|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Critical Essay (2,500 words) An essay that critically contextualises the group project within a wider field of performance practices. It may also include supplementary material, exercises and documentation that participants will have been encouraged to create and collect throughout the process. 2500 Words||50%|
|Semester Exam||.5 Hours Performance Project (20 - 30 mins) A formative assessment, assessing students' practical contribution throughout the project, both during the rehearsal and devising process, as well as during the final performance.||50%|
|Supplementary Assessment||Essay (2,500 words) An essay that invites students to discuss the concept of site-specific performance in relation to the work of an individual performance practitioner or company. 2500 Words||50%|
|Supplementary Assessment||Critical Essay (2,500 words) [This may be resubmitted from the Semester Assessment]. 2500 Words||50%|
On successful completion of this module students should be able to:
Develop and apply the basic skills necessary to work effectively within devising, rehearsal and production processes.
Work collaboratively as part of an ensemble, and to recognise the importance of teamwork in the pursuit of common goals within the workshop environment.
Recognise and articulate the relationship between an event and its specific space and site.
Demonstrate an understanding of the different performance and scenographic elements in a live event.
Reflect, in an informed manner, upon the performance and workshop process from a range of critical, aesthetic and historical perspectives.
This module provides students with a foundation of core practical skills in performance making with an emphasis on creative processes and an examination of approaches to working in response to the material conditions of a given site or location. Accompanying and informing the creative process will be a critical engagement with relevant historical, cultural and aesthetic contexts and historical and contemporary practitioners.
This module aims to build and expand upon core theatre, performance and scenographic skills encountered during the first semester of Part 1. Through the creation and preparation of small group performances, the module requires students to contextualise and develop their work in relation to the wider field of theatre and performance, while also focusing on skills necessary to working as part of a collaborative team under the direction and/or facilitation of a member of staff. Accordingly, this module is intended to prepare students for practice-based and production-oriented modules in part two.
Lecture: 1 x 2-hour introductory lecture
Workshops: 2 x 2-hour workshops for 9 weeks
Practical: 12 hours performance preparation and rehearsal
Attendance: 2 hours attendance of performances by peers
Forum: 1 x 2-hour feedback forum
Working in small groups in response to a site/theme/practice proposed by the group leader, students will develop and prepare a short performance (20-30 minutes in duration) to be presented at the end of the semester. In this module, particular attention is paid to the exploration of space and site, with the aim of grounding students in their location and landscape. Accordingly, the devised events will be developed in response to the specific location of their presentation.
The written assessment for this module will ask that students locate their project within a wider field of practice(s). Submitted after the final performance, students will be required to contextualise the project against a body of existing work and practices, and consider on how these were reflected or articulated through their work. This consideration will be present from the outset of each process and will be developed by readings and viewings that will be set by the project leaders.
|Skills Type||Skills details|
|Application of Number|
|Communication||The ability to communicate ideas effectively is developed in the seminars and assessed directly through Assessment 1 and 2.|
|Improving own Learning and Performance||Self-regulation, motivation and time-management skills are developed through the module and are demanded for the successful completion of its assignments. These skills are directly assessed through Assessment 3.|
|Information Technology||The ability to utilize information technology both in the research for and delivery of written assignments is assessed directly in Assessments 1 and 2.|
|Personal Development and Career planning||Transferable skills (managing personal workloads and meeting deadlines, designing and realizing research project) are developed through the completion of assessment tasks. Career’s awareness does not of itself constitute an assessed element of this module, however.|
|Problem solving||Analytical problem solving, outcome recognition and the identification of appropriate strategies and procedures are encouraged and assessed across the duration of the module.|
|Research skills||Appropriate personal research and the development of effective personal research practices are directly assessed through Assessments 1 and 2.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2007).|
|Team work||Effective group work through negotiating ideas and opinions is addressed through the seminars. Seminar discussions demand the application of skills necessary to conduct collaborative activity. These skills are directly assessed through Assessment 3.|
This module is at CQFW Level 4