This course is the first of a two-part cycle of foundational PhD-level semester courses in international histories of intellectual and creative ideas that inform drama, theatre, and performance studies. The courses invite students to examine the most significant dramatic and theatrical developments — in both theories and practices — across cultures. They focus on the historically, methodologically, and theoretically informed analyses of dramatic texts, theatre productions, and performances with reference to their formal and stylistic choices, performative significance, cultural systems and conventions, and historical contexts. The courses provide ways of integrating culture-specific theory/criticism/ideas into a comprehensive understanding of world drama, theatre, and performance. This cycle may not use a fixed structure. According to the course instructor's pedagogical approach and academic expertise, the courses may be organized along chronology, around themes, with a focus on geography, or with a combination of the previous perspectives.

This course is the second of a two-part cycle of foundational PhD-level semester courses in international histories of intellectual and creative ideas that inform drama, theatre, and performance studies. The courses invite students to examine the most significant dramatic and theatrical developments — in both theories and practices — across cultures. They focus on the historically, methodologically, and theoretically informed analyses of dramatic texts, theatre productions, and performances with reference to their formal and stylistic choices, performative significance, cultural systems and conventions, and historical contexts. The courses provide ways of integrating culture-specific theory/criticism/ideas into a comprehensive understanding of world drama, theatre, and performance. This cycle may not use a fixed structure. According to the course instructor's pedagogical approach and academic expertise, the courses may be organized along chronology, around themes, with a focus on geography, or with a combination of the previous perspectives.

This is a PhD-only seminar focusing on the practice of professional scholarship in drama, theatre, and performance studies. In the course, students cultivate the research, writing, and presentation skills necessary for success in graduate school and the professional sphere. It serves as an introduction to some of the most current scholarship in the field, and develops the tools — analysis, historiography, theory — required both to engage with and to produce original work. Students will examine how scholars translate their research into original contributions to the field: from dissertation chapters, to conference presentations, to journal articles, and monographs. Students will also gain an overview of the profession, including relevant organizations, conferences, and journals, and learn how to gear their writing toward a particular audience. The seminar also considers the ways in which scholarship in drama, theatre, and performance studies both intersects with, and distinguishes itself from, other disciplines, including cultural studies, history, ethnography, and literary studies. The course may include a public humanities and/or community-based component.

This course is designed to acquaint students with contemporary approaches and issues in teaching and learning as they pertain to the interdisciplinary field of drama, theatre, and performance studies. Emphasis will be on the theory and practice of knowledge construction and transmission. By the end of the course, students will have developed a stronger understanding of the history of pedagogy in the field, considered important theoretical paradigms in relation to their practical applications, been introduced to Indigenous and non-Western perspectives on teaching and learning, developed, and experimented with specific teaching techniques appropriate to their individual professional goals, and positioned their own values and practice in relation to a community of learning, producing a statement of teaching philosophy.

Selected topics in Theatre, Drama and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

Selected topics in Theatre, Drama, and Performance Studies. See departmental website for details.

This course explores changing approaches to Canadian theatre history. Through the study of key examples, we examine the historiography of Canadian theatre history from around the mid-1980s to the present. As we follow changing approaches to the field, we also explore changing concepts of what it means to be "Canadian."

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

A Directed Theatre Research course may involve mounting (e.g., directing, designing, or dramaturging, as appropriate) a special production in which the stage is regarded as a means of research in a specific aspect of the theory and/or practice of theatre; or else may involve a field placement at a venue or with a professional company, as arranged by the Centre. Directed Theatre Research projects require the approval of the Director of the Centre at the beginning of term. The nature, purpose and anticipated final documentation of the research to be carried out must be described in a detailed submission to the Director before approval for such projects or placements can be considered.

