|"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." --William Arthur Ward
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SummarySummer 2003: developing vertical hierarchy (subdirectories) -- are they "support pages" in nature? Example: script.vtheatre.net got two "class subdirectories" -- script.vtheatre.net/413 (all are index pages) and THR215 Dramatic Literature. I teach THR413 Playscript Analysis in the Fall and made four new subdirectories in "413" subdirectory! Craft, Art, Theory and Writing (four main areas we need to cover during the semester). In the main "script" directory the pages are around playwrights and periods. Topics such as "composition, exposition, plot, story" and etc. are in different place all together (200X Files and Dramlit). So, what do I do with the "Part I. Craft"? Or "Part II. Art"? I have another subdirectory: Themes, which was started for the purpose to discuss individual styles within the continuety of the eternal ideas and questions... This is why I do not teach online.
QuestionsDo I make too many new pages? And I make more every day -- the web and the net are not in place, too many holes! The hypertext requires your own www -- the organization is everything! But how?
NotesTo see the evolution of my hyper-system, read "notes" pages (in every directory).
After 2009 : classes.vtheatre.net
"...let us save what remains: not by vaults and locks which fence them from the public eye and use in consigning them to the waste of time, but by such a multiplication of copies, as shall place them beyond the reach of accident." Jefferson, Thomas.  1984. Thomas Jefferson to Ebenezer Hazard, Philadelphia, February 18, 1791. In Thomas Jefferson: Writings: Autobiography, Notes on the State of Virginia, Public and Private Papers, Addresses, Letters, edited by Merrill D. Peterson. New York: Library of America
2005: The purpose of my online production books was to assist myself, cast and crew during pre-production and rehearsal periods. After the show is over I use webpages for my classes: directing, acting, drama.
I just ran through a self-evaluation (according to "Comparative Criteria for Reviewing Reference Books and Web Sites" -- College of William and Mary):
* Accuracy -- Is the information presented accurate? (all texts are in need of editing)
Appropriatness -- what is my intented audience? Where did I state it?
Authority -- where are the statement of my qualifications?
Bibliography -- "hot" links? How useful are they?
Comparability -- Never compare to other sites similar in scope and purpose...
Completeness -- oh boy!
Content -- the overall value and does it contribute to its field?
Distinction -- Does it have a distinctive character or attribute? Not stated!
Illustrations -- how well are they integrated, and captioned?
Index -- (internal links, search engine) -- still working on...
Level -- big question...
Reliability -- citations or links.
Revisions -- updated?
Also, only "virtual medium" -- use of email and/or discussion lists (light) plus online lecture notes. "Virtual heavy" requires interactive tutorials!
.... well, well.
If you teach online, please, drop me a note (my classes are web-supported and not fully online).
Check the pages for Students; I mean cyber-students.
in focus: shows
NB: I mean it when I say that I am my own #1 user. The old fashion "files" system led me to the web. I have master-files for each class I teach and cary the monsters to the class (my notes, class plans)... Before class I go through the pages (according to the syllabus) and make changes(!) -- so, I began to do it on webbages in order for me to print the revised pages before each class.
I only wish I could be here ten years ago. The true webpages (chapters?) can come into existence naturally only when you do rework your webtexts several times over. Or you should write the textbooks the old fashion way -- each as a special (writing) project.
Books: Film & Theatre
Teaching questions (list). The target: teach them how to do the homework! They must come to class with QUESTIONS! Thye should even ask them before they come to class (electronic forums).
There must be the follow-up: how to know what they understood and what they didn't before the test? More online tests.
How to know that they read the textbooks and DO understand what they read (again, before the exams -- often we have to go back to fix the topics they didn't get). Reviews must be rethought in principle.
I am using htmlgears too much. I try to restucture the ways of navigating without redesigning pages and directories (too much work).
2005 * After so many years of webbing I cannot change the nature of my webpages -- they are what they were from the start; notes, thoughts, points I make for myself for classes and productions. Do they have an independent existence? Maybe, somewhere in the future...
Let me repeat myself (from Film600 and script.vtheatre.net):
Where teaching and studying (research) meet --
Theme-thought, according to different playwrights (Shakespeare, Ibsen, Strindberg, Chekhov and so on) and directors (Fillini, Kurosawa, Tarkovsky, Bergman pages).
Connections with other themes (list): family, gender and sex...
Finally, my own practical investigations: shows.vtheatre.net (only recently I began to make themes pages, Don Juan 2003, for example).
And the nonfiction (writing), of course: HIM, Father-Russia, PostAmeriKa, Self, POV, Tech (gatepages are in WRITE directory).
Yeah, yeah, there is more -- "philo" pages, metaphysics: in theatre theory directory, for instance (topics-bar: space, time and etc.)
Plus, Virtual Theatre and Book of Spectator!
Web? Oh, this is just medium. Like stage, screen, writing...
prof. Anatoly Antohin Theatre UAF Fairbanks AK USA
GRAMMAR of DRAMA:
THR215 Dramatic Literature --- THR413 Playscript Analysis
authors --- themes --- subjects (topics)
CRAFT ---- ART
plays --- periods --- showcases
[ script.vtheatre.net vertical hierharchy ]
2005-2006 Theatre UAF Season: Four Farces + One Funeral & Godot'06
Film-North * Anatoly Antohin
© 2007 by vtheatre.net. Permission to link to this site is granted. books.google.com + scholar.google.com