|Delivery Type||Delivery length / details|
|Lecture||10 x 1 hour Lectures|
|Seminars / Tutorials||10 x 1 hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||First Assignment: Script (performance of which should total approximately 15-20 minutes playing time) (performance of which should total approximately 15-20 minutes playing time)||25%|
|Semester Assessment||Second Submission: Script Second Submission: Script (performance of which should total approximately 40 minutes playing time)||55%|
|Semester Assessment||Critical Reflection on Creative Development: Critical Reflection on Creative Development presentation and portfolio||20%|
|Supplementary Assessment||A completed or revised First Submission; A completed or revised Second Submission; Critical Reflection on Creative Development||100%|
|Supplementary Assessment||A completed or revised First Submission A completed or revised Second Submission Critical Reflection on Creative Development||100%|
On successful completion of this module students should have:
1. a meaningful understanding of the nature of the dramatic, and of dramatic structure.
2. The ability to write monologues
3. The ability to write a short, well-structured piece of drama
4. A clear understanding of the relationship of the audience with the work on stage and how this differs from the relationship that exists between the audience and the screen.
5. Some knowledge of the history of Western theatre.
6. An understanding of appearance and reality in the Theatre: the conflict between what's said and what's meant; between what's said and what happens: the relationship between text and sub-text.
7. An awareness of production considerations inherent in translating text from page to stage.
A series of workshops/seminars, which will include analysis of dramatic technique and the craft of playwriting, as well as playwriting exercises and writing assignments. The focus of the module will be the development of technique. The additional proposals are that the students submit an earlier piece of writing for assessment, which will in turn receive feedback to inform their development of a major submission; students will also keep a writer's notebook from the beginning of the module which will assist them in their reflections and which they will submit; and that they reflect critically within the module on their contribution and experience of the process, in terms of the module's learning outcomes, in an oral examination. The notebook and oral examination will together count for 20% of the assessment for the module.
Lecture 1 Introduction: Grieg, Noel (2005) Playwriting: A Practical Guide. London: Routledge
Lecture 2: Yeger, Sheila (1990) The Sound of One Hand Clapping. Oxford: Amber Lane
Lecture 3: Spencer, Stuart (2002) The Playwright's Guidebook. London: Faber
Lecture 4: McKee, Robert (1998) Story. London: Methuen
Lecture 5: Mamet, David (2007) Three Uses of the Knife. London: Methuen
Lecture 6: Retrospective, and development: Rabey, David Ian (2004) The Wye Plays. Bristol: Intellect; Rabey, David Ian (2008) Lovefuries. Bristol: Intellect
Lecture 7: Beginnings
Lecture 8: Use of Imagery
Lecture 9: Story
Lecture 10: Use of Theatrical Space
|Skills Type||Skills details|
|Application of Number||Not assessed or developed.|
|Communication||All assessed assignments require a high level of written communication. Lectures include segments on how to communicate effectively in these media, and the overall assessment of a piece includes assessments on how well the concept has been communicated.|
|Improving own Learning and Performance||Students are expected to drive their own learning and to develop their own unique creative approaches. Part of the assessment for the Script is how well students have improved the work from their first submission.|
|Information Technology||Not assessed, although it is the Department¿s expectation that students present their work in word processed format.|
|Personal Development and Career planning||Career planning is not assessed. However, it will be developed through discussion of the expectations the media places on a writer, what types of approaches to the media are construed to be professional, and what type of work is most likely to enhance the student¿s writing prospects.|
|Problem solving||This element is not assessed directly. However, all scriptwriting involves problem solving: what type of character will best convey a particular theme? What plot devices will most effectively propel the story to the next plot point? The effectiveness with which the author has solved problems is evident in the quality of the finished product.|
|Research skills||The element is not assessed directly. However most scripts involve some form of specialized knowledge that the student must research independently.|
|Subject Specific Skills||None in addition to those noted under 3 above|
|Team work||Students will have the opportunity to access and give feedback on each other¿s work.|
Reading ListEssential Reading
Greig, Noel (2005) Playwriting: A Practical Guide Routledge Primo search Mamet, David (2007) Three Uses of the Knife Methuen Primo search McKee, Robert (1998) Story London Methuen Primo search Spencer, Stuart (2002) The Playwright's Guidebook Faber Primo search Yeger, Sheila (1990) The Sound of One Hand Clapping Oxford: Amber Lane Primo search Recommended Text
Gough, Lucy (2006) By a Thread and The Raft Methuen Primo search Rabey, David Ian (2007) Lovefuries Intellect Primo search Rabey, David Ian (2004) The Wye Plays Intellect Primo search
This module is at CQFW Level 6