Theatre Experience Play Critique Guidelines

Tre1110 The Theatre Experienceplay Critique Guidelines The Critique

The critique should be at least 2 – 2 ½ pages. Your work should be appropriately academic in tone and structure but, because criticism is deeply personal and reflects the aesthetics of the writer, you may use some conversational speech (within reason). The following are three important questions that a critic should ask throughout a critique. They should be considered a rubric for judging individual choices as well as the work as a whole: I. What is being done? II. How is it being done? III. Is it worth doing?

Specific questions that must be addressed in your critique are: 1. What was the playwright trying to say with this play? (theme) What was his/her purpose for telling this story this way? (plot/structure) 2. What did you like/appreciate about this production? 3. What would you suggest be done differently in this production? For the purpose of this course, you must address this in your critique. (“I don’t know what could be done differently.” or “It was perfect. I wouldn’t change a thing.” are not acceptable answers for this class.) You can clarify if your observation is unnecessary nitpicking. 4. Provide specific observations in which the expectations that you have (based on what you have learned in this class thus far) were illustrated, supported or rejected. This question will reflect your knowledge of theatre in critiquing a work. It should become more sophisticated as the class progresses and I expect increasingly more depth in your second and third critiques. 5. What overall value did you find in this production? Was it worth recommending to others? Explain your answer.

10 HINTS (Or, the road signs to the land of better grades.) 1. Support your statements. Ask yourself whether a statement is backed up by example or if it is hanging in the breeze. Your answers need to be thoughtful and complete. 2. Proofread twice. Your computer program has a spellcheck feature. Please use it. Afterward re-read your critique before turning it in. (Your computer doesn’t know that you meant to use past instead of passed.) 3. Don’t trust Word’s grammar feature but please, I beg you, use it if your own grammar feature is insufficient. 4. Do not write a synopsis of the play. Only offer a synopsis of action when it is necessary for explanation or clarification. 5. It is better to write a strong critique of select aspects of the show that support your statements/opinions than a weak critique of all aspects. Don't generalize. Focus. 6. Yes. The critique needs to be at least 2 – 2 ½ pages. I’m okay with more. If you are thinking of writing a 90-page treatise or a novel, it may take me significantly longer to grade. 7. You cannot dodge question #3 by answering, “I wouldn’t change anything.” 8. Try to maintain an appropriately academic tone. Avoid conversational phrases and never use the following words: “Well, I’m not really qualified to judge this...” 9. Remember to process your work through the “three important questions of the critic”: I. What was being done? II. How was it being accomplished? III. Was it worth doing? 10. Your paper must be typed in double-spaced 10-12 pt. Times New Roman, Helvetica/Arial or some approximation of those fonts. Only. I’m a font junky so please don’t test me. (Hint: I know which fonts are wider, too. Plus, since you will be submitting this electronically, it will take me mere seconds to check.) Also, if you type your paper in Comic Sans or Papyrus, you will make me cry terrible, non-cathartic tears of rage.

Paper For Above instruction

The critique of the play "Mrs. Packard" requires a thoughtful, well-structured, and academic evaluation. The goal is to analyze what the production aimed to communicate, how effectively it was accomplished, and its overall value, supporting all statements with clear examples and specific observations. This critique should assess the themes, characters, staging, and overall message of the play, demonstrating an understanding of theatre principles learned during the course.

To begin, summarize the central themes of "Mrs. Packard," focusing on the playwright's intentions and the story's structure. Consider the historical and social context—such as gender roles and institutional authority—relevant to the play’s message. Evaluate how these themes are portrayed through acting, set design, costumes, and direction. Highlight aspects of the production that resonated with your expectations and knowledge from class, providing concrete examples. For instance, if the staging effectively conveyed Mrs. Packard’s sense of confinement, specify how and why it succeeded or failed, relating it to theatrical techniques studied.

Furthermore, critique what you appreciated about the show—such as compelling performances or innovative staging—and suggest areas for improvement supported by clear reasoning. For example, if dialogue seemed unnatural at points, elaborate on how this affected the story’s impact and propose specific adjustments, like pacing or script refinement. Avoid vague statements; instead, analyze particular scenes or choices that demonstrate your points.

In your conclusion, assess the overall value of the production and whether it is worth recommending, specifying an ideal audience—students, history enthusiasts, or theatre fans—and why it appeals to that group. Connect your evaluation to its social or educational significance, highlighting insights gained about historical issues or theatrical craft.

Throughout your critique, maintain a formal, academic tone, ensuring clarity and coherence. Support your opinions with references to the assigned readings, especially Bowen (2013) and Sernovitz (2014), integrating these insights into your analysis of ethical considerations in theatrical storytelling and social responsibility. Use proper citations whenever referencing these sources. The critique must be double-spaced, in 10-12 pt. font, in a standard academic style, and span approximately 2 to 2 ½ pages.

References

• Bowen, Shannon A. (2013). “Using Classic Social Media Cases to Distill Ethical Guidelines for Digital Engagement,” Journal of Mass Media Ethics, 28, 119–133.
• Langett, Jeremy (2013). “Blogger Engagement Ethics: Dialogic Civility in a Digital Era,” Journal of Mass Media Ethics, 28, 79–90.
• Burns, Kelli S. (2008). “The Misuse of Social Media: Reactions to and Important Lessons from a Blog Fiasco,” Journal of New Communications Research, 3, 1, 41-54.
• PRSA Ethical Standards Advisory. “Deceptive Online Practices and Misrepresentation of Organizations” (2008).
• Sernovitz, Andy. (2014). “Social Media Disclosure and Ethics for Big Brands,” Presentation at SocialMedia.org’s Member Meeting, New York, NY.