MFA in Performance-Pedagogy
The MFA degree in performance pedagogy was created to provide the opportunity for working professional actors who have not completed graduate education to expand their employment opportunities in teaching. The degree is designed to equip the student to teach acting and related topics at the college and university level. It is based on the premise that a professional actor already has a level of craft that can be drawn upon to create a good teacher. Therefore, emphasis in coursework is placed on the techniques of teaching acting, movement, or voice, with additional coursework designed to enhance the student's background in theatre history, literature, and criticism. Optional courses for continued development in specialized performance techniques are also available.
A special component of the course of study is close mentorship by a master teacher of performance with independent studies in pedagogy and curriculum development.
The degree is designed to be completed in two years and includes practical and supervised experience in teaching throughout the period of study, as well as the opportunity to perform with both Pitt's academic theatres and outside professional theatres, for which credit is given. It is our expectation that teachers of acting, voice, or movement will continue to practice their craft.
Successful applicants will be seasoned professional actors willing to make a full commitment of time and energy to the program. Although it is possible—and encouraged—for the actor to continue commercial, voice-over, industrial, and some film work in Pittsburgh, longer-term professional engagements cannot be accommodated within the structure of the program.
Graduates of the program will be particularly well-suited to participate in new configurations of the art of theatre involving a meeting of the academic and the professional. Such performers will be especially sought-after by professional theatres affiliated with institutions of higher learning.
Entrance Qualifications
The M.F.A in Performance Pedagogy is open to all qualified applicants who have completed an undergraduate degree (or who will complete one prior to registration), along with an expectation of five or more years of professional theater experience. An undergraduate major in theatre arts is normally a prerequisite for admission to the program, though exceptions can be made if circumstances warrant. Because candidates will be teaching during their course of study, some teaching experience is preferred. Applicants are not required to take the GRE. International students must to pass the TOEFL exam in order to be admitted to the program.
Admissions Procedures
A candidate for the M.F.A. in Performance Pedagogy should submit the following materials along with their application:
- statement of purpose
- official college transcripts
- an acting audition and interview
- three letters of recommendation
- a headshot and resume
All applicants must audition and interview for admission consideration. After submitting all of the required application materials, it is the responsibility of the applicant to call and make arrangements for the interview and audition. The entire application process must be completed by January 15, 2010. Auditions will be held in Pittsburgh and New York City in January 2010. You should prepare two contrasting monologues (one contemporary, one classical) and be prepared to teach a short exercise or game if called back. Those unable to make the auditions may submit a tape or DVD with the two monologues and any samples of teaching.
Curriculum
The curriculum for the M.F.A. degree in Performance Pedagogy centers around three focus areas: 1. Pedagogical Study, 2. History/Literature/Criticism, and 3. Other Electives. Each semester students are expected to carry a 15 credit load in addition to teaching two performance classes. Classroom teaching serves as fulfillment of the student’s work obligation to the university in addition to providing a laboratory for applying the pedagogical ideas under study.
Requirements for completion of the degree
Performance Pedagogy:
The bulk of a student’s course of study centers on learning to teach. This work is carefully sequenced and culminates in the creation of a course of the student’s choosing.
Assisting a Master Teacher 3 credits
Student serves as assistant to a faculty member for a performance class. The course is selected in consultation with the student, is based upon a combination of previous experience and personal goals, and is designed to allow the student to begin to analyze the teaching process. This class occurs the first semester of the program.
Techniques in Performance Pedagogy 3 credits
A graduate level investigation of teaching methods and common practices currently used in undergraduate performance classes. This class occurs second semester of the program.
Production Mentorship 6 credits
Student serves as actor, director or coach in two productions in the Pitt Repertory season. Emphasis is placed on using the academic production as a teaching environment. The class can occur during any semester in the program. Rehearsal time functions as class time. Three credits are awarded per production.
Creating a Course 3 credits
Student researches and designs a course which is then used as the classroom laboratory for the written thesis. This class occurs in the second year of the program.
Thesis Preparation 6 credits
Student synthesizes classroom experience into a written document. This document is directly connected to the created course. This class occurs during either semester in the second year of the program and requires no classroom time.
Secondary Emphasis 6 credits
These classes provide the opportunity for the student to develop a secondary area of specialization. Most commonly classes in the secondary emphasis are resourced outside of the department. Students are encouraged to use the summer break to fulfill all or part of this requirement.
Professional Experience 3-6 credits
Students are given credit for previous professional experience when appropriate. No classroom time is required. These credits may be granted in any semester.
Pedagogy Electives 6 credits
Students may select the course of their choice (with approval). These electives are designed to supplement the development of the secondary emphasis or area of specialization but may be used for other pedagogical pursuits.
