STATEMENT OF THE

PROBLEM ON
SCHOOL FOR ART AND
PERFORMING CENTER
IN WOLAITA SODO

COLLEGE OF ENGINEERING
STATEMENT OF THEOF
DEPARTMENT PROBLEM ON
ARCHITECTURE
ASSIGNMENT OF INTEGRATED DESIGN II PROPOSAL FOR SCHOOL
FOR ART AND PERFORMING CENTER IN SODO
NAME SAMSOM SURAFEL
ID 752

INS: ASCHALEW, MEKDES, ABEL, ZERIHUN,

ABDUL

pg. 1
 SCHOOL FOR ART AND PERFORMING
CENTER
AT WOLAITA SODO
 FIRST DEFIN THE PROJECT

A multi-use performance space that is intended for use by various types of

the performing arts, including dance, music and theatre.
The intended multiple use of performing arts centers in this sense
differentiates them from single-purpose concert halls, opera houses or
theatres, although the actual use of single-purpose spaces for other than
their intended use is widespread. This sort of space has a long history
extending to the Roman Colosseum and Greek amphitheaters.
A cluster of performance spaces, either separate buildings or under one roof,
each space designed for a specific purpose such as symphonic music or
chamber music or theatre, but multi-purpose as a whole. The modern
version of this came into being only in the 1960s.
Examples of this type of PAC are the Kennedy Center in Washington, D.C.,
the Sydney Opera House, and the Lincoln Center in New York City

Performing arts is a form of creative activity that is performed in front of an

audience, which includes drama, music, and dance. Degrees that focus on
performing arts are highly practical, and actively immerse you in cutting-edge,
interdisciplinary practice, which prepare you to enter the competitive industry.

Performing arts tends to include a wide range of specialisms, including

acting, dance, voice, physical theatre, music theatre, sound design and
digital video. Courses celebrate the array of possibilities within live and
digital arts in a range of contexts.

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  Goals & Objectives

 The global goals

 To engage productivity in the collaborative process.
 To build intellectual and aesthetic understanding of the craft and technique
of theatre arts.
 To develop an appreciation of and respect for the various roles/aspects
inherent within the theatrical process.
 To explore the diversity of theatre and its intersection with community,
culture and society.
 To produce diverse productions that challenge students and engage the
university community.

 Specific Goals:
Goal 1: Students will develop basic skills/training in the
theatre arts
 Students will be able to meet the following objectives:

1.1 Work in collaborative/artistic ensembles; specifically enhancing skills of

listening/respect towards others.

1.2 Possess a broad appreciation for theatre arts – in theory, performance,

and production, traditional and global standpoints.
1.3 Exhibit a fundamental working knowledge of the basic areas of theatre
art (acting, directing, design, voice, etc.)
1.4 Process and maintain a basic knowledge of the history, origin and
tradition of theatre as an art form.
1.5 Articulate theatrical knowledge of the basic areas of theatre (acting,
directing, design etc.) in both written and oral communication forms.

Goal 2: Students will develop specialized skills/training in

the theatre arts

 Students in the acting option will be able to meet the following

objectives:

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  2.1 Perform a broad spectrum of dramatic material both improvised and
scripted, ranging from Realism to non-Realism, classical to contemporary.
 2.2 Develop vocal, physical and imaginative skills to express a broad
spectrum of dramatic material.
 2.3 Review, analyze and give constructive criticism on performance.
 2.4 Work as an ensemble/collective group.
 2.5 Understand the rehearsal and performance process, including the
relationship between the actor and the director, the actor and stage
manager, actor and production crew, actor and fellow actors.
 Students in the Design option will be able to meet the following
objectives:2.6 Understand stage mechanics and safe operation of
equipment and rigging
systems.
 2.7 Understand and apply knowledge of scenic and costume construction
techniques, scenic painting methods and lighting and sound application.
 2.8 Understand and apply the basic principles of make up and prosthetics.
 2.9 Know and operate the lighting and sound equipment for theatrical
venues.
 2.10 Understand and apply methods of scholarly research to the design
process.
 2.11 Communicate design concepts through visual means including
rendering, model building, mechanical drafting, CAD, and computer graphic
techniques.
 2.12 Create a design portfolio and theatrical resume. Students within
Playwriting will be able to meet the following objectives:
 2.13 Write plays based upon the 10-minute form, the one-act and the full-
length models.
 2.14 Have experience in adaptation and the use of non-traditional,
experimental and/or avant-garde techniques.
 Students within Directing will be able to meet the following
objectives:
 2.15 Cohesively and specifically analyze a play from a directorial point of
view – paying particular attention to given circumstances, environmental
facts, character analysis, spine & scoring.
 2.16 Devise a plan of action and implement a rehearsal process with student
actors.

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 2.17 Form a “paper concept” on a period play – including Internet and
library research.
2.18 Critically dissect and critique productions & written works from a
directorial POV.
2.19 Visualize and mount a polished 10-minute play.

