|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Practical Project Event||60%|
|Semester Assessment||Small Group Viva Voce (30 minutes)||40%|
|Supplementary Assessment||Essay (maximum 6,000 words). If a student is unable to complete his/her participation in the final event and/or workshops for accepted medical or other valid reasons, then an essay (maximum 6,000 words) may be set instead. Part of the essay question will ask the student to write a proposal for a project in one of the specific settings that are part of the work of the module. The scale and nature of this essay will be determined by the Module Coordinator in consultation with the HoD.||60%|
|Supplementary Assessment||Solo Viva Voce||40%|
1. Demonstrate the ability to work within a group, to research, devise, and create work relevant to the field of Applied Theatre and to the specific audience addressed by the work.
2. Produce a pertinent and thorough documentation of that process and event that reveals a deepening engagement with contexts, issues and responses to those conditions.
3. Reflect critically on their contribution to all aspects of the work.
4. Have a growing appreciation of the complexity of different contexts, populations and issues encountered through the module.
In this module students will work in small groups on devising an event for a targeted group. This may be a project for school children, young offenders, the elderly, or other groups of people who identify as support service users. 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 facilitator. During rehearsals and workshops, teaching staff will facilitate the development of a concept, strategy and methodology of work appropriate to devising theatre/workshops for a target audience. 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 Applied Theatre work.
3 day Intensive Introductory Workshop during the Introduction/Preparation for Semester 2 period
6 x 1 hour seminars
10 x 4 hour practical sessions
Experiential visits to local organisations
Students will work as a team, taking on various roles as facilitators, actors, and coordinators in consultation with their group. They will work intensively on an approved Departmental project. During rehearsals students will be encouraged to use appropriate theatre games, improvisations, exercises and workshops, which they will specifically design to aid the project process. This ongoing practice will be delivered by a specialist and consist of intensive weekly workshops, beginning with a 3-day intensive workshop. Alongside this, for the first 4 weeks of teaching, students will visit a number of different social/care settings in Aberystwyth. These may range from a Youth Justice and Prevention Drama Group to a Social Services day facility for adults with learning disabilities. For the first 5 weeks of teaching students will also have 1 hour seminars that contextualize the work within the wider field and history of Applied Theatre in the UK. By week 5 students will be allocated a setting from the organisations already visited. In small groups they will continue their intensive workshops and prepare their final project/event for assessment.
These projects will be performed either in an appropriate site-specific location or Departmental theatre space. Each project will be intended for a specific setting and wherever possible it will be delivered within the setting or at a suitable venue for service users/target audience.
During the rehearsal process, students will be expected to research and document their chosen topic, create and devise fragments of theatre and/or workshop material in small groups and on an individual basis, and work towards an appropriately devised event.
Performance times will be decided in consultation with staff and external organisations. Each week students will be required to produce a typed/recorded progress report (500 words) for their staff facilitator and the Module Coordinator, which gives details concerning their objectives and process and culminates in a formative assessment of both. This work will be used as evidence toward the assessment criteria for the process and final event. This writing will be a pertinent and thorough documentation of the student’s process. Students will be expected to research and reference appropriate practitioners, researchers and theorists throughout the above process.
|Skills Type||Skills details|
|Application of Number||This element will not be encountered on the course.|
|Communication||Central to the learning experience is the development of clear and sophisticated communication skills. The viva voce will evidence further ability with sophisticated communication and literacy.|
|Improving own Learning and Performance||The 4-hour intensive practical sessions alongside the 1-hour seminars will include self and peer evaluation and develop the individual’s capacity to manage complex interactions and to link with theoretical understandings of practice.|
|Information Technology||Other than standard engagement with electronic readings and research this is not part of the module.|
|Personal Development and Career planning||The module affords opportunities for students to engage with the Applied Theatre profession through the aegis of the specialist teacher and with other professions in social care contexts. It offers a bridge between university study and real world professional contexts.|
|Problem solving||Problem solving is an inherent part of the process of group work and this extends into understanding how to manage relationships within professional contexts and other organizational patterns beyond the university.|
|Research skills||Students are expected to give coherent regular assessments of their development throughout the semester and the final assessment of a viva voce with pre-selected texts as the basis for discussion requires research and literacy skills.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2015). The following subject specific skills are developed and partly assessed: I. engaging in performance and production, based on acquisition and understanding of appropriate performance and production vocabularies, skills, structures, working methods and research paradigms II. developing a repertoire of interpretative skills, practices and making techniques (physical/aural/spatial) and applying them effectively to engage with an audience/performance III. developing techniques informed by or derived from particular cultural forms/histories/contexts and/or practitioners IV. making records of performance, using skills and technologies in notation and/or documentation V. taking responsibility as an individual artist whether working independently or within a group for creative decision making VI. developing a repertoire of interpretative skills, practices and techniques|
|Team work||The success of each individual with their final project/event and their process is the ability to work as a team member.|
This module is at CQFW Level 6