Module Information
Course Delivery
| Delivery Type | Delivery length / details |
|---|---|
| Lecture | 10 x 2 Hour Lectures |
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Essay (2500 words). A comparative critical analysis of the work of two key practitioners studied, within the broader context of the field of scenography. This must incorporate a written element of 2500 words and may also include appropriate, supporting, visual material. | 40% |
| Semester Assessment | Creative Portfolio. The creative portfolio is composed of research material generated and presented throughout the module, together with a scenographic proposal which evidences awareness of influential historical practice. This proposal is submitted as a video document, incorporating a text of 1500 words together with supporting visual/aural | 60% |
| Supplementary Assessment | Essay (2500 words) (based upon new questions) during the re-sit period. | 40% |
| Supplementary Assessment | Creative Portfolio (based upon new questions) during the re-sit period. | 60% |
Learning Outcomes
On successful completion of this module students should be able to:
1. Critically consider specific examples of significant scenographic practice within a broader context.
2. Demonstrate an understanding of the function of scenography within the dramaturgy of the performed aesthetic event.
3. Identify and apply a range of fundamental principles informing the construction and interpretation of scenographic material.
4. 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.
Brief description
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.
Aims
• 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.
Content
10 x 2 hours Lecture/Seminars
1. Module overview. Key concepts and terminology. Assignment 1 introduction.
2. Holistic vision: Adolphe Appia/Edward Gordon Craig; body; space; light; movement.
3. Adolphe Appia: Hellerau and after.
4. Expressive abstraction: Oskar Schlemmer and the performance of art.
5. Scenography and Encounter: Artaud, Grotowski, and the re-negotiation of spatial contracts.
6. Theatre Svoboda (screening)
7. Scenography, performance and virtual space: Josef Svoboda, context and legacy.
8. Re-addressing the frame: Robert Wilson & Heiner Goebbels.
9. Performance and place: the specifics of site. Brith Gof, Station House Opera.
10. Constructions of Reality: Meyerhold, Neher. Summary and assignment (2) orientation.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | * Tackle problems involving number within IT data handling. |
| Communication | * 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. |
| Information Technology | * 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. |
| Problem solving | * 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. |
| Research skills | * 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. |
| Team work | * Understand the concept of group dynamics in discussion. * Play an active part in discursive activities. |
Notes
This module is at CQFW Level 5