|Delivery Type||Delivery length / details|
|Lecture||10 x 3 hour Seminar/Workshops|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Group Project||50%|
|Semester Assessment||Critical Portfolio||50%|
|Supplementary Assessment||Individual Project||50%|
|Supplementary Assessment||Critical Portfolio||50%|
On completion of this module, students should be able to:
1. Demonstrate a conceptual understanding of the function and possibility of primary scenographic elements.
2. Apply and inter-relate primary scenographic elements in the generation of a fragment of visual performance.
3. Manifest a particular understanding of, and facility with, the tools and practical methodologies pertaining to two primary elements of scenographic composition.
4. Critically analyse the function of two primary scenographic elements within a fragment of visual performance.
Specifically, this module invites aims:
To conceptually consider the function and possibility of primary scenographic elements.
To examine the application and inter-relationship of primary scenographic elements within a fragment of visual performance
To introduce, and actively engage, specific tools and practical methodologies pertaining to four primary elements of scenographic composition
To facilitate critical analysis of the function of primary scenographic elements within a fragment of visual performance.
1. Light and darkness, a possible beginning: key notions of light, focus and duration.
2. Colour temperature: primary structural and ambient principals (1).
3. Contrast: the primary structural and ambient principals (2).
4. Direction, intensity, reflection and diffusion: the qualities of light.
5. Theatre lantersn, their function and status: the construction, primary qualities and use of key lantern types.
1. Clothing and social context 1: the language of clothes.
2. Clothing and social context 2: the resonance of fabrics.
3. The biography of clothing: reading the history and body memory of clothing.
4. The body and place: extrapolating from abstracted and actual locations.
5. The body in performance: from street to stage and from page to stage.
1. Objects in space 1: abstract form and structure.
2. Objects in space 2: resonant relationships.
3. Objects in Context 1: inhabiting given perimeters.
4. Objects in Context 2: defining/delineating place
5. Space/place/location: the specifics of site - the appropriateness of choice
1. An analysis of the major functions of sound in relation to performance.
2. Uses of sound in modern performance practice.
3. Technical sound requirements within performance production.
4. Requirements and intentions of sound design within modern performance.
5. Assessing the needs, research and sources.
Through focused sminar/workshops and related assignments, this module invites conceptual consideration and practical exploration of the function and possibility of four primary scenographic elements: 'Space', 'Light', 'Sound', and 'Body'. Whilst retaining an holistic overview, specialist study is made of the particular properties and practical methodologies pertaining to these elements, and their inter-relationship is further examined through the generation of fragments of visual performance. Students may elect to make particular study of any TWO elements. Assessment is made via the conception, realisation and presentation, (conducted in small groups) of a fragment of visual performance, and a critical portfolio analysing the function of scenographic elements within this event.
|Skills Type||Skills details|
|Application of Number||Tackle problems involving number within IT data handling The use and conversions 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 relistic learning and self management strategies|
|Information Technology||Use a range of commonly used software packages Present information and data Use e-mail/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|
This module is at CQFW Level 5