|Delivery Type||Delivery length / details|
|Seminars / Tutorials||The workshops may include: facilitation/workshops by specialists e.g. Youth Offending Team, Teachers, Educational Consultants, Carers, Prison Officers, Police, Hospital Staff, Special Needs Staff in Schools, Museum Curators, Librarians, Town Councillors and so on.|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Creative Portfolio (equivalent to 2000 words)||40%|
|Supplementary Assessment||If a student is unable to complete his/her participation in the production and/or workshops for accepted medical or other valid reasons, then an essay (maximum 6,000 words) may be set instead. The scale and nature of this essay will be determined by the Director of Learning and Teaching according to the percentage of work missed.||100%|
On successful completion of this module students should be able to:
1. The ability to work co-operatively within a group under the guidance of a facilitator to research, devise and create a piece of applied theatre for a specific audience.
2. Produce a series of written notes/fragments relevant to the project under workshop conditions.
3. Apply and sustain the skills required for the execution of specific roles during succesive live performances.
4. Reflect critically on their contribution to both the preparatory, rehearsal and performance processes.
This module intends to give students the opportunity to devise a piece of Applied theatre for a specific targeted audience which is 'responsive to the circumstances in which it is used'. Students will work in groups under the guidance of a facilitator to devise and create the material for presentation to specific theatre audiences. The prime emphasis will be on the creation and writing of a piece of theatre text. The facilitator, who will be an experienced staff or guest practitioner, will be responsible for enabling the group to work to a series of specific targets during the 10 week rehearsal and performance period. They will be responsible for guiding and facilitating rehearsals and workshops and equipping students with the expertise, skills and strategies appropriate to the devising process.
In this module students will work in small groups on devising a piece of theatre for a targeted group. This may be a theatre-in-education project for primary or secondary school children; a community theatre project created for a specific audience, prisoners, young offenders, the elderly, the unemployed etc. Central to the success of this module is the ability for students to work as members of a team under the guidance of staff or guest director/facilitator or leader. During rehearsals and workshops, the project leader will facilitate the development of a concept, strategy and methodology of work appropriate to devising theatre texts for performance. They will also be responsible for setting research projects and establishing clear aims and guidelines to ensure that there is a realistic framework for the successful creation of the agreed theatre piece.
These projects will be performed either in an appropriate site-specific location or Departmental theatre space. There will be a total of four public performances.
During the rehearsal process, students will be expected to research and document their chosen topic, create and devise fragments of theatre text in small groups and on an individual basis, and work towards an appropriately devised production. Each week students will be required to produce a typed/recorded progress report (400-500 words) for their facilitator, which gives details concerning their objectives and process and culminates in a formative assessment of both. Students will be expected to compile a creative portfolio documenting significant developments and challenges they have encountered.
Students will be expected to research and reference appropriate practitioners, researchers and theorists (such as Augusto Boal, Helen Nicholson, James Thompson and Petra Kuppers), as well as the work of relevant companies (such as Big Brum, Theatr Powys, Friere and Cardboard Citizens) throughout the above process.
|Skills Type||Skills details|
|Application of Number||This is relevant for students as they are expected to control and monitor the budget during projects.|
|Communication||The development of communication skills is intrinsic to all aspects of performance. The ability to interact effectively with members of the company and other people encountered during the preparation and performance process.|
|Improving own Learning and Performance||Progress throughout the rehearsal process and the ability to reflect critically on individual achievement attained.|
|Information Technology||Students may choose to make use of on-line materials to locate data and documentation relevant to their research and performance, but this skill will not be separately assessed.|
|Personal Development and Career planning||Personal development and career planning will not be explicitly developed through this module. However, many of the generic skills developed through the practical work of this module will have significant transferability to a wide range of contexts.|
|Problem solving||These skills are developed as the students respond to the different challenges that emerge during the rehearsal and performance process for the project.|
|Research skills||These skills are developed through preparation for rehearsals and the workshops, although these skills are not directly assessed.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2007).|
|Team work||The development of team working skills is intrinsic to all group performance situations. Team leadership skills also form an important part in the assessment.|
This module is at CQFW Level 6