|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Rehearsal Process and Performance||70%|
|Semester Assessment||Critical Reflection 3000 Words||30%|
|Supplementary Assessment||Essay (6000 words). The scale and nature of this essay will be determined by the Module Co-ordinator and the Head of Department, according to the percentage of work missed. 6000 Words||70%|
|Supplementary Assessment||Critical reflection 3,000 words. The scale and nature of this essay will be determined by the Module Co-ordinator and the Head of Department, according to the percentage of work missed.||30%|
On successful completion of this module students should be able to:
Demonstrate a grounding in key theoretical and practical issues involved in researching, rehearsing, and staging a performance event.
Demonstrate an understanding of compositional and rehearsal methodologies appropriate to the execution of the particular event.
Demonstrate the ability to work towards the collective presentation of a performance project.
Critically engage with the production/performance process through a developed and sensitive understanding and analysis of appropriate performance theories, vocabularies, working methods and relevant models of practice.
This module focuses on the development, rehearsal and staging of a performance event for a public audience. Working under the guidance of a member of departmental staff, or an experienced theatre practitioner, students will be allocated to roles integral to the performance and/or production team and engage in an original piece of theatre making of 60-90 minutes’ playing time (or less where appropriate). The project director will construct the rehearsal and performance processes to give students opportunities to investigate, reflect upon and evaluate critically their experience of working on the project. The project will be performed in one of the departmental performance venues or an appropriate site-specific location. During the production project students will encounter specific performance challenges and performance research questions and will be required to compile a critical reflection in which they contextualise their experience through a developed and sensitive understanding and analysis of appropriate performance theories, compositional vocabularies and methods.
Lecture: 1 x 1 hour introductory lecture
Reflection: 4 x 1 hour reflection-in-process meetings led by module coordinator
Forum: 1 x 2 hour feedback forum
Practical: 128 hours (2 x 8 hour workshops for 8 weeks)
Production: 32 hours intensive production period
Performance: 8 hours of live performances
Attendance: 3 hours attending performances of peers
Working in project groups, students will be allocated roles appropriate to the theatre-making project (for example, as assistant directors, actors/performers, stage managers, scenographers or any combination of the above). The project will involve working for at least 16 hours per week during the semester, during which students will apply appropriate compositional and rehearsal strategies to developing the project, while also contextualizing their work in relation to the work of relevant theatre practitioners and artists. Students will be expected to undertake and apply independent research and devise and lead creative development exercises and rehearsals. Students will also take part in four reflection-in-process tutorials where the MC will lead them to continually reflect on their process and offer critical observations and feedback on practical work. Students will keep a working notebook documenting significant developments and challenges they have encountered in the process and will use these to reflect on the project. Throughout the project students will be expected to work responsibly, constructively, creatively and safely with fellow students, solving problems as they arise and undertaking the specific challenges inherent to the nature of their project.
|Skills Type||Skills details|
|Application of Number|
|Communication||The development of communication skills is intrinsic to all aspects of performance. The ability to interact effectively with members of the company and other people encountered during preparation process is a fundamental subject specific skill.|
|Improving own Learning and Performance||Students are required to analyse and reflect critically on their own work and progress throughout the rehearsal and performance processes and analyse the effectiveness of the group’s and directors’ ethos and method.|
|Information Technology||The nature of the project will involve a specific engagement with some form or information technology, whether older forms of broadcast technology or newer digital and online forms.|
|Personal Development and Career planning||Personal development and career planning will not be explicitly developed through this module. However, many of the generic skills developed through the practical work of this module will have significant transferability to a wide range of contexts.|
|Problem solving||These skills are developed as the students respond to the different challenges that emerge during the rehearsal and performance processes for the project.|
|Research skills||These skills are developed as the students respond to the different challenges that emerge during the rehearsal and performance processes for the project.|
|Subject Specific Skills||See QAA Dance, Drama and Performance Subject Benchmark Statement (Version 2015). The following subject specific skills are developed and partly assessed: I. engaging in performance and production, based on acquisition and understanding of appropriate performance and production vocabularies, skills, structures, working methods and research paradigms II. developing a repertoire of interpretative skills, practices and making techniques (physical/aural/spatial) and applying them effectively to engage with an audience/performance III. contributing to the production of performance, for example through direction, choreography, dramaturgy, stage management, scenography, sound and lighting production, media, promotion, administration and funding IV. realising the performance possibilities of a script, score and other textual and documentary sources and/or creating new work using the skills and crafts of performance making/writing|
|Team work||The development of team working skills is intrinsic to performance situations. An integral part of this production encourages student-centred learning. Depending on roles, team leadership skills may also form an important part of the learning experience for this module.|
This module is at CQFW Level 5