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Session: 2022/23
Last modified: 30/03/2022 18:07:32
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Title of Module: Performance Contexts: Production Aesthetics |
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Code: PERF07002 |
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: | Catriona
Fallow |
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| Summary of Module |
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Performance Context: Production Aesthetics is the first of three modules which students on the Performance programme undertake in order to be able to develop original or derived contexts necessary for the explorations of concepts in performance-making. This module focusses on production aesthetics; the follow-on modules focus on processes of production and testing ideas respectively.
On this module, students will watch a range of different examples of theatre, performance, and film, assessing the aesthetics of finished performance products and the contexts in which they are produced. They will learn about contemporary practice in theatre and film and be supported in their selection of the performances they choose to watch, think, and write about. During the course of the module students will gain competencies and confidence in the critical review of contemporary theatre and film productions, expressing their ideas via group presentations and individual written reviews. By the end of the module, students will be familiar with and have a deeper understanding key terms and ideas like:
- Aesthetics
- Contemporary
- Experimental
- Spectatorship
- To encourage students to consume a wide range of theatre and film
- To develop critical consumers of theatre and film
- To nurture articulate consumers of theatre and film
- To signpost the relationship between concept and context
- To promote the enjoyment of theatre and film
- To cultivate professional etiquette
- To support students in beginning the journey of reflective practice
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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 an awareness of practices in contemporary performance.
L2.
Apply understanding of the social and cultural context of contemporary performance.
L3.
Produce work with appropriate scholarly and professional registers/conventions.
L4.
Consume and interpret contemporary performance practice.
L5.
Articulate ideas and communicate information comprehensively through critical review. |
| 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 awareness of the range of contemporary practice in theatre and film.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Critically assess contemporary performance practice.
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| Generic Cognitive skills |
SCQF Level 7.
Produce theatre/film reviews in accordance with the conventions and register of broadsheet reviews.
Interpret and analyse a range of theatre and film productions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicate information, ideas and assessments through critical review.
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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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| Enquiry based and blended are at the heart of the teaching and learning strategies used on this module. Through lectures, questions of the aesthetics of contemporary practice will be raised and addressed. These will be explored further in seminars via discussions on the students' embodied experience of live theatre and their consumption of film (private or public). VLE will be used to encourage discussion on aesthetics out with the seminar. Workshops with professional broadsheet theatre/film reviewer will provide guidance on the content and register for the students' assessment of professional product aesthetics. The students' portfolio of reviews will be shared on moodle so that the students will not only be able to learn from lecturers and professionals but each other as well. |
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 | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| 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:
Broadsheet film critics (such as: Jordon Hoffman (The Guardian), Alison Rowat (The Herald), Alistair Harkness (The Scotsman), and others).
Broadsheet theatre critics (such as: Joyce McMillan (The Scotsman), Mark Brown (The Herald), Michael Billington (The Guardian), Lyn Gardner (The Stage), Mark Fisher (The Guardian), Afria Akbar (The Guardian), and others).
Drama Online http://dramaonlinelibrary.com/ (available via UWS library)
Cheng, M. and G. Cody, eds. (2016) Reading Contemporary Performance: Theatricality Across Genres, London, Routledge.
Fisher, M. (2015) How to Write About Theatre, London, Bloomsbury.
Vaughan, M. (2020) Theatre Blogging: The Emergence of a Critical Culture, London: Bloomsbury.
Radosavljevic, D., ed. (2016) Theatre Criticism: Change Landscapes, London: Bloomsbury.
A range of performance blogs and specialist review sites (such as: Exeunt Magazine, A Younger Theatre, Guardian Theatre Blog, Empire Online, and others).
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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 | James Layton |
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| External Examiner | I Davie |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1: Group Presentation (50%)
Working in groups, students will deliver a group presentation on a set topic related to the module content, making reference to one or more of the performances studied on the module. |
Assessment 2: Written Portfolio (50%)
Students will produce a written portfolio comprising one critical review of a performance, and one critical review of a film (circa 500 words each; 1000 words in total). |
(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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