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Session: 2022/23
Last modified: 10/03/2020 19:12:18
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Title of Module: Performance Contexts: Creative Processes |
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Code: PERF08002 |
SCQF Level: 8
(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: | Jo
Ronan |
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| Summary of Module |
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Performance Context: Creative Processes is the second 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 focuses on creative processes; the previous module on production aesthetics and the follow-on module on testing ideas. The student will carry out collaborative research on the creative processes developed by a twentieth or twenty-first century theatre director/company or film director/company or performance-maker, analysing the aesthetics and appropriate contexts for the processes identified. The student will rely on scholarly publications, published interviews in appropriate platforms and artists’ websites for this research. As part of a group s/he will present this collaborative research to the rest of the class. Students will be required to demonstrate knowledge, understanding and applications of modernism, postmodernism, post-dramatic and aesthetics appropriate to their interrogations of the creative processes of the chosen artist/s. The knowledge, understanding and applications acquired will be deepened when the student works on an essay comparing the creative processes of her/his chosen artist/s with that of a different artist/s chosen by her/his peer. This module is characterised by a considered engagement with:
- Modernism, Postmodernism, Post-dramatic, Aesthetics, Collaborative research, Autonomous research
- To encourage students to research the processes of a wide range of theatre and film artists
- To encourage students to research in depth the processes of two theatre/film artists
- To develop critical thinkers for analysing creative processes for theatre and film making
- To nurture articulate critiques of theatre and film processes
- To signpost the relationship between process and product
- To develop collaborative and autonomous research skills
- To support students in developing 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 detailed knowledge and understanding of the processes of contemporary performance.
L2.
Apply a detailed knowledge and understanding of the processes and practices of contemporary performance.
L3.
Analyse and interpret contemporary performance practice.
L4.
Explain and develop conceptual choices within the context of performance practice.
L5.
Discuss opinions from a range of specialist practitioners/publications. |
| 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 8.
Demonstrate detailed knowledge and understanding of the ethics and aesthetics of artistic processes of contemporary performance-making.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply a detailed knowledge and understanding of the aesthetics of the artistic processes of contemporary performance-making.
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| Generic Cognitive skills |
SCQF Level 8.
Analyse and interpret artistic processes for contemporary performance practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Explain and develop artistic choices within the context of performance-making.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Discuss views on artistic processes from a range of specialist practitioners/publications.
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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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| Inquiry based and blended are at the heart of the teaching and learning strategies used on this module. Through lectures, questions on the artistic processes used by a selection of contemporary performance artists will be raised and addressed. These will be explored further in seminars via discussions on the students' developing research on the artistic processes of their chosen artist/s. Students will be challenged to locate the work of their chosen company in the context of artistic movements. VLE will be used to encourage discussion on contexts and artistic processes out with the seminar and virtual consumption of artistic processes. Workshops with professional theatre/film artists will provide the students with an opportunity for embodied experience of the artistic processes of professionals. This in turn will support the students in their academic research of their chosen professional artist/s. The opportunity to compare the collaborative research of one student group with that of another promotes active listening for the range of artistic processes discussed by all the student groups thereby increasing knowledge leading to autonomous further research, reflection and analysis as the students undertake the writing of the comparative essay. |
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:
Matthews, J. (2011) Training for performance A meta-disciplinary account, London,
Methuen Drama
Mitter, S. and Shevtsova, M. (eds.) (2005) Fifty Key Theatre Directors, Oxon, Routledge
Radosavljevic, D (ed.) (2013) The Contemporary Ensemble: Interviews
with Theatre-Makers, London, Routledge
Tuohy, A. with Glasby, M. (2015) A-Z Great Film Directors, London, Octopus Publishing
Ltd.
Woodson, S.E. (2015) Theatre for Youth Third Space: Performance, Democracy, and Community Cultural Development, Bristol, Intellect
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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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The summative assessment will take the form of the presentation of collaborative research and an essay on the comparative analysis of the artistic processes of the chosen artist/s with that of another artist/s researched and presented by peers in another group. The formative assessment will take the form of group tutorials.
Group Presentation of collaborative research on chosen artist/s (notional 5 minutes per student) – group/individual mark awarded (50%) |
Essay comparing the creative processes of two artists (circa 1500 words) – individual mark awarded – (50%)
Tutorials - Formative assessment - the tutor will give feedback during group tutorials where students will be discuss research angles on the artist/s they are studying. |
(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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