Module Identifier PFM0410  
Academic Year 2006/2007  
Co-ordinator Professor Mike Pearson  
Semester Semester 2  
Other staff Dr Heike Roms, Professor Richard Gough  
Pre-Requisite PFM0130 , DRM0530 , PFM0230 or restructured  
Assessment TypeAssessment Length/DetailsProportion
Semester Assessment PRESENTATION OR DISSERTATION a) Practice-as-research proposal as presentation: 15 minutes duration with 15 minutes of questioning. This presentation should include an outline of the conceptual, devising and implementation strategies and techniques to be employed in the realization of practice-as-research project. The proposal with include statement of purpose, theme or topic, conceptual strategies, outline of methodologies and compositional approaches, resource management and appreciation of proposal in relation to genealogies of performance and to course work. The presentation may include the use of video, slides, sound, data projection, OHP and elements of live demonstration and performative exposition. Presented before two assessors. This presentation will be videoed for scrutiny by the external examiner and departmental records. Or b) Practice-as-research or dissertation proposal in writing: 2,500 words plus submission and evaluation of bibliography and resources. 100%
Supplementary Assessment a) Resit as conceptual presentation Or b) Resit as written dissertation proposal Resits of assignments when necessary and in accordance with the conditions and timetable set by the university. 100%

Learning outcomes

On completion of this module, students should be able:
1. to demonstrate an advanced understanding of the demands of practical and analytical research at the postgraduate level
2. to effectively employ advanced skills in differentiating between a variety of approaches to practice-as-research
3. to demonstrate mature personal responsibility for the formulation of an individual research proposal and methodology
4. to effectively formulate complex ideas in project design
5. to convincingly organize and present conceptual ideas


Indicative sessions might include:
1. Performance as research.
2. Project design
3. Approaches to implementation
4. Documentation: notation; use of media; performance writing
5. Formulating a proposal
6. Post-presentation analysis
7. Writing as critical reflection
8. Writing as dissertation

N.B. Students choosing to completed module PFM0660 solely by dissertation will be offered further opportunities within the department and institution for research training.


The aim of this module is:
a) to develop student awareness and skills regarding postgraduate research methods in practice-as-research
b) to inform students of relevant research concepts and processes in practice-as-research
c) to encourage competence in study methods in both analytical research and practice-as-research

Brief description

This is a training module that explores research procedures and methodologies to enable students to write a coherent and realistic proposal for their final research project/dissertation (PFM0660)

Module Skills

Problem_solving Development of ability to create research proposal  
Research skills Development of coherent research proposal.  
Improving own Learning and Performance Development of original project design.  
Team work Development of group project design  
Information Technology Used in research and essay writing: assessment requires evidence of individual research and appropriate presentation.  
Personal Development and Career planning Development and assessment of project design  
Subject Specific Skills Application of concept of practice-as-research  

Reading Lists

** Recommended Text
Anderson, J & Poole, M (1998) Assignment and Thesis Writing (3rd ed) Brisbane: John Wiley
Bell, J (1999) Doing your research project: a guide for first-time researchers in education Buckingham: Open University Press
Berry, R (2000) The Research Project: How to Write It (4th ed) London & NY: Routledge
Burgess, R (1997) Practice based doctorates in creative and performing arts and design UK Council for Graduate Education
Carlson, Marvin (1996) Performance: A Critical Introduction Routledge
Counsell, C & Wolf, L (2001) Performance analysis: an introductory coursebook Routledge
Daboo, J (2003) Studies in Theatre and Performance 23 (2) Removing the writing from the wall and then recovering the call: cultivating a sense of the ridiculous in practice as research
Ferre, J, P (1983) Merrill Guide to the Research Paper Columbus, Ohio: Merrill
Gibaldi, J (1999) MLA handbook for writers of research papers 5th Ed New York: Modern Languages Association of America
Higgins, R (1996) Approaches to research: a handbook for those writing a dissertation London: Jessica Kingsley
Moore, N (2000) How to do research: the complete guide to designing and managing research London: Library Association
Seale, C (1998) Researching society and culture London: SAGE
Silverman, D (2000) Doing qualitative research: a practical handbook Thousand Oaks CA; London: SAGE
Trimington, M (2002) Studies in Theatre and Performance 22 (1) A methodology for practice as research
Turabian, K, L (1996) A Manual for Writers of Term Papers, Theses and Dissertations (6th ed) Chicago: University of Chicago
Watson, G (1987) Writing a thesis: a guide to long essays and dissertations London: Longman


This module is at CQFW Level 7