 Goal 3: Students will develop knowledge of theatre history

and dramatic literature

 Students will be able to meet the following objectives:

3.1 Understand the evolution of the physical stage and historical staging
techniques.
3.2 Understand historical design styles and how dramatic styles influenced
production design.
3.3 Appreciate dramatic works from all parts of the world.
3.4 Demonstrate that they are familiar with a selection of historically
representative plays, indicated by a demonstrable knowledge of selected
plays, theatrical conventions, ideas, and theatrical movements important in
the formation of our current contemporary theatrical view.
3.5 Clearly illuminate a particular theatrical time that best represents our
current contemporary theatrical view.
3.6 Understand the origins and development of American Theatre & be able
to use theatre as an investigative tool in discovering American Culture.

 Goal 4: Students will develop skills in script analysis

 Students will be able to meet the following objectives:

4.1 Analyze a play from a design perspective, opening the students imagine
to “seeing” an environment that expresses the theme and spirit of the play.
4.2 Analyze a play from a performance perspective, including dramatic
structure, character analysis, language investigation, and integrate it within
the rehearsal and performance process.

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  4.3 Analyze a play from a directorial perspective, paying particular attention
to paying particular attention to given circumstances, environmental facts,
character analysis, spine & scoring.

 Goal 5: Students will develop production skills

 Students will be able to meet the following objectives:

 5.1 Understand and apply the responsibilities of theatrical production
personnel in the run of a production.
 5.2 Understand and apply stage management skills that will enhance
personal organization, leadership, and responsibility in a production.
 5.3 Understand fire and safety regulations and the safe operation of back
stage shifting of properties, lighting and scenery.

 Goal 6: Students will develop ethics, values and

responsibilities of a theatre artist

 Students will be able to meet the following objectives:

 6.1 Appreciate diverse theatrical cultures and non-traditional approaches to
the art.
 6.2 Understand and practice discipline and commitment to a project and
respect the ideas fellow artists present in the production process

 What is the purpose of performing art?

While Performing Arts allow children to develop creative passions, they

simultaneously teach children language and communication skills, helping them to
communicate effectively with others with confidence. Performing Arts are all about
self-expression, exploring alternative options and embracing individuality

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  PROBLEMS ON ART AND PERFORMING
CENTER IN SODO TOWEN

 Even though performance art is often considered to be part of theatrical

arts, many believe it is the antithesis of theater. It includes acting, dance,
music, movement, the participation of the audience and many other
elements. Performance art exhibitions are rare in sodo and there are very
few performance artists worth a mention.

 The terms performance and art have existed since the humans achieved the
stage of sophistication required to utilize artistic expressions as unique form
of communication medium. Performance art consists of various types of
activities and is has been greatly influenced by other art practices. It has the
elements of time, space, the performer's body, or presence in a medium; but
also includes a unique twist, which is a real-time relationship between the
performer and the audience.

The art form itself is said to have been inspired by ancient rituals and
practices related to religion, holiday celebrations or elements of culture.
Although categorized within the fine art context, the wolaita performance art
scene is not a carefully studied or documented discipline.

 Performance art exhibitions are rare in wolaita sodo.

Even though it is often considered to be part of theatrical arts, many believe
performance art is the antithesis of theater. Performance art may include
acting, dance, music, movement, the participation of the audience and many
other elements. It could be rehearsed or impromptu, structured or
unstructured. It may tackle social issues, political problems, economic
realities, gender, identity, environmental pollution or any other issue or it
may even be performed to question what art self means.

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  There are very few performance artists many in the local art world dare to
mention
 Low Train theatre artists for playhouse and the mass media
 Low Train theatre professionals: dramatists, actors, directors, dramatic critics
and junior researchers in the field of theatre arts; and
 Low Train theatre and literary experts who can serve as promoters of drama
and literature.
 Small/Specific Learning outcomes
 Low Training translators of dramatic works;
 Low and talk only in idea on Preparing conferences on dramatic and literary
productions
 Low providing capacity building schemes to theatre professionals and
amateur artists; and
 Has not enhancing the artistic and cultural awareness of the community in
general and of the youth/students in particular
 promoting women artists to the stage

 THE CURRENT STATE OF THE ISSUE

AND POTENTIAL SOLUTIONS

 List targeted individual/social groups:

The major beneficiaries and targets of the projects were community

members, youth and women, cultural and religious institutions, faith base
organizations, government institutions, cultural enterprises and cultural
associations. Special emphasis was given to women and youth within the
implementation scope of the project

 Integration of culture in sustainable development

a. Name of the Measure Program:

Cultural Festival for people with disabilities

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 b. Key Objectives of the Measure Moto:

“Participating in culture is part of development”

 The performing arts can encourage your child to explore their

emotions, expanding their imagination and helping them develop their
own, unique voice. and
Each discipline, music, dance and drama, engage a child's brain, body
and emotions in different ways to encourage their confidence and find
joy in self-expression.

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 THANK YOU

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