Sandinistas following the 1979 insurrection.

Clearly the course will not try to develop a full analysis of the society and culture of each case study.

Instead, we shall examine specific development objectives and practices which taken together might

reasonably be seen as a profile of the socialist model in Latin America as it has emerged in practice, not

theory. We will be avoiding what Manuel Garreton refers to as the "functionalism of the left" by seeking to

identify whether there are or are not structural and historical factors that limit the applicability of the

socialist model of development to Latin America.

Our analysis will concentrate on a selection from the following overlapping areas of interest: the structure of

power, with attention to the nature and role of the party, state and mass organisations; social programs such

as healthcare, education, housing and social welfare; human rights and freedoms; the position of minority

groups, and specifically minority indigenous groups; changes to the class structure; the role of domestic and

international opposition; agrarian reform and the position and nature of the peasantry; economic policy; the

role of the military. Using a comparative approach, we shall construct an audit of the socialist option by

identifying successes and failures, problems and solutions, mistakes and contradictions in each case study.

The weekly seminars

will be

organised as a collaborative, "jigsaw" learning experience with each presenter

or group taking responsibility for the presentation of material from their area of focus.

Bibliography of Assigned Readings - Available. on request 

University College of the Fraser Valley

Geography 343

The Geography of Transitional Societies

David Gibson, Instructor

Course Description:

Using Latin America as a focus, a cultural-ecological approach

will be used to survey the geographical patterns of the recent past and to attempt an

understanding of recent changes in the world's transitional societies. These will include

environmental and cultural change, cultural processes and the development of primary

production and urban growth.

Prerequisites: Geography 140 (formerly 112) and Geog.241(rc0mm)

Textbooks, References, Materials:

Karl W. Butzer, ed.

The Americas before and after 1492: Current Geographical

Research. Annals

of the AssocialtiOfl of American Geographers._823. September, 1992.

A package of required course readings will be available in the bookstore.

Students should either own or have access to a recent edition of Go e's World At1asand

Northey and Knight,

ing Sense in Geography and Environmental Studies. Both

books are available in the bookstore.

Objectives:

. ?

1. To recognize and appreciate theoretical and empirical approaches in cultural

geography and the use of the cul

t ural-ecological approach.

To explore theories of cultural change and their implications for changing

geographical patterns.

To develop an appreciation of the cultural patterns of the world and how and why they

have changed.

To apply the cultural-ecologic method to case studies of human groups currently

undergoing rapid cultural change.

Methods:

The course will consist of lectures to introduce subjects and supporting materials and

seminars to present and discuss assigned readings and research topics.

Student

Final grades

Evaluation

will be based

Procedure:

on the completion of all of the following. Notes on grading

scales, penalties for late work and other useful material are contained in Geography --A

Student Handbook compiled by the geography department.

Participation

20% attendence, participation, presentation of material

Mid-Term Exam

25% essay examination on readings, lecture and seminar

Final Exam

25%

Research Paper

30% 2000-3000 word typewrtitten paper on approved topic

using appropriate sources.

c21.

Course Content

Week ?

Topic

Introduction

-course requirements, philosophy and aims

-research skills, library exercise

Cultural Geography, Culture and Cultural Ecology

readings:

Bu,.zer,"Cultural Ecology"

Spencer&ThOma.SIntroducing Cultural Geography. chi.

Norton, thinan Geography. ch

cultural Change

readings:

Text: 345-368, 369-385

Niet.schrnann, "Ecological Change, Inflation, and Migration in the

Far Western Caribbean"

• ?

Demographic Shifts

readings: Text: 426-443

Augelli, "Costa Rica's Frontier Legacy"

Barkin,"Environmental Degradation and Productive

Transformation in Mexico: The Contradictions of Crisis

Management"

Patterns of Health and Disease

Case Studies in Health and Disease

readings:

Hunter, "Bot Fly Maggot Infestation in Latin America"

Hunter and De Kleine," Geophagy in Central America"

Review material for mid-term, term paper proposals due

Mid-Term Break

Mid-Term Examination

Rural Agricultural Response

readings:

Text: 444-460, 461-477

Works," Aguaruna Agriculture in Eastern Peru"

Grossman, "The Political Ecology of Banana Exports and Local

Food Production in St. Vincent, Eastern Caribbean"

io.

Emerging religious and political patterns

readings: Clawson,"Religious Allegiance and Economic

Development in Rural Latin America"

M.W. Mikesell, and A.B. Murphy,"A Framework for Comparative

Study of Minority-Group Aspirations"

Voeks," Sacred Leaves of Brazilian Candomble"

11.

