|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||The generation and development of a Design Portfolio A Design Portfolio (equivalent to 3000 words) containing a 1000 word evaluative statement.||30%|
|Semester Assessment||1.5 Hours Contribution to the collaborative conception, Development and realisation of a design for a departmental production of approximately 1 to 1.5 hours in duration.||70%|
|Supplementary Assessment||Essay The scale and nature of this essay (up to 7000 words) will be determined by the Module Co-ordinator and the Head of Department, according to the percentage of work missed.||70%|
|Supplementary Assessment||Creative portfolio documentation or research essay The scale and nature of this essay will be determined by the Module Co-ordinator and the Head of Department, according to the percentage of work missed. 3000 Words||30%|
On successful completion of this module students should be able to:
Demonstrate the ability to apply selected principles and methodologies of scenography pertaining to a range of production practices.
Demonstrate the ability to conduct and execute the shared and negotiated investigation of a collaborative production design process.
Demonstrate the skills and knowledge necessary to engage, under close supervision, a range of working practices appropriate to a diversity of departmental productions.
Present effective and appropriate and critically engaged documents of research, representation, communication and process pertinent to specific practices of scenography in production.
Building upon the studies of semester 1, students will develop the skills and knowledge necessary to engage a range of scenographic working practices appropriate to a diversity of departmental productions.
Working in small groups and under the supervision of the course tutors, students will have the opportunity to both observe and execute collaborative design processes, and share responsibility in bringing these processes through to realisation in performance.
Individually, students will generate and collate documents of research, representation, communication and process pertinent to specific practices of scenography in production. These documents will be organised as folios of material, and should function not simply as records, but as both the instrument and embodiment of thought in which they contextualise their experience through a developed and sensitive understanding and analysis of appropriate performance theories, compositional vocabularies and methods.
Working in project groups, students will be allocated roles appropriate to the scenographic requirements of the project (for example, set design, costume design, lighting design, sound design or if appropriate any combination of these roles).
The project will involve working for at least 16 hours per week during the semester, during which students will apply appropriate compositional and design strategies to developing the project, while also contextualizing their work in relation to the work of relevant theatre practitioners, scenographers and artists.
Students will be expected to undertake and apply independent research to develop individual scenographic solution to feedback into the collaborative process. All students on the module will also take part in five tutorial feedback sessions in which a member of staff will aid them in reflecting on the progress across the range of projects and the differing scenographic procedures and requirements involved.
Students will keep a working portfolio documenting significant developments and challenges they have encountered in the process and will use these to reflect on the project. Throughout the project students will be expected to work responsibly, constructively, creatively and safely with fellow students, solving problems as they arise and undertaking the specific challenges inherent to the nature of their project.
|Skills Type||Skills details|
|Application of Number||• The use and conversion of scale • The manipulation and documentation of technical data • Tackle problems involving number within IT data handling|
|Communication||• 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 • Read in different contexts and for different purposes • Speak in different contexts and for different purposes (including 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||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||• 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|
This module is at CQFW Level 5