- Dr Patrick Duggan (Senior Lecturer - University of Surrey)
|Delivery Type||Delivery length / details|
|Seminar||10 x 3 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1: Performance Writing Piece 1 (equivalent to 2,500 words) – a piece of performance writing for the page (exact length to be negotiated according to chosen format) plus an ‘artist statement’ of 500 words reflecting on process plus an 'artist statement' of 500 words reflecting on process||50%|
|Semester Exam||14 Hours 2: Performance Writing Piece 2 (equivalent to 2,500 words or 15 min) - a piece of performance writing staged at a particular site (physical or digital) (exact length to be negotiated according to chosen format) plus an ‘artist statement’ of 500 words reflecting on process NOTE: Assessment no 2 can be submitted as a group piece, in which case word length / duration is multiplied by number of students||50%|
|Supplementary Assessment||1: Performance Writing Piece 1 Assessment 1 may be resubmitted with a different choice of subject matter or location.||50%|
|Supplementary Assessment||2: Performance Writing Piece 2 Assessment 2 may be resubmitted with a different choice of subject matter or location.||50%|
On successful completion of this module students should be able to:
1. Apply critically various strategies of writing for performance.
2. Demonstrate an intelligent awareness of compositional procedures involved in writing for performance.
3. Organise and present text effectively in relation to its specific context of exposition, applying a range of appropriate skills of verbal expression.
4. Make informed judgemwnts regarding the relationship of performance as a live event to the event of writing.
This part seminar-, part workshop-based module will offer you the opportunity to explore some of the key procedures and techniques that inform contemporary writing for performance. Workshops explore such strategies as autobiography, storytelling, narrative, found text, collage, lists and instructions. You will be encouraged to explore the performative dimensions of your writing in reference to page-based work, sound-based work, screen and web-based work, live performance or as installed writing (sited work). A particular focus will be on the role of place as a stimulus and context for writing.
- introduce students to a range of approaches to writing for, about and as performance that do not follow a dramatic, dialogue-led structure
- introduce strategies for performance writing that enable students to place themselves at the centre of their creative and critical writing
- improve students' practical skills in verbal expression and composition
- improve students' critical skills through examining and critically evaluating forms of writing for performance in relation to context and location
- prepare students for more independent individual work in year 3 through encouraging and supporting independent group work.
10 x 3 hour Seminar/Workshops
Individual 10 minute assessment tutorials for assessments 1 and 2
1. Introduction: What is Writing for Performance? What is Performance Writing?
2. Memory and Autobiography
3. Narrative and Storytelling
4. Working with "Found Text"
5. Performative language - Instructions for Actions
6. Locating Writing
7. Mediating Writing
8. Collaborative Writing
9. The Page as Site
10. The Site as Page
|Skills Type||Skills details|
|Application of Number|
|Communication||THe ability to communicate ideas effectively in written form is assessed directly through Assessment 1 and 2. Oral communication is developed through seminar work.|
|Improving own Learning and Performance||Self-regulation, motivation and time-management skills are developed through the module and are demanded for the successful completion of its assignments. These skills are directly assessed through Assessments 1 and 2.|
|Information Technology||The ability to utilise information technology both in the research for and delivery of assignments is assessed directly in Assessments 1 and 2.|
|Personal Development and Career planning||Transferable skills (managing personal workloads and meeting deadlines, designing and realizing assessment project) are developed through the completion of assessment tasks 1 and 2.|
|Problem solving||Analytical problem solving, outcome recognition and the identification of appropriate strategies and procedures are encouraged and assessed.|
|Research skills||Approprate personal research and the development of effective personal research practices are directly assessed through Assessments 1 and 2.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2007). The following subject specific skills are developed and partly assessed: *reading the performance possibilities implied by a script, score and other textual or documentary sources *creating original work using the skills and crafts of performance making *using performance techniques associated with particular cultural forms and/or practitioners *developing skills of observation and visual, aural and spatial awareness *considering theories of spectatorship and developing an awareness of the audience or client group for performance and an ability to respond and adapt to it through flexible means *achieving expertise in the use of various technical apparatus necessary to realize the demands of production in live performance and/or recorded media *using new technologies such as computer aided design, television and sound editing, sampling and composition, and digital and media arts|
|Team work||Seminar discussions demand the application of skills necessary to conduct collaborative activity such as negotiating ideas and opinions. Asessment 2 requires students o work collaboratively on devising and staging a piece of writing.|
This module is at CQFW Level 6