The Move tO the Cities

readings:

Ward"The Latin American inner city: differences of

degree or of kind"

12. ?

The Impact of Tourism

readings: Meyer-Arendt, Sambrook, and Kenn ath," Seas ide

Resorts in the Dominican Republic: A Typology"

MeyerArefldt,"ReC1eaU0na.l Landscape Evolution Along the North

Yucatan Coast"

13.

Discussion of Research Papers

14.

Discussion of Research Papers, Conclusions

Supplemental Journal Articles

J.P. Augelli, "Costa Rica's Frontier Legacy", Qeo

r. RevJan. 1987.

D. Barkin, "Environmental Degradation and Productive Transformation in Mexico: The

Contradictions of Crisis Management".YearbOOk.CLAG. 15, 1989.

J.B. Bascom,"Border Pastoralism In Eastern Sudan", (3eogr. Rev Oct. 1990.

K.W. Butzer, "Cultural Ecology", Gaiie and WiUmott (eds.) Geography in America.

Columbus: Merrill, 1989.

D. ?

L. Clawson, "Religious Allegiance and Economic Development in Rural Latin

America", Journal of Interamericari Studies and World Affairs. Nov. 1984.

J.M. Hunter,"Bot Fly Maggot Infestation In Latin America", Geogr. Rev. Oct, 1990..

- ?

, and DeKleine, "Geophagy in Central America", Geogr. Rev. April, 1984.

K.J. MeyerArendt,"ReCreati0flal Landscape Evolution Along the North Yucatan Coast",

Yearbook. C1AG. 16, 1990.

R.A. Sambrook, and B.M.Kerrnath, "Seaside Resorts in the Dominican Republic:

A Typology", Journal of Geography. September/October, 1993.

M.W. Mikesell, and A.B. Murphy,"A Framework for Comparative Study of Minority-

Group Aspirations", Annals AAG. Dec. 1991.

B. Nietschmann," Ecological Change, Inflation, and Migration in the Far Western

Caribbean", Geogr. Rev. Jan, 1979..

W. Norton, Human Geography Toronto: Oxford U.P., 1992. Ch. 2.

J.E. Spencer, and W.L. Thomas, Introducing Cultural Geography, New York: Wiley,

1978. Ch.2.

R. Voeks,

"Sacred Leaves of Brazilian Candomble", Geogn Re

. April, 1990.

M.A. Works,"Aguarufla Agriculture In Eastern Peru", çgr. Reviuly, 1987.

Book List - Available on request 

\ UNIVERSITY COLLEGE

of tljéFRASER VALLEY

THEATRE

SCAP96-7b

February 10, 1994

Ms. Donna Zapf

School for The Contemporary Arts

Simon Fraser University

Burnaby, B.C.

V5A 1S6

Dear Ms. Zapf:

In October 1993 I wrote to you indicating the Theatre Department at the University College

of the Fraser Valley intended to develop a program of courses leading to an Extended Minor in

Theatre to complement the existing extended minor program that are part of the UCFV and Simon

Fraser University collaborative Bachelor of Arts degree. At that time I enclosed our outline proposal

and the nature of the positive discussions between our department and SFU School for the

Contemporary Arts faculty members.

We are working towards offering our first upper level courses in the

1994-95

year. Enclosed

please find all the documents you indicated were necessary for the School of the Contemporary Arts

to consider our proposal. These include; a one-page proposal, four course outlines and instructor

curriculum vitaes. Please note we have advertised for a new faculty appointment and we will require

a representative from the School for the Contemporary Arts for our selection advisory committee.

Please take this material to your committee for consideration as soon as you are able. If you

require additional information about our proposal or if you would like me to appear in person at any

of your deliberations please do not hesitate to call me. My office phone number is 795-2838: my

home phone number is 792-3061.

UCFV Theatre Department / Chilliwack Campus / 45600 Airport Road?

Chi!Iiwack, B.C. / V2P 6T4 / Phone (604) 792

0025 / Fax (604) 792-2388

PROPOSAL FOR AN EXTENDED MINOR IN THEATRE

Rationale

The Extended Minor in Theatre is designed to provide students with a broad

perspective in theatre practice and, literature from the Greeks to the .present.day

with particular emphasis on Shakespeare and 'Canadian theatre. The Extended

Minor emphasizes learning through practice of a wide range of arts - acting,

technical theatre, design, directing along with courses in history and criticism, and

text. The Extended Minor is designed to complement the extended minors that are

part of UCFV's and Simon Fraser University's collaborative Bachelor of Arts

program.

