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Session: 2022/23
Last modified: 02/03/2022 09:57:48
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Title of Module: Performance Histories |
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Code: PERF07003 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Dr James
Layton |
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| Summary of Module |
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Performance Histories introduces students to a selection of the histories, forms and traditions of Performance. Taking a historical approach, the module facilitates student-led investigation into a broad range of art and performance traditions. Through short interactive lectures, Aula activities and tutorials, students will engage with various art and performance traditions and texts, exploring the context of their creation and their affect on contemporary art and performance.
As part of the module, students will investigate various historical styles of art performance, which may include:
- Classical performance
- Non-western performance
- Scottish performance
- UK performance
- European performance
- Improvisation
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a broad appreciation of historical artistic and performance forms.
L2.
Apply basic understanding of fundamental concepts of selected artistic tradition(s) or of dramatic conventions of selected performance tradition(s).
L3.
Demonstrate an appreciation of the re-contextualisation of artworks or of the adaptation of performance works for a contemporary audience.
L4.
Create and present in forms appropriate to content. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrate an appreciation of the histories, forms and traditions of performance.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply basic historical and social concepts to performance.
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| Generic Cognitive skills |
SCQF Level 7.
Develop techniques informed by or derived from cultural forms/ histories/ contexts and or practitioners.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Create and present in forms appropriate to content and in a range of contexts.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The teaching and learning processes on Performance Histories are designed to enhance students’ understanding and appreciation of the scale and scope of art and performance traditions as well as creatively and critically considering the legacy of these traditions on the contemporary art and performance landscape. Through developing students’ appreciation of the historic and global traditions of art and performance, this module provides progression to the SCQF level 8 Culture & Society. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Findlay, B. ed. (1998) A history of Scottish Theatre. Edinburgh: Polygon
Hienrich, A (2017) Theatre in Europe under German Occupation. Abingdon: Routledge
Green. J.R. (1994) Theatre in Ancient Greek Society. London: Routledge
Campbell, D. (1996) Playing or Scotland: a history of the Scottish Stage, 1715-1965. Edinburgh: Mercat Press
Wilmer. S.E. (ed) (2008) National Theatres in a Changing Europe. Basingstoke: Palgrave Macmillan
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Arts & Media |
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| Moderator | TBC |
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| External Examiner | I Davie |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will develop or adapt a short scene, with accompanying concept document, from a performance text or period encountered in the module (c.1500 words) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs .Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:
http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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