|Delivery Type||Delivery length / details|
|Workshop||10 x 3 Hour Workshops|
|Seminar||6 x 1 Hour Seminars|
|Workshop||3 x 2 Hour Workshops|
|Workshop||3 x 8 Hour Workshops|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Performance, workshop or appropriate event (including process)||60%|
|Semester Assessment||Creative Portfolio Documentation||40%|
|Supplementary Assessment||If a student is unable to complete her/his participation in the Performance Workshop or event for accepted medical or other valid reasons, then an essay of 7,000 words may be set. The scale and nature of this essay will be determined by the Director of Teaching and Learning or the Institute Director of Undergraduate Studies, according to the percentage of work missed.||60%|
|Supplementary Assessment||Creative Portfolio Documetation||40%|
1. Work co-operatively within a group under the guidance of a facilitator, to research, devise, and create work relevant to the field of Applied Theatre and to the specific audience addressed by the work.
2. Produce a pertinent and thorough documentation of that process and event that reveals a deepening engagement with contexts issues and responses to those conditions.
3. Apply and sustain skills required for the execution of specific roles throughout the duration of the project.
4. Reflect critically on their contribution to all aspects of the work.
5. Have a growing appreciation of the complexity of different contexts, populations and issues encountered through the module.
In this module students will work in small groups to devise a performance, workshop or other identified and appropriate creative response, for a targeted group. This may be a Theatre in Education project for primary or secondary school children, a project with elderly people, people with disabilities, with health and social care settings etc. Central to the success of the module and the student is the ability to work as a team under the guidance of a facilitator and to manage in appropriate manner relations with any external organizations. The facilitator will support the development of concept, strategy and methodology appropriate for each group and setting. They will support the research and the establishment of aims and objectives to ensure a realistic framework for successful the completion of the agreed projects. The completion of the work will be at the point the event/performance or workshop is delivered to the specific audience/participants.
This module aims to offer a rigorous introduction to the field of Applied Theatre. It does not offer training but is intended to make explicit some of the skills, responsibilities and demands of Applied Theatre as well as offering historical and theoretical background. Practical experience understood in the light of theory will enable the student to understand the complexities of the professional field. It aims to offer the student an opportunity to engage as a member of a team and to work towards a brief that will deliver an appropriate and considered event that is demonstrably responsive to that brief.
Specific topics may include: Forum Theatre, Disability Studies, Identity Politics, Postcolonial Studies, Radical Pedagogy, Theatre and Audiences etc.
Visits to external organizations will commence and continue throughout the course of the 2 semesters. Taught classes will also address these contexts and the work of the services provided.
During the Second Semester students will begin to apply chosen theoretical concepts to practical intervention and response. They will begin to devise practical projects which will form the practical element of assessment and will be concrete manifestations of their understanding of the links between theory and practice, real world contexts and concepts.
|Skills Type||Skills details|
|Application of Number||This is relevant for students as they are expected to control and monitor the budget during projects.|
|Communication||The development of communication skills is intrinsic to all aspects of performance. The ability to interact effectively with members of the company and other people encountered during the preparation and performance process.|
|Improving own Learning and Performance||Progress throughout the rehearsal process and the ability to reflect critically on individual achievement attained.|
|Information Technology||Students may choose to make use of on-line materials to locate data and documentation relevant to their research and performance, but this skill will not be separately assessed.|
|Personal Development and Career planning||Personal development and career planning will not be explicitly developed through this module. However, many of the generic skills developed through the practical work of this module will have significant transferability to a wide range of contexts.|
|Problem solving||These skills are developed as the students respond to the different challenges that emerge during the rehearsal and performance process for the project.|
|Research skills||These skills are developed through preparation for rehearsals and the workshops, although these skills are not directly assessed.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2007).|
|Team work||The development of team working skills is intrinsic to all group performance situations. Team leadership skills also form an important part in the assessment.|
This module is at CQFW Level 6