Structure

The Extended Minor requires 33 hours within the Theatre Department plus a

minimum of 10 hours of Fine Arts designated courses. The requirements include a

total of 27 Lower Division and a minimum of 16 Upper Division hours.

Resources

The Extended Minor requires an Additional full-time faculty plus the equivalent of an

additional full-time staff. (These have been targeted for the 1994-95 budget.)

Additional facilities are required and these are presently under construction including

a 206 seat thrust theatre, a rehearsal/studio, a seminar room, scene, costume and

prop shops and support spaces. All these spaces are programmed by the theatre

department. Occupancy of the new facilities is scheduled for spring, 1995.

Lower Level Requirements

At least 18 hours transferable Theatre credits Plus one of Theatre 199 and Theatre

299 and two of:

Art History 101 to 226

English 130, 230

Film 110, 120

Fine Arts 111 to 182

UDDer Level Requirements

16 hours at the 300 and 400 level of which 12 hours must be in the Theatre

department and one of:

English 310, 312, 368

Arts in Context (new courses being developed by Rory Wallace)

Courses offered at commencement of program:

352-3 Playmaking

359-3 Selected Topics in Theatre

370-3 Introduction to Stage Design

453-3 Theory and Practice of Directing

bdl2sni/proposal.mnr

NEW

COURSE PROPOSAL

YOUR COURSE: FPA-359-3

OUR COURSE: ?

Thea-359-3

CALENDAR INFORMATION

Abbreviation code (Thea):

Selected Topics in Theatre

CALENDAR DESCRIPTION

A specific topic in theatre which provides a stronger focus on a specific area

of theatre studies than is available elsewhere. The course will include a

combination of practical (studio) and theoretical work. Initially, the course

topic will be "Shakespeare's texts and the actor".

NATURE OF COURSE

Pre-requisites: ?

ThiOl, 102, Th211, 212

SCHEDULING

Frequency: ?

Alternate Years

Semester First Offered: Winter 1995

Which Faculty: ?

Crispin Elsted

bd/fcb94/selected.pro

OBJECTIVES

COURSE

To provide students with a cultural-historical background to the Elizabethan

• ?

and -Jacobean periods•usingthe theatre as a major point of referenäe.

To introduce actors to the processes of preparing a Shakespearean text for

performance.

BUDGETING AND SPACE REQUIREMENTS

Faculty:

Hiring new full-time faculty, Fall 1994. (Selection process in

progress)

Equipment: None

Library: ?

Continue to add to the theatre Shakespeare collection.

Theatre Technician contract. (In progress)

Space: ?

New studio classroom (under construction)

Q7.

bd/feb941sc1cctcd.pro

-3-

COURSE OUTLINE AND READING LIST

Week One 

Historical background to Elizabethan and Jacobean England, 

1550-1623. Equal focus on political and social history. 

Reading Assignment: 

- ?

E.M.W. Tillyard. The Elizabethan World Picture 

-

?

G.B. Harrison. Introducin 

g Shakes peare, Chapter 4, 

"Shakespeare's Age". 

Week Two 

Brief cultural background, including listening to and 

discussing some lute songs, madrigals and catches. 

Elizabethan painting: miniatures and portraits. The book: 

printing and publishing. 

Studio Time: 

- ?

Attempted part-singing of simple catches and a 

madrigal. 

Week Three 

Ideological background: Anglicanism, church doctrine, the 

sacraments; the humours. 

Reading Assignment: 

-

?

Selected essays of Francis Bacon 

Studio Time: 

- ?

Reading Elizabethan prose aloud; making sense of 

sentences. 

Assignment: 

- ?

Essay on set topics. 

Week Four 

Genre: Senecan revenge tragedy. Domestic Tragedy. Comedy 

of humours. Examples drawn from The S 

p

anish Tragedy; Arden 

of Faversham; Bartholomew Fair. 

Reading Assignment: 

-

?

G.B. Harrison. Introducing Shakes 

peare, 

Chapter 7, 

"The Shakespeare Canon" 

bd/fcb94/selectcd.pro

.

.

FAMM

Studio Time: 

Time: 

- ?

Scene readings. 

Verse as speech. 

Week Five: 

Shakespeare's life. Materials for a biography. Literary 

reputation. The Elizabethan playhouse, conjecture and 

facts. Evidence of the texts: stage directions. Prompt 

books. Acting companies. Acting style. 

