|Assessment length / details
|Essay 2500 Words
|Essay 2500 Words
On successful completion of this module students should be able to:
Critically consider specific examples of significant scenographic practice within a broader context.
Demonstrate an understanding of the function of scenography within the dramaturgy of the performed aesthetic event.
Identify and apply a range of fundamental principles informing the construction and interpretation of scenographic material.
Employ skills of research, analysis and evaluation and apply these in the formulation of responses, through a diversity of media, to well defined and abstract problems.
This module identifies and applies a range of fundamental scenographic principles and offers an analytical model for the evaluation of a significant body of historical, contemporary and global scenographic practice. This practice will be introduced and evaluated in lecture/seminars employing a variety of media and incorporating student contributions and discussion of creative responses to the assignments. The module is assessed through two complementary assignments that develop skills of research, analysis and evaluation, formulated and expressed through a combination of written, visual and aural media.
• Provide an analytical model with which to evaluate scenographic concepts at an abstract level.
• Advance critical consideration of a body of significant contemporary, historical and global scenographic practice.
• Foster an increased understanding of the function of scenography within the dramaturgy of the performed aesthetic event.
• Identify and apply a range of fundamental principles informing the construction and interpretation of scenographic material.
• Develop skills of research, analysis and evaluation and apply these in the formulation of responses, through a diversity of media, to well defined and abstract problems.
Module Overview. Key concepts and terminology. Assessment 1 (Portfolio) Introduction.
The Legacy of Appia and Craig: Jan Pappelbaum and Jasmin Vardimon
Changing Conceptions of Body and Light: Josephine Baker and Shirley Prendergast
Spaces, Places, Sites: Liz West, Geraldine Pilgrim, and Chiharu Shiota
Immersive Scenographies: La Fura Dels Baus, Roma Patel, Otobong Nkanga. Check in for Assessment 1 (Portfolio).
Reinventing Historical Aesthetics: Tim Yip, Tsukasa Nakagoshi. Live feedback on extracts for Assessment 1 (Portfolio).
Digital Scenographies: Nam June Paik, teamLab, Naziah Mestaoui
Activism and Anti-Racism: Prema Meta and Rosie Elnile
Theatres of Sound: John Cage, Haroon Mirza, Christine Sun Kim
New Materialism and Eco-Scenography: Katrin Brack and Tanja Beer; Check in for Assessment 2 (Essay)
|Application of Number
|Tackle problems involving number within IT data handling.
|* Read in different contexts and for different purposes. * Write in an academic context. * Speak in different contexts and for different purposes (including presentation and discussion). * Listen effectively.
|Improving own Learning and Performance
|Devise and apply realistic learning and self management strategies.
|* Use a range of commonly used software packages. * Present information and creative ideas via a composed range of digital media
|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 and creative skills, and students are made aware of the transferable applications of these across academic and career borders.
|* Identify conceptual problems. * Identify factors which micht 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.
|* 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: * describing, theorising, interpreting and evaluating performance texts and performance events from a range of critical perspectives; * reading the performance possibilities implied by a script, score and other textual or documentary sources; * engaging in performance and production, based on an acquisition and understanding of appropriate performance and production vocabularies, skills, structures and working methods; * developing skills of observation and visual, aural and spatial awareness; * engaging in research, whether independent, group or performance-based.
|* Understand the concept of group dynamics in discussion. * Play an active part in discursive activities.
This module is at CQFW Level 5