|Delivery Type||Delivery length / details|
|Lecture||8 x 3 hour Lecture/Workshops|
|Seminars / Tutorials||4 x 2 hour Seminars|
|Other||3 day model making workshop (during assignment week)|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Practical Assignment and Oral Examination||100%|
|Supplementary Assessment||Practical Assignment and Written Assessment||100%|
On successful completion of this module students should be able to:
1. Demonstrate the independent ability to conceive, develop and implement an appropriate and cohesive scenographic design within a self-directed conceptual project.
2. 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.
3. Conduct objective and critical analysis of a self-directed scenographic process.
4. Present documents of research and conceptual development to articulate and evaluate scenographic choices made.
This module extends the range of study encountered in the module Scenographic Composition and develops an understanind and skills pertinent to the more specialised scenographic interests of the students, demanding the application of this learning in the form of more independent and self motivated project work. Students ultimately elect to undertake specialised study of two elements of scenography (from the total of four addressed by both modules) and focus this study in the generation and exhibition of a self-directed conceptual project utilising these elements.
Specifically, this module:
- Develops conceptual and methodological understanind of specialist elements of scenography within the framework of an independently conceived project.
- Develops specialist skills required for the representation and communication of scenographic concepts.
- Provokes objective and critical evaluation of the employment of specific scenographic elements.
- Encourages the development of individual responsibility for achieving self determined goals in relation to an independent project.
- Extends effective and appropriate individual generation and collation of documents of research and concept development, pertinent to specific practices of scenography.
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 lanterns, 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 from 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
|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: - emgaging 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; using new technologies such as computer aided design.|
|Team work||Knowledge through sharing.|
This module is at CQFW Level 5