|Delivery Type||Delivery length / details|
|Seminars / Tutorials||Seminars: 2 x 2hours, Tutorials: 6 x 1 hour|
|Practical||10 x 2hr seminar/workshops|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment|| Group project. In groups of approximately 3, students will apply the learning from the module to a conceptual project brief offered by the course tutors. Groups will ultimately articulate these processes (through the techniques of representation studied) in the form of a thirty minute presentation. This will be followed by ten minutes of questioning by two examiners.||50%|
|Semester Assessment||2] The generation and development of an individual working Notebook as instrument and document of process.||30%|
|Semester Assessment|| The generation and development of documentation material derived from the observation of a Departmental production process.||20%|
|Supplementary Assessment||Assessments 1 & 2 may be re-submitted independently as follows: Theoretical project Using all of the scenographic elements studied within the module, conceive and propose a theoretical scenographic resolution to a conceptual project brief provided by the course tutor. This project will be articulated (through the techniques studied) in the form of a 20 minute presentation submitted on video. The presentation should include and make reference to: 1. 2 dimensional representations of the proposed environment 2. A 1:25 ground plan of the space 3. Costume designs for no more than four characters. 4. A graphic representation of aspects of the lighting plot 5. A proposal (including examples) for the soundscape of the production 6. A brief written proposal [no more than one side of A4] outlining the aims and objectives underpinning the choices made.||60%|
|Supplementary Assessment||Working notebook This notebook should document the above process, showing evidence of research and development, and consideration of the relationship between intention, strategy and outcome. There is no Supplementary Assessment for the third Semester Assessment.||40%|
On completion of this module, students should be able to:
1. Demonstrate understanding of conceptual, investigative and communicative methodologies particular to the process of scenographic composition.
2. Demonstrate an holistic understanding of the inter-relationship between media-specific elements employed in the process of scenographic composition.
3. Employ a range of computer applications at a basic level as further communicative and exploratory instruments within the process of scenographic composition.
4. Employ physical notebooks as sites for conducting and documenting the process of scenographic composition.
5. Demonstrate an awareness of the strategies employed, procedures followed and role fulfilled by the Scenographer in formulating, presenting and realising production proposals.
- Examines conceptual, investigative and communicative methodologies particular to the process of scenographic composition.
- Develops an holistic understanding of the inter-relationship between media-specific elements employed in the process of scenographic composition.
- Introduces the use of computer applications as further communicative and explorative instruments within the process of scenographic composition.
- Develops the use of physical notebooks as sites for conducting and documenting the process of scenographic composition.
- Evaluates the strategies employed, procedures followed and role fulfilled by the Scenographer in formulating, presenting and realising production proposals.
1. Perception through 2 dimensions : the graphic sequencing of ideas through images.
2. Perception through 3 dimensions: understanding object relationships in real space.
3. Introduction to CAS software/ Perception in the virtual dimension; the manipulation
and distribution of computer generated forms
Reprsentation: physical and digital:
4. Representing location 1: place and context
5. Representing location 2 : object and structure
6. Representing location 3 : mapping and abstracting
7. Representing the figure 1: daily and extra daily
8. Representing the figure 2: daily and extra daily
9. Representing light: illumination and projection
10. Representing sound: acoustic and electronic
1. Project orientation 1
2. Project orientation 2
Tutorials: relating to production process observation:
1. Introduction to the production process. (Aims)
2. Interim analysis of production process. (Strategies)
3. Reflection and analysis. (Outcomes).
|Skills Type||Skills details|
|Application of Number||* Tackle problems involving number within IT data handling * Use scale and scale conversion|
|Communication||* Read in different contexts and for different purposes * Speak in different contexts and for different purposes (inc presentation and discussion) * Listen effectively|
|Improving own Learning and Performance||* Devise and apply realistic learning and self management strategies|
|Information Technology||* Use a range of commonly used software packages * Use specialist C.A.D. programs * Present information and data * Use email /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||The development and articulation of scenographic ideas through two and three dimensional representation are subject specific skills which are both exercised and assessed.|
|Team work||* Knowledge sharing through discussion. * Understand the concept of group dynamics * Play an active part in group activities. * Contribute to the setting of group goals * Contribute effectively to the planning of group activities * Exercise negotiation and persuasion skills|
Reading ListRecommended Text
Albers, Josef (1975) Interaction of Colours Yale Univ. Press Primo search Brook, Peter (1968) The Empty Space Penguin Primo search Gregory, R L. (1997) Eye and Brain Oxford Univ. Press Primo search Harbison, Robert (2000) Eccentric Spaces MIT Press Primo search Laurie, Alison (2000) The Language of Clothes Owl Books Primo search Parker & Wolf (1996) Scene Design and Stage Lighting Harcourt Primo search
This module is at CQFW Level 5