TOTAL PEDAGOGY 36-39 credits
History/Literature/Criticism
Students are required to take three classes in theatre history and at least two literature/criticism seminars of their choice. At least one of these seminars must be at the graduate level (2000 or higher) within or outside of the department.
World Theatre 1341, 1342, 1343 9 credits
Seminars 6 credits
TOTAL HIST/LIT/CRIT 15 credits
Other Electives 3-6 credits
TOTAL OTHER 3-6 credits
TOTAL FOR DEGREE 60 CREDITS
Thesis Project
The thesis project is the final requirement for the Performance Pedagogy degree. It is comprised of an original, created course plus a substantial written document that serves as a teaching guidebook for other instructors interested in using the thesis topic in the classroom. The thesis document identifies a pedagogical question, investigates that question through research or classroom work, and then identifies conclusions reached. Thesis documents should be written in such a way that a performance teacher could use the document as a study guide on the topic in question. Thesis documents typically range from 40-80 pages in length and are directly connected to the created course devised by the student. Thesis planning occurs fall semester of the second year. The thesis document must be completed and approved by a two or three person committee selected by the student. An outline of the thesis proposal and the names of the thesis committee are due at the beginning of the final semester. At least one committee member must be from the performance faculty. All thesis documents require a committee signature page. The student must submit the final document (after committee approval) by the end of April of the graduating year. Common formats for thesis documents include: an introduction that identifies the pedagogical question under study, an overview of supporting research usually gathered during the created course research, course materials from the created course (course description, syllabus, exercises with detailed goals and instructions), an analysis of discoveries while teaching the course, and a conclusion that includes next steps. Copies of thesis documents from previous students are available for review.
Evaluation Procedures
M.F.A. students are given an advisor from the performance faculty during the first week of their first semester. They will meet regularly (usually weekly) with this mentor to discuss progress in the program.
The department creates a file for every graduate student. This file contains copies of documents that identify work accomplished during the course of study.
M.F.A. students’ teaching is evaluated several times during the course of the semester. The student’s advisor will visit the class at least twice and another member of the performance faculty will observe the class near the end of the term. Each of these visits results in a written report which will be reviewed by the student and his or her advisor, and become a part of the student’s file. In addition, the University conducts in-class evaluations of everyone teaching a course. These scores become a part of the student’s file as well.
At the end of each semester, M.F.A. candidates meet with the graduate faculty to discuss and evaluate progress in the program. The advisor provides the student with a written report of his or her progress to date, which becomes a part of his or her departmental file. A student who does meet departmental expectations in any area will be put on probation and/or may be asked to leave without notice.
Service
Service is a significant portion of a teaching position at a university. Students may be asked to serve on a committee, assist a production (as a one-time event, not as a coach), serve as tour guide for a prospective student, or teach an Honors Workshop for Introduction to Performance students. They do not receive credit for these endeavors. Although they are encouraged to participate when time and experience allow, they may opt out when the work load in a given semester would make such participation a hardship.
Statute of Limitations
M.F.A candidates must complete all requirements for the degree within four years of enrollment in the program. Extensions may be granted by the Graduate Dean only in exceptional cases.
Sample Course of Study
Although some courses are fixed and immovable in their sequencing, many are not. Students will work closely with the advisor to devise a four semester schedule that best suits their needs while accomplishing the requirements for the department. The following is offered as an example of what to expect but should not serve as the only possible sequencing of course requirements.
First Year Fall Semester
Assisting a Master Teacher 3 credits
World Theater (1) (1341,1342, or 1343) 3 credits
Professional Experience 3 credits
1000 level seminar 3 credits
Secondary Emphasis I 3 credits
Total 15 credits
Teaching
Introduction to Performance (2 sections) 6 credits
First Year Spring Semester
Techniques in Performance Pedagogy (2147) 3 credits
World Theater (2) (1341, 1342, or 1343) 3 credits
2000 level seminar 3 credits
Production Mentorship I 3 credits
Secondary Emphasis II 3 credits
Total 15 credits
Teaching
Introduction to Performance 3 credits
Basic Acting 3 credits
Second Year Fall Semester
Creating a Course 3 credits
Other elective 3 credits
Production Mentorship II 3 credits
World Theater (3) (1341, 1342, or 1343) 3 credits
Pedagogy Elective 3 credits
Total 15 credits
Teaching
Introduction to Performance 3 credits
Basic Acting 3 credits
Second Year Spring Semester
Thesis Preparation (2000) 6 credits
Professional Experience 3 credits
Pedagogy Elective 3 credits
Other elective 3 credits
Total 15 credits
Teaching
Basic Acting 3 credits
Thesis Course 3 credits
Other Criteria
Admissions criteria also include (not necessarily in order of priority) college transcripts, one writing sample, three letters of recommendation, and evaluation of interview, experience, and compatibility with departmental goals.
As of Sep 1, 2004, Pitt no longer accepts Paper Applications. Apply online.