|Delivery Type||Delivery length / details|
|Lecture||5 x 2 Hour Lectures|
|Workshop||5 x 2 Hour Workshops|
|Practical||10 x 3 Hour Practicals|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1. Creative Portfolio (reflection on students’ training experience with an emphasis on body, movement, text, or voice)||50%|
|Semester Exam||7 Hours 2. Group Presentation (10-15 minutes, groups of 4 to 5)||50%|
|Supplementary Assessment||1. Creative Portfolio||50%|
|Supplementary Assessment||2. Group Presentation (10-15 minutes, groups of 4 to 5)||50%|
1. Demonstrate a broad knowledge of the practices and practitioners studied on the module;
2. Demonstrate the ability to evaluate and place the work in an appropriate context;
3. Demonstrate the ability to apply theoretical and historical knowledge whilst discussing practice-based work;
4. Demonstrate appropriate understanding of the nature of theatre-making as an intellectual and aesthetic practice.
The module co-ordinator will assure there is a balance in the study of the various approaches to theatre (text-based, image-based, body and movement-based, place/site-based, voice-based) and different national and social contexts (e.g; Wales/Europe/America; civic/rural; elite/popular).
The study methods will be constant from year to year and based on the following practices:
- The study of historical and geographical context;
- Textual and performance analysis;
- The study of theatre-making as an intellectual and aesthetic practice;
- Defining and analysing practice-based disciplines;
- Discussing and evaluating critical discourses for understanding theatre-making processes and practices.
This module offers an introduction to students to a number of key practices in the field of theatre and performance. The aim of the module is to give students an experience of assessing individual approaches to theatre-making in an appropriate context that will raise students' awareness of the locus of body, text, movement, image, place/site and voice in theatre and performance.
Particular emphasis will be placed upon examining concrete examples of theatre and performance practice, the historical and social context of that work and the kind of critical practice necessary in order to understand the work.
Students will also be a series of weekly 3 hour practical training sessions in which they will acquire and develop fundamental subject specific skills in movement, body and the voice. These skills are specifically designed to prepare and enable students to engage with the key theatre practices introduced in this module at an appropriate level for Part One university study. They will form the foundation for future practical investigation and research throughout the Degree.
Text-based practice (Beckett, Müller)
Body/movement-based practice (Meyerhold, Grotowski, Bausch)
Image-based practice (Appia, Craig, Wilson)
Voice-based practice (Monk, Armstrong, Anderson)
Place/site-based practice (Brith Gof)
|Skills Type||Skills details|
|Application of Number|
|Communication||These skills will be developed throughout the module as students discuss materials and explore ideas in seminar/workshops. The assignments will also develop and assess students’ ability to communicate effectively: the essay will enable them to enhance their reasoning skills developed so far during their degree course; and the performed essay will These skills will be developed throughout the module as students discuss materials and explore ideas in seminar/workshops. The assignments will also develop and assess students’ ability to communicate effectively: the essay will enable them to enhance their reasoning skills developed so far during their degree course; and the performed essay will enable them to give a creative and physical dimension to those skills.|
|Improving own Learning and Performance||By focusing on a number of different practitioners, the module will help students develop a number of learning skills. The mixed mode teaching will assist students in the process of responding to different forms of theatre and to develop an awareness of their personal preferences and needs as well as some of the barriers to their own learning. By asking students to prepare written and performed presentations as a group, the module will help them develop learning and personal management strategies. In addition, the module help students develop their personal planning skills; assist with processes of setting personal targets and help them review and monitor their own progress.|
|Information Technology||A number of resources for this module will be available on Blackboard thus giving students an opportunity to apply IT skills in retrieving and researching that information. Students are expected to present written assignments in word processed form and the performed essay presentations will provide opportunities for using PowerPoint.|
|Personal Development and Career planning||This will not be central to the skills developed in the module although the work will enable students to develop an understanding of their abilities and aptitudes in relation to their study of theatre and performance and potentially with regard to future research and employment opportunities.|
|Problem solving||Students will be required to develop analytical skills in discussing the work of the practitioners being studied. These will be different for each practitioner, and therefore students will be required to develop a specific response to each practitioner in turn, but they will also be required to consider how the work of each practitioner influences and shapes their understanding of theatre and performance forms in general. The essay and performed essay will provide an opportunity for students to respond creatively and analytically to these basic problems; and the order of assignments will provide an opportunity for them to reflect on the advantages and disadvantages of the responses given by them.|
|Research skills||As the module progresses, more opportunities will arise for students to develop their research skills. Seminar discussions will be based on interpreting material presented to students in the form of course readers: these will provide students with a model of useful research material. The essay will give provide an opportunity for students to produce a written analysis based on their research for lectures and seminars. In addition, students will undertake independent research as they prepare for the performed essay.|
|Subject Specific Skills||Subject specific skills in dramaturgical analysis, visual semiotics, movement analysis and understanding the inter-relationship of aesthetics and intellectual practice are developed in this module.|
|Team work||The performed essay requires students to act as a member of a team; setting targets for themselves and for each other; acknowledging and developing individual interests that will contribute to the success of the team. The presentation documentation will provide an opportunity for them to evaluate their success and achievements as a group and individually.|
This module is at CQFW Level 4