|Assessment Type||Assessment length / details||Proportion|
|Semester Exam||Project Presentation the virtual representation of the scenographic concept presented through two specialist areas of interest. 30 Minutes||100%|
|Supplementary Exam||Project Presentation Represented 30 Minutes||100%|
On successful completion of this module students should be able to:
Demonstrate the independent ability to conceive, develop and implement an appropriate and cohesive scenographic design within a self-directed conceptual project.
Show a significant development in conceptual and methodological understanding of two specialist elements of scenography and the representation of these within a self-directed project.
Conduct objective and critical analysis of a self-directed scenographic process.
Present documents of research and conceptual development to articulate and evaluate scenographic choices made.
This module provides an exploration, through practice, of specialist scenographic elements within the context of a theatre design project. The module serves as an opportunity to explore and critically evaluate significant examples of historical and contemporary scenographic practices through the employment of these specific scenographic elements as well as an opportunity to develop understanding and skills pertinent to the representation and communication of scenographic concepts. With an emphasis on independent and self-motivated project work, students taking this module elect to undertake specialised study of two elements of scenography (from a total of four) and focus their study on the generation and exhibition of a self-directed conceptual project utilising these elements.
• To develop a conceptual and methodological understanding of specialist elements of scenography within the framework of an independently conceived project.
• To develop the specialist skills required for the representation and communication of scenographic concepts.
• To provoke objective and critical evaluation of the employment of specific scenographic elements.
• To encourage the development of individual responsibility for achieving self determined goals in relation to an independent project.
• To encourage effective and appropriate individual generation and collation of documents of research and concept development, pertinent to specific practices of scenography.
1. Theatre lanterns, a possible beginning: construction, function and status.
2. Structure: architecture, contrast and balance.
3: Assessing the elements: what light?
4. Colour temperature: primary structural and ambient principles
5. Progression: towards the animation of a design.
1. The scenic figure 1: the function of costume.
2. The biography of clothing: reading history and body memory.
3. The scenic figure 2: from page to stage.
4. The body and place: extrapolating from abstracted and actual locations.
5. The scenic figure 3: costume as scenery.
1. Space/place/location: the specifics of site - the appropriateness of choice
2. Objects in context: defining/delineating place
3. Mapping space: scale and the virtual site
4. Conceiving space: tension, balance, juxtaposition, repetition, rhythm, and viewpoint
5. Shaping space: scenographic text - physical and temporal considerations
1. Voice, a possible beginning: amplification, quality and placement.
2. Structure: sound used to construct a space.
3. Assessing the needs: what sound?
4. Layering: all tracks running.
5. Towards the construction of a design.
|Skills Type||Skills details|
|Application of Number||* Tackle problems involving number within IT data handling. * The use and conversion 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 realistic learning and self-management strategies.|
|Information Technology||* Use a range of commonly used software packages. * Present information and date. * 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||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