Reading Assignments:. 

-.

?

G.B. Harrison. Introducin 

g Shakes p eare, Chapters 2, 5 

and 6: "Materials for the Life of Shakespeare"; 

"Shakespeare's Company"; "Shakespeare's Theatre" 

?

- ?

William Shakespeare. Hamlet's speech to the players. 

Studio Time: 

- ?

Editing and preparing a speech from The Pla 

y

of Sir 

Thomas More from the Elizabethan text. Under 

supervision. 

Week Six: 

Comedy. A Midsummer Ni 

ght's Dream. Structure of the play. 

Characterization by style of speech: 

prose/verse/couplet/song. 

Studio Time: 

- ?

Speech work. Monologues. Stichomythia. 

Week Seven: 

Comedy. The Merr 

y

Wives of Windsor. Bad quartos. Making 

sense of a text. Re-working speeches for dramatic purposes. 

Reading Assignment: 

-

?

G.B. Harrison. Introducin 

g

Shakes peare, Chapter 9, 

"Editing Shakespeare". 

Assignment: 

- ?

Establishing of text for Act I, Scene 1, Merr 

y

Wives of 

Windsor. 

Studio Time: 

- ?

Reading and blocking texts established by students. 

bd/fcb94/selectcd.pro

.

KWI

-5-

.

Week Eight: 

History plays. Henr 

y IV, Part I. Themes: royalty vs. the 

commons.. The role of the crown. Thecharacterizationof. 

minor parts. Looking for clUes. 

Assignment: 

- ?

Midterm: Take Home 

Studio Time: 

- ?

Exploring the characters of Nym, Poins, Bardoiph, 

Francis, Pistol, Mistress Quickly, Kate Hotspur, the 

Welsh Lady, etc. 

Week Nine: 

History plays. Henr 

y

V. The Quarto vs. the Folio. The 

'boring' speech: the Archbishop on Salic Law. 

Studio Time: 

- ?

Establishing texts. How to characterize the long 

expository speech; -how to build the long speech. 

Week Ten: 

Tragedy. Kin 

g

Lear. Emotion and control. Building 

dialogue. 

Studio Time: 

- ?

Dialogue speaking: Lear/Cordelia; Regan/Goneril; 

Lear/Fool; Kent/Oswald; Edmund/Edgar. 

Week Eleven: 

Hamlet, Qi and Q2. Romeo and Juliet, Qi. Problems in the 

transmission of texts. Problems in the "To be or not to be" 

soliloquy. Stage directions. 

Assignment: 

- ?

Preparing and acting variant scenes from the First 

Quarto. 

Studio Time: 

-

?

Discussing variants in the "To be or not to be" speech. 

?

Making the "bad" variants work as well as possible. 

bd/feb94lsciected.pro

.

Week Twelve: 

Romance. The Winter's Tale. The Nature .of Romance. The 

indoor theatre and its effect on the play. Elizabethan wit 

and the problems of comprehension. Implausibility and 

•

-

fantasy. ? 

Studio Time: 

- ?

Autolycus's speeches and the Clown's scenes: making 

them funny. Making magic in Act V. 

Week Thirteen: 

Romance. Pericles, Prince of T 

y

re. Problems of text. Acts 

I and II, vs. Acts III - V. The Relation of Shakespeare's 

play to Wilkins' novel. 

Reading Assignment: 

- ?

Excerpts from George Wilkins' The Painful Adventures of 

Pericles, Prince of Tyre. 

Assignment: 

-

?

Creating an acting script for the Brothel scenes from 

the 1609 Quarto and Wilkins' novel, with commentary and 

rationale. ? 

Studio Time: 

- ?

The Dumb Shows in Pericles. 

Weeks Fourteen and Fifteen: 

Preparation, rehearsal and performance of scenes from 

scripts established by students during the course. 

Required Texts and RecommendedReadEngs. - Available on request 

.

bd/fcb94/se4ccted.pro

31.

NEW COURSE PROPOSAL

YOUR COURSE: FPA 370

Intro to Stage Design

•

OUR COURSE: ?

Thea 370 Intro to Theatre Design

CALENDAR INFORMATION

Abbreviation code (Thea):

Introduction to Theatre Design

CALENDAR DESCRIPTION

An introduction to the fundamentals of Theatre Design including a brief

• history of stage development from ancient Greece to the contemporary

period. Theoretical and practical use of theatre design principles in set

costume and lighting will be explored and applied.

