Cynlluniau Astudio
Drama and English
1 : Awarding Institution / Body
Aberystwyth University
2a : Teaching Institution / University
Aberystwyth University
2b : Work-based learning (where appropriate)
Information provided by Department of Theatre, Film and Television Studies
-
No
3a : Programme accredited by
Aberystwyth University
3b : Programme approved by
Aberystwyth University
4 : Final Award
Bachelor of Arts
5 : Programme title
Drama and English
6 : UCAS code
WQ44
7 : QAA Subject Benchmark
Information provided by Department of Theatre, Film and Television Studies
- Drama, Dance and Performance (2019) English (2019)
8 : Date of publication
Information provided by Department of Theatre, Film and Television Studies
- September 2023
9 : Educational aims of the programme
Information provided by Department of Theatre, Film and Television Studies
- To enable all students to:
• gain a knowledge and understanding of Drama and English as related fields of study, thought and practice.
• develop a theoretical and practical knowledge and understanding of the role, function and use of dramatic text in theatrical performance.
• gain a knowledge and understanding of English literature by studying a range of dramatic, literary and non-literary texts in a variety of genres.
• interpret and analyse prose, poetry, drama and other types of imaginative writing in, or translated into, English from across the world.
• demonstrate knowledge of select writing from periods before 1800 and of the principal literary genres across prose, poetry, and drama.
• investigate how the major theoretical formations of the twentieth and twenty-first centuries pertain to acts of reading, textual production and theatrical performance and how these theories interrelate and confront each other.
• critically analyse debates about a wide range of literary, dramatic, theatrical and performative texts and practices, both historic and contemporary, contextualising a knowledge of these within relevant historical, aesthetic and socio- political conditions.
• reflect critically upon acts of reading and writing, on the history of textual production and reception, and the ways in which drama, theatre and performance are constructed, disseminated and received.
• make selective use of a broad range of research tools, to discover and synthesize complex information, and address, define, and solve problems.
• develop personal intellectual skills (of research and analysis) necessary for independent and collaborative research in both academic and creative contexts.
• develop interpersonal and teamwork skills for independent and collaborative research in both academic and creative contexts, to deadlines and under pressure, with flexibility, imagination, self-motivation and organization.
• develop communication skills, enabling students to express themselves coherently, imaginatively and persuasively in writing, speech and performance.
• develop a sufficient range of intellectual, creative, practical and transferable skills and experiences to make informed career choices.
10 : Intended learning outcomes
Information provided by Department of Theatre, Film and Television Studies
- The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
10.1 : Knowledge and understanding
Information provided by Department of Theatre, Film and Television Studies
- By the end of their programme, all students will have a knowledge and understanding of:
A1 the role, function and use of dramatic text in theatrical performance
A2 literature from pre- and post-1800 periods and the range of principal literary genres across prose, poetry and drama
A3 how culture, language, technology, and economics affect where, how, and by whom texts are produced and received
A4 the role of readers in shaping texts and key critical issues and debates that pertain to their reading
A5 the breadth of literatures in English
A6 critical, theoretical, linguistic and stylistic concepts and terminology in the study of drama, theatre, performance and English Literature
A7 a range of dramatic, theatrical and performative texts, practices and genres from various historical, cultural and aesthetic contexts and genealogies
A8 A range of key theatre and performance practitioners and practices, including theorists, writers, directors, designers, actors and critics from a variety of performative, aesthetic and cultural traditions
A9 the processes, methodologies and strategies by which drama, theatre and performance are created and realised
A10 the ramifications of social, cultural, political and historical context upon the nature, form, function, circulation and reception of drama, theatre and performance
A11 the impact of past traditions and paradigms on contemporary theatre and performance practice
A12 key contemporary trends in drama, theatre and performance practice
A13 a range of rehearsal, performance and production methodologies and strategies necessary for the creation of effective theatre
A14 personal responsibility for working within defined parameters, structures and resources to achieve creative outcomes and the importance of health and safety in the working environment
Learning and Teaching
Students will engage with a wide variety of learning and teaching activities which balance direct instruction, collaborative and independent study, and facilitated opportunities for practical work, active questioning and debate with peers and tutors. Scheduled activities will include lectures, seminars, tutorials, workshops, practical sessions, rehearsals, performances, problem-based learning workshops, and one-to-one supervision. Independent and collaborative study will require extensive use of libraries and digital resources, workshop spaces and technical equipment, and structured online learning resources. Scheduled learning and guided-study is enhanced by sessions outside the classroom including (but not limited to) performances, field trips, visiting speakers, reading groups, and film screenings.
