Gwybodaeth Modiwlau
Course Delivery
Assessment
Due to Covid-19 students should refer to the module Blackboard pages for assessment details
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Essay (2500 words) | 50% |
| Semester Exam | 2 Hours Examination | 50% |
| Supplementary Assessment | Essay (2500 words) - (to a new title) | 50% |
| Supplementary Exam | 2 Hours Supplementary Examination | 50% |
Learning Outcomes
On successful completion of this module students should be able to:
Demonstrate an awareness of the different ways in which theatre manifests social debate.
Show an awareness of the political implications of analytical positions in relation to theatre.
Critically read dramatix texts and theoretical work to gain an understanding of the various interpretations and descriptions of society.
Aims
This restructured module will be offered as part of a suite of Year 2, 20-credit critical practice options in the Department's revised Part 2 provision. It may be taken by students registered for any of the Theatre Curriculum Group schemes depending on the specification of their degree scheme pathway.
Brief description
This is a course of directed reading and weekly discussions, focusing on texts by theatre practitioners, theorists and critics which outline several different approaches to the relationship between theatre and society. The module examines the various ways in which theatre operates in relation to society adn seeks to describe theatre as a social construct. The module also debates the relevance of several different descriptions of society as seen by several different practitioners and critics
Content
Lecture: 10 x 1 hour Lectures
Seminars / Tutorials: 10 x 1 hour Seminars
1. bel hooks and Teaching Community: stretching the limits of the possible
2. Community initiatives: inclusion and exclusion, from the local to the universal
3. Howard Barker: Theatre of Catastrophe and Radical Elitism
4. Theatre versus Oppression: the work of Augusto Boal and Jennifer Hartley
5. Delgado and Svich's Theatre in Crisis?; Ken Robinson's Out of Our Minds
6. Theatre, Gender and Sexuality: an introduction
7. Theatre, Art and Nation
8. Rabey, Theatre, Time and Temporality
9. Theatre and Climate Change
10. In conclusion: Community Engagement and Inclusive Theatre Practice
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | This element is not assessed |
| Communication | The ability to communicate ideas effectively in written form is directly assessed. The work done in seminars develops oral communication skills although this is not directly assessed. |
| 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 all assignments |
| Information Technology | The ability to utilize information technology both in the research for and delivery of assignment is assessed directly in Assessments 1 and 2 |
| Personal Development and Career planning | Transferable skills (managing personal workloads and meeting deadlines, designing and realising research project) are developed through the completion of the 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 |
| Research skills | Appropriate personal research and the development of effective personal research practices are directly assessed through essay and examination |
| Subject Specific Skills | See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2007). The following subject specific skills are developed and partly assessed: 1. Describing, theorising, interpreting and evaluating performance texts and performance events from a range of critical perspectives 2. Developing skills of observation and visual, aural and spatial awareness 3. Engaging in research, whether independent, group or performance-based 4. Identifying and interpreting the cultural frameworks which surround performance events and on which these events impinge, and taking these into account in creating and/or interpreting performances. Making records of performance, using skills in notation and/or documentation. |
| 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 |
Notes
This module is at CQFW Level 5