- Mr Paul D Barrett (Programme Director - Birmingham City University)
|Delivery Type||Delivery length / details|
|Seminar||6 x 1 Hour Seminars|
|Workshop||10 x 3 Hour Workshops|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Group Project||70%|
|Semester Assessment||Critical Portfolio (1500 word count)||30%|
|Supplementary Assessment||Assessment 1 may be submitted in the form of a conceptual project proposal based upon the original project brief.||50%|
|Supplementary Assessment||Assessment 2 - a 200 word illustrated essay establishing the rationale for and critiquing the conceptual proposal.||50%|
On successful completion of this module students should be able to:
1. Understand and apply the key principles of a number of scenographic methods and approaches.
2. Demonstrate an ability to employ this scenographic thinking in the conceiving and creation of a fragment of visual performance.
3. Demonstrate an ability to employ appropriate tools and methodologies effectively to achieve the set task.
4. Demonstrate skills of analysis, evaluation and understanding relating to the consideration of the choices employed in the creation of the fragment of visual performance.
• To introduce the theories and practices of scenographic exploration.
• To develop the students’ consideration of the primary scenographic elements within a fragment of visual performance.
• To introduce, the specific tools and their application through practical methodologies used in scenographic composition.
• To encourage the critical analysis of the function of scenographic elements within a fragment of visual performance.
Through focussed seminar/workshops and related assignments, this module invites conceptual consideration and practical exploration of the function and possibility of four primary scenographic elements: ‘Space’, ‘Light’, ‘Sound’ and ‘Body’. Whilst retaining a holistic overview, specialist study is made of the particular properties and practical methodologies pertaining to these elements, and their inter-relationship is further examined through the generation of fragments of visual performance. Students may elect to make particular study of any TWO elements. Assessment is made via the conception, realisation and presentation, (conducted in small groups) of a fragment of visual performance, and an illustrated essay analysing the function of the scenographic elements within this event.
10 x 3 hour practical workshops
6 x 1 hour seminars
10 day intensive studio work
The workshops will focus on the following:
1. Light and darkness, a possible beginning: key notions of light, focus and duration.
2. Colour temperature: primary structural and ambient principals (1).
3. Contrast: the primary structural and ambient principals (2).
4. Direction, intensity, reflection and diffusion: the qualities of light.
5. Theatre lanterns, their function and status: the construction, primary qualities and use of key lantern types.
1. Clothing and social context 1: the language of clothes.
2. Clothing and social context 2: the resonance of fabrics.
3. The biography of clothing: reading the history and body memory of clothing.
4. The body and place: extrapolating from abstracted and actual locations.
5. The body in performance: from street to stage and from page to stage.
1. Objects in space 1: abstract form and structure
2. Objects in space 2: resonant relationships
3. Objects in context 1: inhabiting given perimeters
4. Objects in context 2: defining/delineating place
5. Space/place/location: the specifics of site - the appropriateness of choice
1. An analysis of the major functions of sound in relation to performance
2. Uses of sound in modern performance practice
3. Technical sound requirements within performance production
4. Requirements and intentions of sound design within modern performance
5. Assessing the needs, research and sources
|Skills Type||Skills details|
|Application of Number||* Tackle problems involving number within IT data handling * The use and conversions of scale* The manipulation and documentation of technical data.|
|Communication||* Read in different contexts and for different purposes * Listen effectively * Articulate and evaluate ideas verbally.|
|Improving own Learning and Performance||* Devise and apply relistic learning and self-management strategies.|
|Information Technology||* Use a range of commonly used software packages. Present information and data. Use e-mail/internet appropriately and effectively.|
|Personal Development and Career planning||Whilst not an especial focus or assessed element of teaching and learning, the module extends a range of analytical, conceptual, practical and creative skills, and students are made aware of the transferable applications of these across academic and career borders.|
|Problem solving||* Identify conceptual problems * Identify factors which might influence potential solutions * Develop creative thinking approaches to problem solving * Evaluate advantages and disadvantages of potential solutions * Construct a rational proposal in response to a problem.|
|Research skills||* Understand a range of research methods. Plan and carry out research.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2007). The following subject specific skills are developed and directly or indirectly assessed: * engaging in performance and production, based on an acquisition and understanding of appropriate performance and production vocabularies, skills, structures and working methods; * contributing to the production of performance and/or film and/or television, scenography, sound and lighting production; * achieving expertise in the use of various technical apparatus necessary to realise the demands of production in live performance and/or recorded media.|
|Team work||* Knowledge sharing through discussion * Group project requires constant negotiation|
This module is at CQFW Level 5