Assessment Strategies and Methods
Assessment tasks encourage students to pay close attention to texts, practices and performances, to pursue original thought, to question accepted opinions and to develop their creativity. Students will engage with a diverse range of assessment tasks including written and performed essays, critical and creative portfolios, practical and written examinations, collaborative presentation and performance tasks, and practical productions. At level 4 students are assessed on their seminar performance. In addition, students are enabled to make choices regarding assessment that reflect their learning preferences. This strategy is delivered via optionality at the level of module and, where appropriate, optionality in the mode of assessment (for example, creative and/or critical) within a module.
10.2 : Skills and other attributes
Information provided by Department of Theatre, Film and Television Studies
- 10.2.1 Intellectual Skills
By the end of their programme, all students will demonstrate an ability to:
B1 analyse and interpret a variety of texts with confidence and fluency
B2 use independent and self-reflective critical judgement
B3 attend critically to language, structure, and form and the role of the reader in the process of communication and interpretation
B4 interrogate a range of theoretical perspectives
B5 conduct independent research and present sustained, persuasive and coherent arguments that demonstrate an ability to work to established scholarly standards of presentation
B6 exhibit an effective command of written and spoken English together with a wide-ranging and accurate vocabulary
B7 apply their understanding of critical and analytic approaches to produce knowledge
B8 identify, describe, interpret and discuss critically a range of theatre and performance events and practices from various historical and artistic contexts and genealogies at an appropriate level both on paper and through oral means.
B9 to understand the interplay between theory and practice in the academic study of drama, theatre and performance, its practices and practitioners.
B10 to analyse, interpret and evaluate the structure and staging of theatre and performance as aesthetic events within a variety of stylistic conventions and genres and from a range of critical and theoretical perspectives.
B11 to read and interpret dramatic texts from a range of critical perspectives
B12 to work effectively in group settings to develop, rehearse and produce performances of various genres
B13 to embody and sustain intellectual argument through written, live or mediated presentation, demonstrating the requisite communication skills.
B14 to formulate and implement individual research, drawing upon and selecting from a wide range of information sources to undertake independent enquiry
B15 to effectively notate and document workshops and procedures of development, rehearsal and performance
Learning and Teaching
These skills are embedded in the whole range of learning and teaching activities described in 10.1 above and are an explicit part of core teaching at level 4. Intellectual skills are developed through collaborative study, and facilitated opportunities for active questioning, debate and critical reflection with peers and tutors. Additional modelling of intellectual skills takes place outside of the curriculum through activities such as attendance at performances and post-show discussions, workshops with guest artists, reading groups, personal tutorials, research seminars and visiting speakers.
Assessment Strategies and Methods
Intellectual skills are assessed throughout the whole range of coursework, group presentations, formal examinations (seen and unseen), and practical examinations and productions. In addition, students also encounter a range of discrete assessment tasks aimed at supporting the development of specific skills (presentation exercises, bibliographical exercises, solo and group practical examinations, editing tasks, contextual writing, reflective journals, online grammar tests).
10.2.2 Professional practical skills / Discipline Specific Skills
By the end of their programme, all students are expected to be able to demonstrate:
C1 the ability to read closely and critically across a broad range of literary and non-literary texts, including the ability to read dramatic texts as indicators of complex theatrical events
C2 analytical skills that take account of the affective power of language, making use of appropriate approaches and terminology
C3 critical and creative appraisal of complex texts and ideas, taking account of appropriate contexts
C4 to interpret and evaluate performance texts, performance events and production choices from a range of critical perspectives
C5 accuracy in structuring and presenting ideas, making effective use of appropriate arguments in their oral and written work
C6 proficiency in the design, research, planning, and completion of projects, when responding to a given brief
C7 independent and imaginative approaches to problem solving, including appropriate time-management skills
C8 the competent application of recognised presentational conventions, including scholarly apparatus
C9 to participate creatively in the collective and collaborative processes of theatre making
C10 to analyse, notate and document the procedures encountered both in workshops and in the creation of performances
Learning and Teaching
These skills are embedded in the whole range of learning and teaching activities described in 10.1 above. In addition, professional skills are modelled through a variety of learning opportunities and interactions (for example, practical productions, attendance at performances, participation in research seminars, presentations by visiting speakers and participation in workshops with guest artists). Discipline specific skills are an explicit part of core teaching at level 4 in both Drama and English. Presentation skills are developed and opportunities for formative feedback on group work are embedded in the curriculum at levels 5 & 6.
