Sophomore Hearing Guidelines

Sophomore Hearing Dates:

  • Fall: Nov. 16
  • Spring: March 28

Prerequisites:

Students must complete 1 production/performance credits (THEA 200) prior to attempting the Sophomore Hearing.

  • Performance: If attempting the Sophomore Hearing for Performance, a student must have completed 1 onstage performance credits.
  • Production: If attempting the Sophomore Hearing for Production, a student must have completed 1 backstage production credits.
  • Theatre Arts Education: If attempting the Sophomore Hearing for Theatre Arts Education, a student must have completed 1 credit of either performance or production.

General Guidelines

  • A 500-750 word personal philosophy statement is due at the Sophomore Hearing
  • A student may attempt the hearing three times. If not passed after the third attempt, the student must choose a different major.
  • The Sophomore Hearing sign-up sheet will be posted at the beginning of each semester, and be taken down one month prior to the Sophomore Hearing.
  • Students will be graded on a 100 point scale. 80 or above is passing. Students receiving a grade of 79 or below must meet with the department chair to discuss areas of improvement, and will perform the hearing again the following semester.
  • The date set for the fall hearing is the Thursday before Thanksgiving break. Spring semester Sophomore Hearing will be held on the University Assessment Day. Students must perform on the scheduled hearing date. There will be no make-up dates.
  • The following classes may not be taken until successful completion of the Sophomore Hearing: THEA 320, 360, 380, 390, 411, 420, 422, 440, 450, 460, 490, 495, 497
  • Listed below are specific guidelines for each track. Students studying two tracks must pass the Sophomore Hearing requirements for both tracks being studied.

Concentration Requirements

Performance

  • The student must present two 1-minute, contrasting monologues.
  • The monologues must be chosen from the provided list of accepted literary resources.
  • Students are highly encouraged to have taken (or currently be enrolled in) THEA 250: Voice For The Stage prior to attempting the Sophomore Hearing.
  • At the faculty’s discretion, the student may be asked questions about the history of the play/writer, past design concepts, themes, etc.
  • Students will be graded on the following areas: Emotional Commitment, Natural Delivery, Obvious Objective, Engagement of Imagination. Understanding of Role, Physical Technique, Vocal Technique, Understanding of Play, Obvious Research, Obvious Preparation

Performance Concentration Grading Rubric

Production

  • The student must create a detailed production book filled with images for a chosen play.
  • The play must be chosen from the provided list of accepted literary resources.
  • This book will need to be filled with images of all areas of production: set, scenic, props, lights, costume, casting, makeup, sound.
  • The student must choose one area of production and produce a quality visual that demonstrates his/her concept for the play (such as a lighting design, costume plot, set design, makeup design).
  • Students will be graded on the following areas: Original Concept, Visual Presentation of Concept, Oral Communication of Concept, Engagement of Imagination, Quality of Design, Artistic Unity with Images, Practicality of Design, Understanding of Play, Obvious Research, Obvious Preparation

Production Concentration Grading Rubric

Arts Administration

The student will be assigned a theater by the faculty. The student will prepare a 7-8 minute PowerPoint presentation to discuss the following research ideas:

  • The name and location of your selected theatre company.
  • A link to the company’s webpage.
  • Is this a Commercial, Non-profit, or Not-for-Profit theatre?
  • Is this a Presenting or Producing theatre, or a mixture?
  • What is the company’s Mission Statement?
  • What is the company’s Vision Statement?
  • Who is their target audience? How do you know this?  Give specific examples. 
  • Who is on the company’s Board? Why were these people selected for the Board?
  • Who are the company’s primary financial donors? Why were these companies good choices for funding this particular theatre? What do they gain from funding this theatre?
  • What is the company’s operating budget?
  • What community outreach and/or education does the company provide? Provide specific evidence.
  • How many people does the company have on full-time staff?
  • Does the theatre company offer internships? If so, in what positions?
  • How what percentage of the company’s labor force comes from volunteers?
  • Are there any unions in operation at this theatre company? If so, which and for what positions?
  • Based upon your understanding of the theatre’s mission and vision statements, previous seasons, and their audience, provide the name of one play or musical that you believe this company would produce that they have not previously produced. Defend your choice.

Arts Administration Grading Rubric

Dramaturgy

The student will be assigned a play by the faculty. The student will prepare a 7-8 minute PowerPoint presentation to discuss the following research ideas:

  • The elements of the playwright’s life that have influenced/colored the play
  • The historical background of the play
  • The social background of the play
  • The political background of the play
  • The religious background of the play
  • The time and setting of the play
  • The themes of the play
  • The strengths of the play
  • The weaknesses of the play
  • The significance of the title
  • The commercial success of the play
  • The appropriate audience/theater for the play
  • A program note for the play

Dramaturgy Grading Rubric

Education

  • The student must present a one minute monologue.
  • The monologue must be chosen from the provided list of accepted literary resources.
  • The student must present a small production book with images for a chosen play. The book will need to contain images from one area of production only: set, scenic, props, lights, costume, casting, makeup, sound.
  • The student must present a 5 day lesson play on the teaching of his/her chosen play.
  • Students will be graded on the following areas:
    • Obvious Objective in Performance, Vocal & Physical Control, Understanding of Role in Performance, Engagement of Imagination, Original Concept of Production, 5 Day Lesson Plan on Teaching of Play, Oral Communication of Concept and Lesson Plan, Understanding of Play, Obvious Research, Obvious Preparation.

Education Concentration Grading Rubric

Approved Literary Resources

Play Playwright
The Crucible Arthur Miller
Fences August Wilson
A Raisin in the Sun Lorraine Hansberry
Our Town Thornton Wilder
The Importance of Being Earnest Oscar Wilde
A Streetcar Named Desire Tennessee Williams
Death of a Salesman Arthur Miller
Doubt John Patrick Shanley
The Glass Menagerie Tennessee Williams
The Baby Dance Jane Anderson
Pygmalion G.B. Shaw
The Odd Couple Neil Simon
A Doll's House Henrik Ibsen
Steel Magnolias Robert Harling
The Grapes of Wrath Frank Galati
The Cherry Orchard Anton Chekhov
Who's Afraid of Virginia Woolf? Edward Albee
True West Sam Shepard
Art Yasmina Reza
Dancing at Lughnasa Brian Friel
Long Day's Journey Into Night Eugene O'Neill
Mother Courage and Her Children Bertolt Brecht
Waiting for Godot Samuel Beckett
Rosencrantz and Guildenstern are Dead Tom Stoppard
Shadowlands William Nicholson
The Elephant Man Bernard Pomerance
Arcadia Tom Stoppard
The Caretaker Harold Pinter
Private Lives Noel Coward
Hedda Gabler Henrik Ibsen