• Articulate and demonstrate familiarity with sound production tools and techniques
• Assess effective use of those tools and techniques by providing examples and analysis of the examples provided.
• Demonstrate a facility for sound editing, placement and mixing techniques
• Demonstrate a familiarity for sound design techniques and their application
• Create a sound design project which demonstrates skill and deft application of techniques and aesthetics

• Scenic styles of play production;
• Set design and construction;
• Makeup design and application;
• lighting design and operation;
• Sound design and operation.

• Explain the basic physical principles of sound and the terms that describe sound (i.e. period, frequency, wavelength, etc.)
• Describe and explain echo production and the pulse-echo principle
• Describe and explain pulsed wave ultrasound and the terms that describe it (pulse duration, duty factor, SPL, etc.)
• Describe the relationship of power, intensity, and amplitude of sound as well as the relationship of decibel & intensity
• Describe the rate of attenuation in media and calculate attenuation in decibels
• Explain absorption, reflection (specular and non-specular) and the types of scattering
• Describe the relationship of the amplitude of an echo with the impedance difference and angle of insonation
• Define the term refraction and explain why it occurs
• Explain the types of scanning modes including A mode, B mode, M mode, Doppler, Real time, and B scan
• Define axial and lateral resolution and how to optimize both

• Explain audio production as a communication concept
• Identify the audio production skills needed to actively participate in a major audio media production
• Discuss the differences and similarities of audio for television, film, and record production
• Discuss the concept of sound reinforcement

Course Description
Review of music rudiments, aural recognition of melodic and harmonic components, and intensive sight-singing activities, using both fixed and movable "Do".

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

• Sing the following scales: major, three forms of minor (natural, harmonic, melodic), using fixed "do", in every key (sing major, then parallel minor scales)
• Sing the following intervals: all simple intervals up to an octave, both up and down, fixed do syllables
• Sing a chromatic scale ascending with sharps, descending with flats, with fixed do inflections for sharps and flats (ascending: do, di, re, ri, mi, fa, fi, sol, si, la, li, ti do; descending: do, ti, te, la, le, sol, se, fa, mi, me, re, ra, do). All "i" inflections sound like-"Di" and "fi" sound like dee and fee; All "e" inflctions sound like- "me" and "le" sounds like may and lay
• Sing and be able to identify the four basic triads: diminished, minor, major, augmented, on different pitches with fixed do
• Sing a simple melody from a score in either treble or bass clef, using correct key and time signatures
• Clap simple meters with various subdivisions of the beat, and be able to "ta" rhythms while conducting correct pattern for duple, triple, or quadruple meters
• Write basic scales, intervals, triads, simple melodies when heard in both treble and bass clefs
• Identify key and mode of items sung or dictated, using correct key signatures
• Identify home (tonic) key in melodies sung or dictated.

• Define important logical terminology such as valid, invalid, sound, unsound, consistent, inconsistent, contingent, theorem, tautology
• Identify premises, conclusions and the structures of deductive and inductive arguments
• assess and formulate arguments using deductive and inductive analysis
• identify the components of arguments.
• Identify the correct logical inferences.
• identify and recognize hidden inference assumptions
• Identify relevant secondary questions, while answering the principal question.
• Identify inconsistencies in information and assumptions, while evaluating an argument
• Create proofs using symbolic logic.
• Analyze arguments for consistency, validity, completeness and soundness.
• Discuss the logical definition of argument and the difference between a sound argument and a valid argument.
• Identify and define the various types of fallacies
• Construct new logically sound arguments.
• Translate English statements in to the language of symbolic logic.
• Translate statements in symbolic logic into English.
• Use semantic tables to analyze the logical implications and validity of statements in the language of symbolic logic
• Explain the connections between symbolic logic and other branches of science and mathematics.
• Construct proofs in formal systems for sentential logic and predicate logic
• Discuss the application of decision theory in problem solving.

Course Description
Continued participation both on and off the stage in various aspects of play production with a goal of understanding theatre as a synthetic art, and the impact of a variety of play production crew assignments on the performance. Production crew participation is interpreted to mean involvement in the crew's activities from the planning stages through the final performance, including final strike.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

• Articulate proper shop and theater safety rules as part of a production team
• Identify theater shop tools used in the construction of scenic elements/ lighting design/sound design/costume construction and/or make-up
• Identify examples of a director's or stage manager's script breakdown, lighting plots, sound design with explanation of design outcomes, or costume designs
• Demonstrate proper technical knowledge and backstage conduct in the process of performing running crew duties for productions
• Present an analysis of a scene or production through the lens of one of the crew positions (noted at the end of this list)
• Discuss key factors in location scouting
• Identify historical figures and benchmarks in Western theatre, and theatre /entertainment arts in terms of commercial vs. art -- what constitutes each, and where their own personal aesthetic falls.
• Articulate the value of production credit
• Relate the significance of theatre as a collaborative art form and as a “mirror” of the society that produces it
• Provide evidence of skills required in the different technical areas in terms of ability to work as part of a crew, and an ability to work collaboratively towards a common goal

Students should show this through exemplification of performance, design, analytical or technical skills leading to performance in the capacity of at least one of the following roles in at least one production: Director, Stage Manager, Set/Light/Sound/Costume/Make-Up Designer, or Stage Technician.

• Write several poems demonstrating the use of fundamental poetry writing techniques.
• Illustrate in these poems the use of accepted practices in poetry writing including rhythm, rhyme, meter, non-rhyme, sound, metaphor, image, simile, order, and arrangement in one or more poems.
• Illustrate in these poems a variety of poetic forms including rhyming verse, blank verse, free verse, haiku, heroic couplets, the sonnet, the ode, the elegy, the pastoral, satiric verse, didactic verse, etc.
• Describe and illustrate with examples how a poet expresses feelings, thoughts and perceptions through concrete images.
• Discuss how content, form, and the overall effect of the poem are developed through the use of emotions, the imagination, ideas, meaning, sentiment, passion, power, sense expression, interpretation, beauty, dignity, freshness of expression, orderly arrangement, concreteness, and pleasure and provide illustrations with the poems you have written.
• Compare and contrast two or more of the poems you have written discussing the considerations and choices made during the writing process.

• Demonstrate familiarity with editing term, concepts and ideas
• Display a body of work in editing and evidence of professional expertise
• Discuss and analyze editing choices made and be able to identify his own style.

• Explain audio production from the perspective of radio and television production
• Articulate the process of multi-track audio recording
• Provide examples of multi-track recording and analyze for quality, effectiveness