Assessment Strategies and Methods
Professional and discipline specific skills are assessed throughout the whole range of coursework, group presentations, and formal examinations (seen and unseen). In addition, students encounter a stepped-progression from closely directed to independently framed assessment tasks from level 4 to 6 (for example, in Drama, short facilitated performance projects at level 4 to full-scale production projects at level 5, to independent production work at level 6; in English, short bibliographical exercises at level 4 to team-designed and delivered presentations at level 5, to research-intensive independent work at level 6).
10.3 : Transferable/Key skills
Information provided by Department of Theatre, Film and Television Studies
- By the end of their programme, all students are expected to be able to demonstrate:
D1 an ability to discover, analyze and synthesize complex information and diverse evidence
D2 research skills, including the assimilation, selection and organisation of relevant material using a variety of research tools in print and digital formats
D3 advanced communication skills including the ability to articulate their own and other people’s ideas concisely, accurately and persuasively using a variety of oral, written and performative means
D4 competence in structuring arguments and presenting information with an awareness of, and responsiveness to, context
D5 the ability to work effectively with others in teams, especially through constructive dialogue but also through problem-solving and collaborative working
D6 proficiency in planning, organising, and reporting to deadline
D7 initiative and the ability to take responsibility for their own work
D8 success in acting upon feedback received and an awareness of constructive approaches to giving feedback
D9 the ability to apply creative, imaginative and problem-solving skills in a variety of theoretical and practical situations
D10 the ability to work creatively under the guidance of others
D11 the ability to work independently and to take the initiative where appropriate
D12 the ability to be self-motivated and self-disciplined, displaying a capacity for self-assessment and self- criticism and management of stress in a variety of work contexts.
D13 the ability to use a range of information technology skills and resources
Learning and Teaching
Transferable skills are embedded in the whole range of learning and teaching activities described in 10.1 above and are an explicit part of core teaching at level 4. Students will engage with a wide variety of learning and teaching activities which balance direct instruction, collaborative and independent study, and facilitated opportunities for active questioning and debate with peers and tutors. Opportunities for receiving and providing feedback (both formal and informal) are an ongoing part of the learning process, particularly in workshops and seminars.
Assessment Strategies and Methods
Successful completion of the programme requires proficiency in the broad range of transferable skills noted above. Where these skills are assessed specifically (for example, group projects, and the structure of written work) students receive formal feedback on these elements of their activity, aligned to the assessment criteria. Where these skills are implicit (for example, completion of a task to deadline, improvement by responding to previous feedback) students receive informal feedback from personal tutors / academic advisors.
11 : Program Structures and requirements, levels, modules, credits and awards
BA Drama and English [WQ44]
Blwyddyn Academaidd: 2024/2025Cynllun Anrhydedd Sengl - ar gael ers 2020/2021
Hyd (astudio Llawn Amser): 3 blwyddyn Semester 2
TP11320
Theatre in Context 2
12 : Support for students and their learning
Every student is allocated a Personal Tutor. Personal Tutors have an
important role within the overall framework for supporting students and
their personal development at the University. The role is crucial in
helping students to identify where they might find support, how and where
to seek advice and how to approach support to maximise their student
experience. Further support for students and their learning is provided by
Information Services and Student Support and Careers Services.
13 : Entry Requirements
Details of entry requirements for the scheme can be found at http://courses.aber.ac.uk
14 : Methods for evaluating and improving the quality and standards of teaching and learning
All taught study schemes are subject to annual monitoring and periodic
review, which provide the University with assurance that schemes are
meeting their aims, and also identify areas of good practice and
disseminate this information in order to enhance the provision.
15 : Regulation of Assessment
Academic Regulations are published as Appendix 2 of the Academic Quality
Handbook: https://www.aber.ac.uk/en/aqro/handbook/app-2/.
15.1 : External Examiners
External Examiners fulfill an essential part of the University’s Quality
Assurance. Annual reports by External Examiners are considered by
Faculties and Academic Board at university level.
16 : Indicators of quality and standards
The Department Quality Audit questionnaire serves as a checklist about the
current requirements of the University’s Academic Quality Handbook. The
periodic Department Reviews provide an opportunity to evaluate the
effectiveness of quality assurance processes and for the University to
assure itself that management of quality and standards which are the
responsibility of the University as a whole are being delivered
successfully.