PERFORMANCE EMPHASIS SENIOR CAPSTONE PROJECT
Information Sheet

In order to complete the Rollins College B.A. in Theatre with an Emphasis in Performance, students must complete a Senior Capstone Project. All Performance Emphasis Senior Capstone Projects must include a written and a performance component. There are three types of Performance Emphasis Senior Capstone Projects:

I.        Performance of a Capstone role in a Main Stage production. Capstone roles will be identified by the Department of Theatre and Dance faculty prior to auditions and will be supervised by the appropriate Main Stage director

II.       Creation of a solo or performer-driven performance piece under the supervision of a Department of Theatre and Dance faculty member

III.      Creation of a service learning or community-centered project under the supervision of a Department of Theatre and Dance faculty member

It is the students’ responsibility to submit to the Department Chair a Capstone Project Request Form outlining the nature and suitability of their project, listing the faculty member they wish to supervise their work.

Students who anticipate graduating in May 2008 must submit the Capstone Project Request Form to the Theatre and Dance Department Chair before August 13, 2007.

I.       MAIN STAGE SENIOR CAPSTONE PROJECT

Performance Component
This Capstone centers on the preparation and performance of a leading or major supporting role in an Annie Russell Theatre production.

This Capstone is particularly recommended for students who have been consistently and successfully cast as underclassmen.
Students must demonstrate a command of the skills developed through the required classes of the Performance Emphasis. Please refer to http://www.rollins.edu/theatre/theatrecourses.shtml for a list of required classes.

Under special circumstances, students may petition the Department of Theatre and Dance faculty for Capstone consideration for a major role in the Second Stage series or other significant performance equivalent.

Written Component
See below.

II.     PERFORMER-DRIVEN SENIOR CAPSTONE PROJECT

Performance Component
Under the supervision of a Theatre and Dance faculty member, students create a solo or performer-driven performance piece. Topics and theatrical forms are negotiable and may include performance art, performance ethnography, autobiography, improvisation, devised theatre and/or hybrid performance pieces exploring connections between various disciplines such as design, acting, playwriting, multi-media and dance/movement.

This Capstone is particularly recommended for students whose interests fall outside the traditional theatre model.

Students must demonstrate a command of the skills developed through the required classes of the Performance Emphasis. Please refer to http://www.rollins.edu/theatre/theatrecourses.shtml for a list of required classes.

Written Component
See below.

III.    COMMUNITY-CENTERED SENIOR CAPSTONE PROJECT

Performance Component
Under the supervision of a Theatre and Dance faculty member, students identify an under-served community and create a project for and with that community. This Capstone may be a solo piece or a collaboration with the community.

This capstone is particularly recommended for students committed to the Rollins College Mission to promote Leadership and Global Citizenship.

Students must demonstrate a command of the skills developed through the required classes of the Performance Emphasis. Please refer to http://www.rollins.edu/theatre/theatrecourses.shtml for a list of required class

Written Component
See below.

WRITTEN COMPONENT

Students are required to document their process during the Performance Emphasis Senior Capstone Project. Appropriate documentation may take different forms such as a rehearsal and performance journal for the Main Stage Senior Capstone or a Concept Paper for the Service Learning/Community Centered Capstone. Students should consult with their faculty supervisor to determine which form is most appropriate for their project.

Regardless of the shape of the approved Performance Emphasis Senior Capstone Project, students must submit a written overview of their creative process, summarizing the research undertaken, strategies employed, and lessons learned throughout the process. This written reflection consists of five sections:

Stage 1
“Pre-flection” consisting of the expected goals and outcomes of the project and initial expectations concerning the journey ahead. Areas to consider include: questions and reactions to the script upon first reading and the audition process; selection of source material or inspiration for devised production; early interactions with collaborating community group and outline of mutual expectations and benefits.

Stage 2
Pre-production summary including elements of research and investigation. Areas to consider include: historical, political and social situating of the performance text and discussion of challenges, style peculiarities and show-specific areas of concentration as a performer; reflection on the process of formulating the text, concept or performance blueprint and a consideration of the needs and opportunities of production; overview of contributory movements and disciplines and their appropriateness to the project at hand.

Stages 1 and 2 are due before the first performance or demonstration.

Stage 3
Process reflection outlining the stages of rehearsal and development. Areas to consider include: approaches and methods utilized or attempted during the rehearsal process to enrich and create the performance event, including an assessment of personal challenges and successes. Candidates should keep a rehearsal journal to trace their process. This element, however, should NOT merely be the journal itself, but rather a summary or synopsis of the major discoveries.

Stage 3 is due two days after the closing performance.

Stage 4
Production feedback including any formal (reviews, critiques, institutional evaluations, directorial feedback…) or informal (talk-backs, peer review, audience acknowledgments, faculty debriefs…) assessments of your final project. Candidates briefly summarize the reception of the project by its target audience.

Stage 5
Post-production reflection assessing the overall journey of discovery and performance, including lessons learned, challenges overcome, issues of concern and an earnest contemplation of your work as an artist.

Stage 4 and 5 are due seven days after the closing performance.

Written Reflections (2500-3000 words) should exhibit close editing and revision and meet the College’s high writing standards. Excessively over-written, under-written or poorly written reflections will not be accepted.

Students must display equal care in both the performance and research/reflection components in order to successfully complete the Performance Emphasis Senior Capstone Project.

Students who anticipate graduating in May 2008 must submit the Performance Emphasis Capstone Project Request Form to the Theatre and Dance Department Chair before August 13, 2007.