|Delivery Type||Delivery length / details|
|Lecture||10 x 1hr lecture/seminars|
|Practical||10 x 1hr workshops|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 x devised fragment of Applied Theatre (10 minutes)||50%|
|Semester Assessment||1 x essay of 1500 words||50%|
|Supplementary Assessment||Resubmission of failed elements: 1 x essay of 1500 to a new title||50%|
|Supplementary Assessment||1 x devised individual plan for a fragment of Applied Theatre (10 minutes)||50%|
On completion of this module, students should be able to.
1. Articulate an understanding of the educational, theatrical and philosophical issues pertinent to current Applied Theatre practice.
2. To contribute positively to practical work, demonstrating a development of interpersonal, research and creative skills through the creation of a devised fragment of Applied Theatre.
3. To present academically and practically, an understanding of process as an inherent part of the Applied Theatre experience for both the performer and audience.
4. Demonstrate, academically and practically, a mature analysis and reflection on the relationship between performers and participants in Applied Theatre.
Through combining practical workshops with theoretical readings and case studies of practitioners, this module will expand students' knowledge of contemporary theatre practice, and enhance their ability to analyse the complex relationships between theory and practice.
The module is designed to introduce students to Applied Theatre through analysing the concepts and practice inherent in the work of British and international practitioners, both past and present. It will enable students to develop a practical understanding of the skills and process involved in the creation of Applied Theatre, and place existing practice within a historical and theoretical context. As an integral part of the module's assessment, students will be required to draw on that knowledge to devise a fragment of Applied Theatre.
- Definitions and theories of Applied Theatre: Theatre in Education (TIE), community and radical performance.
- Definitions and contexts: TIE as a learning medium.
- Roles: facilitators, directors and participants-as-performers.
- Relationships to power: arts funding, politics and the National Curriculum.
- Theatre in healthcare, prisons and beyond.
- The devising and scripting process, working as a company and workshop technique.
- The audience and the space.
- Research techniques.
- Evaluation of applied theatre programmes.
|Skills Type||Skills details|
|Application of Number||There will be specific reference to budgeting and funding of Applied Theatre within the module, but these areas are not directly assessed.|
|Communication||Each student's ability to articulate and communicate their ideas to one another and to specific audiences is developed throughout this module. All forms of assessment include a consideration and evaluation of effective communication.|
|Improving own Learning and Performance||Students will be required to evaluate their own process and performance as proof of their understanding of the module, and the heuristic methods of education that it proposes.|
|Information Technology||This is not directly taught on the module, however, it relates to work surrounding research skills, such as, collecting and collating information and contacting relevant people and resources. Extensive use of the internet is expected during the module.|
|Personal Development and Career planning||The educational and therapeutic contexts (as well as the variety of roles undertaken within Applied Theatre practice) explored on the course enables students to consider potential future career options with greater clarity.|
|Problem solving||The identification of problems, the development of creative approaches to solving problems, and the evaluation of potential solutions is a key element of this module. In particular, the involvement of performers and participants in problem solving or discursive dialogue is an integral constituent of Applied Theatre practice and is examined in depth during the module.|
|Research skills||Research skills will be developed in preparation for, and as a result of, lectures, workshops and practical work, and assessed as part of the essay and the creation of the performance fragment.|
|Subject Specific Skills||Students will investigate and explore a range of approaches to creating Applied Theatre performance for specific communities and audiences.|
|Team work||This skill is specifically addressed on the module and will be evaluated and assessed in relation to their contribution towards classwork and the creation of a fragment of Applied Theatre.|
Reading ListRecommended Text
Boal, A. (1992) Games for Actors and Non-Actors Routledge Primo search Boal, A. & A. Jackson (1994) The Rainbow of Desire Routledge Primo search Edwards, D (1998) The Shakespeare Factory, Moon River: The Deal, David Seren Primo search Erven, E. (2001) Community Theatre: Global Perspectives Routledge Primo search Fox, John (2002) Eyes on Stalks Methuen Primo search Jackson, T. (1993) Learning Through Theatre Routledge Primo search Kattwinkel, S. (2003) Audience Participation: Essays in Inclusion in Performance Praeger Primo search Kershaw, B. (1997) The Politics of Performance Routledge Primo search Nicholson, H. (2005) Applied Drama: The Gift of Theatre Palgrave Macmillan Primo search O'Toole, J. (1992) The Process of Drama: Negotiating Art and Meaning Routledge Primo search O'Toole, J. (1976) Theatre in Education: New Objectives for Theatre - New Techniques in Education Unibooks Primo search Oddey, A. (2004) Devising Theatre Routledge Primo search Redington, C. (1983) Can Theatre Teach? Pergamon Primo search Robinson, K. (1980) Exploring Theatre and Education Heinemann Primo search
This module is at CQFW Level 5