NATURE OF COURSE

Lecture/Tutorial/Demonstration

Pre-requisites:

THEA 122 or equivalent [your FPA 2701

SCHEDULING

Frequency:

Alternate Fall Semester

Semester First Offered: Fall 1995

To provide students with an overview of theatre design from 'its

origins to modern-day practice. ?

To provide students with an insight into the process of theatre set,

costume and lighting design.

Students will undertake research into specific periods and apply the

design principles into practical assignments.

BUDGETING AND SPACE REQUIREMENTS

Continue to increase design holdings

AV:

None

Staff: ?

Partial Staff Replacement (In process)

Space: ?

Design Room - (Presently under construction)

bdIfcb94/dcsigu.pro

COURSE OUTLINE ?

Thea 370 - Introduction to Theatre Design

Week

History of scenic development from ancient Greece to the Renaissance.

Notion of conceptual ideas for set design.

Week

History of scenic development from the Renaissance to contemporary times.

The Design process. The Designer's role in the creative team.

Week 3

Theatre architecture and the stage and its equipment. Composition and

Design. Presentation of collages.

Week 4

Colour theory and interpretation. Scenic design and production.

Week 5

Scene painting techniques and designing stage properties.

Week 6

Mechanical drafting, perspective model building and rendering.

Week 7

Presentation of complete set design project, including collage, idea sketches,

ground plan and final rendering. Introduction to lighting design theory.

Functions and qualities of light. Theory of colour.

Week 8

Lighting Design II - Lighting plots, instrument and colour demonstration, plot

Introduction to costume design. History of fashion - period profiles.

Research for costume design projet; Figure draw

ing demonstration.

Week 10

Costume design II. Sketching and painting techniques.

Week 11

Character analysis and script interpretation. Costume construction, fabrics,

fitting, dying and equipment. Working with directors.

Week 12

Costume breakdown, costume charts. Co-ordinating the design. Working

with cutters and milliners.

Week 13

Presenting designs, fabric samples, sketches, revisions, working with actors.

Week 14

Costume design presentation.

Week 15

Final examination.

Texts and Reading Lists - Available on request 

.

bd/feb94/design.pro

NEW COURSE PROPOSAL

YOUR COURSE: FPA-352-3

OUR COURSE: ?

Thea-352-3

CALENDAR INFORMATION

Abbreviation code (Thea): ?

An exploration of the processes of playmaking. The course will examine

topics such as mask, Street and political theatre, ritual art, collective

creation, self-scripting and other playmaking activities. Emphasis will be

placed upon the creation of original material with the possibility of public

performance.

NATURE OF COURSE

Pre-requisites: ?

ThiOl, 102, Th211, 212

SCHEDULING

Frequency: ?

Every other year

Semester First Offered: Fall 1994

Which Faculty:

Ian Fenwick

bd1fcb94/p1aymake.pro

3',.

-2- ?

OBJECTIVES OF COURSE

Develop students' awareness. of the theàry and practice of playrnaking;

Research into playmaking processes.

Practical assignments based on the research.

BUDGETING AND SPACE REQUIREMENTS

Faculty: ?

One new full-time (selection process in progress)

Equipment: None

Library: ?

Continue to build the theatre collection particularly in the

theatre performance and popular theatre areas.

Increase Theatre Technician contract. (In progress)

Space: ?

New studio classroom (under construction)

bd/feb94Iplaywakc.pro

31.

-3-.

COURSE OUTLINE

Week 1 

What is playmakiig? An introduction to the forms and 

processes of playmaking. Survey contemporary playmaking 

activities including: fringe festivals, performance art, 

Theatresports, political theatre, clown and mask work, 

improvisation and collective creation. Examine the creative 

process. 

LAB: 

- ?

Field trips to experience examples of these forms. 

-

?

Begin journal work 

Week 2 

Ritual Art - the first playmaking. Study the tribal 

gathering and examine tribal rituals (i.e. fertility, 

harvest, burial) in various cultures. Determine common 

elements of ritual including procession, use of costumed 

player and mask, drums and music, humour. 

LAB: 

- ?

Develop scenario ideas for a ritual. 

Week 

The Magic of the Mask - its use in playinaking from ritual to 

present practice. Introduce concepts of LeCoq neutral mask. 

LAB: 

-

?

Field trip to UBC's Museum of Anthropology. 

Week 

The Character Mask -.giving form to the ritual's forces. 

