Performance Capstone Project

 

In order to complete the Rollins College B.A. in Theatre with an Emphasis in Performance, students must complete a Performance Capstone Project (PCP).

 

There are three types of Performance Capstone Projects:

I. Performance of a CAPSTONE ROLE in a Main Stage or Second Stage production. Capstone roles will be identified by the Acting/ Directing faculty prior to auditions and will be supervised by the appropriate director.  In rare cases, Second Stage performances may satisfy the Capstone Role requirement.  The Acting/ Directing faculty must approve all such exceptions.

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 COMMUNITY-CENTERED PROJECT under the supervision of a Department of Theatre and Dance faculty member

Each PCP must include a written and a performance component.

It is the students’ responsibility to submit to the Department Chair a PCP Request Form outlining the nature and suitability of their PCP.

Approved studetns will be assigned a PCP mentor.

Rising seniors who anticipate graduating during the upcoming academic year must electronically submit the PCP Request Form to the Theatre and Dance Department Chair before August 1.


I. CAPSTONE ROLE PCP

Performance Component
This PCP centers on the preparation and performance of a leading or major supporting role in a full length production.

The Capstone Role PCP 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 Acting/ Directing faculty for Capstone Role consideration for a major role in the Second Stage series or other significant performance equivalent.

Written Component
See below.


II.     SOLO OR PERFORMER-DRIVEN PCP

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 scripted theatre, 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.

The Solo or Performance-Driven PCP 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 PCP

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. As this is a performance capstone project, it is assumed that the student will be featured prominently as an actor within this work.

The Community-Centered PCP 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 PCP.  Appropriate documentation may take different forms such as a rehearsal and performance journal for the Capstone Role PCP or a Concept Paper for the Community-Centered PCP. Students should consult with their PCP mentor to determine which form is most appropriate for their project.

Regardless of the shape of the approved PCP, students must submit a written overview of their creative process, summarizing the research undertaken, strategies employed, and lessons learned throughout the process. Examples of previously submitted PCP Written Components are available to students upon request.

The PCP Written Component 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 five days after the first formal rehearsal or its equivalent.

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 a candid 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.

Note: In the post-production section of the PCP Written Component, students are strongly encouraged to identiry, analyze and comment on the failures and shortcomings they faced - not merely the successes - during the rehearsal and performance processes.

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 Capstone Project.

 

FINAL GRADE, EVALUATION, AND FEEDBACK

Each of these components contributes one-third of the overall capstone grade:

1.     Written component (as assessed by the Acting/ Directing faculty)

2.     Rehearsal/Process component (as assessed by the show director or facutly mentor)

3.     Performance component (as assessed by the Acting/ Directing faculty)

Candidates are encouraged to seek formal feedback from their faculty mentor upon final awarding of the PCP grade.