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

A Directed Theatre Research course may involve mounting (e.g. directing, designing, or dramaturging, as appropriate) a special production in which the stage is regarded as a means of research in a specific aspect of the theory and/or practice of theatre; or else may involve a field placement at a venue or with a professional company, as arranged by the Centre. Directed Theatre Research projects require the approval of the Director of the Centre at the beginning of term. The nature, purpose and anticipated final documentation of the research to be carried out must be described in a detailed submission to the Director before approval for such projects or placements can be considered.

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

Approval for a Directed Reading course normally will be given to doctoral candidates who wish to study a subject related to their intended area of thesis research but for which there exists no graduate seminar course. This can be either a half- or full-year course. The amount of work involved, and the number of meetings with the instructor, should be equivalent to that of a half- or full-year seminar course. Before a student can be registered in such a course, he/she must find an instructor willing to direct it, and both must agree on the subject matter and methodology (refer to the list of faculty and their specializations and consult the Graduate Coordinator if necessary). No more than one full Directed Reading course (i.e., one "Y" or two "H"s) may be included in a student's degree program. A brief description of the course, signed by the student and instructor, must be submitted to the Graduate Coordinator at the time of registration.

This course has three components: 1) students craft their dissertation proposal; 2) students receive methodological training through which they further develop their research skills pertaining to their specific doctoral projects; 3) students are oriented to their fields preparation.

The primary purpose of the seminar is to follow the student through to the achievement of candidacy at the University, including the following: preparation and writing of all qualifying exams; passing the language requirement; developing a finished thesis proposal; selecting a supervisor and committee; preparing a thesis prospectus; and passing an oral defense of the prospectus. Meetings, which will be regular but not weekly, will take the form of study groups with guest participants, colloquia, and workshops. Students will co-organize all sessions, participating in joint critical discussion of research projects and methodologies. Grant proposals, ethics review procedures, conference etiquette, intellectual property challenges, preparation for publication, and teaching will also be discussed. PhD I Primary goal: study group for preparation and writing of qualifying examinations; language requirement.

This seminar will introduce students to a range of theories to do with diaspora and transnationalism from the humanities and the social sciences. Core questions will include the methodological differences between diaspora and its many synonyms, such as migrant communities, exile, refugee, etc. The different emphases and overlaps between Migration Studies, Urban Studies, and Diaspora and Transnational Studies will also be pursued.

An in-depth investigation of topics in Diaspora and Transnationalism. Content in any given year depends on instructor. Refer to the (Centre for Diaspora and Transnational Studies website) for more information.

An in-depth investigation of topics in Diaspora and Transnationalism. Content in any given year depends on instructor. Refer to the (Centre for Diaspora and Transnational Studies website) for more information.

An in-depth investigation of topics in Diaspora and Transnationalism. Content in any given year depends on instructor. Refer to the (Centre for Diaspora and Transnational Studies website) for more information.

A study of Chinese culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.

A study of Chinese culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.

This course is designed for students who have already received instruction in Modern Standard Chinese or have knowledge of Chinese characters through other means. It aims to provide basic reading skills in Classical Chinese language necessary for any student planning to study pre-modern China. Class readings, glosses, and grammatical explanations in the textbook will help to build proficiency in vocabulary and grammar. Emphasis is on grammatical analysis and translation into English.

As a continuation of Classical Chinese I, this course helps students to gain in-depth control of grammatical structures of Classical Chinese and to read texts with greater ease. Requirements include a major research/translation project.

This is a graduate-level reading course for Japanese, both classical and modern. It is intended for students who may know other East Asian languages but need reading knowledge of Japanese or for students who require skills to read specific kinds of Japanese.

A study of Chinese culture, history, and/or literature. Content depends on the instructor. When offered, the course will have a subtitle that describes its content.

This course aims to integrate nonhuman and larger-than-human topics into our critical thinking and academic research. It seeks to bridge the gap between our constructed political, social, and cultural realities and the Earth and its diverse species as political and ethical subject. The primary focus of the course is to examine how humanities studies can effectively address environmental crises. The course objectives include familiarizing students with various inquiries in environmental humanities, providing hands-on training in research methods, and exploring potential research avenues.