LAB: 

- ?

Explore specific masks and costumes for use in a ritual 

art presentation. 

bd/fcb94/p1aymake.pro

-4-

Week 5 

Explore 

.use 

of.drinns and music ±n ritual art. 

LAB: ? 

Develop specific rhythmic and musical eiements for a 

ritual art presentation. 

Week 6 

Shaping and presentation of a short piece of ritual art. 

Week 7 

From Thespis to Spalding Gray - self scripting. A survey of 

the one person show including storytelling, cabaret, music 

hail, stand up comedy, monologue art. 

LAB: 

- ?

Finding a personal voice. Develop a short solo 

performance piece. 

Week 

Developing the solo performance piece. Relationship with 

material and audience. Use of movement and musical 

elements. Use of visual symbols. 

LAB: 

- ?

Further development of the solo performance piece. 

Week 9 

Collective Creation - a survey of the process with a 

particular focus on the documentary theatre work of Canadian 

companies like Theatre Passe Muraille, TWP and 25th Street 

House. 

LAB: 

- ?

Begin exploring a theme through the collective process. 

bd/feb94/playmakc.pro

3q.

-5-

•                   Week 10 

Collective structure, research and process. - 

•

?

-. ? 

Research for collective creation. 

Week 11 

Developing the research collectively. Use of improvisation, 

monologue, clowning, game show, narration, flashback, freeze 

frame, dance and movement techniques. 

LAB: 

- ?

Majority of classes to the final presentation will be 

lab work. 

Week 12 

Developing the research II. 

• Week 13 

Shaping the collective creation. Defining roles. 

Week 14 

Final shaping and coaching. 

Week 15 

Final presentation of Collective Creation. 

Reading Lists - Available on request 

.

bdifcb94lplaymakc.pro

NEW COURSE PROPOSAL

Abbreviation code (Thea):

Theory and Practice of Directing

CALENDAR DESCRIPTION

An introduction of the fundamentals of directing commencing with a survey

of directing history and theory. The course will focus on the director's

creative process. Each student will work on practical directing assignments

culminating in the presentation of a one-act play.

NATURE OF COURSE

Tutorial/Demonstration

Pre-requisites:

Thea 212 plus one of Thea 199 or Thea 299

SCHEDULING

Frequency:

Alternate years

Semester First. Offered: Winter 1996

Which Faculty: ?

Ian Fenwick

bd/feb94/dircting.pro

Introduce the theory and practice

basic directing.

•

Survey the history

directing and consider the director's role in the

creative process.

Research into directing approaches.

Practical assignments based on research.

BUDGETING AND SPACE REQUIREMENTS

Faculty: ?

New

full

time (hiring procedure in process)

Equipment: None

Library: ?

Continue to add to the theatre collection

Increase Theatre Technician contract (in process)

Space: ?

New studio classroom (under construction)

bd/feb94/dircling.pro

Historical survey of directing focussing on the emergence of the director in

the nineteenth century.

Week Two

Exploring the text. The director's creative preparation. First impressions,

overall idea of the action, images, essential facts and ambiguities. The

director's homework into the world of the play. The use of collage and

music in the director's work.

Week Three

Twentieth century directing styles from Slanislavsky to LaPage.

Week Four

Exploration of Theatrical Space. Thrust vs Arena vs Proscenium vs

Environmental. The techniques of composition, picturization and movement.

Week Five

Presentation of Directing Approaches assignment.

Week Six

Play analysis - throughline, intentions, units of action, character, language,

ground plan. "The director's book".

Week Seven

Working with Actors I. Understanding the relationship. The power of

positive action. Intentions, blocking and stage business. Specific

challenges.

Week Eight

Scenes presented. The One act play - characteristics and structure. Play

choice. Rehearsal strategies.

Week Nine

The work of Peter Brook.

Week Ten

Working with designers-set, lighting, costume & graphics. The production

process.

bd/fcb94/dixcting.pro

Z/9.

Week Eleven

Working Interdisciplinary. Use of music and dance in productions. Working

• -

with composers, conductors and choreographers. Musical Theatre and

Opera direction.

Week Twelve

Working with Actors II. The actor's process. Working with technicians.

Directing Shakespeare.

Presentation of One Act plays

Re q uired Texts

Ball, William. A Sense of Direction. New York, 1984

Dean, Alexander and Carra, Lawrence. Fundamentals of Pla y Directing.

New York, 1980

Reading Lists - Available on request 

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bdlfcb94ldirctrng.pro

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