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Session: 2022/23
Last modified: 13/04/2022 15:18:01
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Title of Module: Performance Contexts: Testing Ideas |
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Code: PERF09012 |
SCQF Level: 9
(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: | Stephen
Langston |
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| Summary of Module |
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Performance Context: Testing ideas is the last 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. The previous two modules enabled the students to develop competencies in analysing the contexts and aesthetics of performance products and processes created by professional artists. The application of the knowledge and understanding acquired from the previous modules enable students to embark on the practical testing of their own creative ideas on this module. Students will identify and engage with the socio-cultural-economic-political contexts in which their work can be developed as artists. They will identify a central concept and test ideas which can tease out this concept allowing them to plant seeds for the future development of new or original performance artefacts. They will identify artistic technical competencies required to test their ideas and acquire these skills where appropriate. While the ideas are assessed individually, the students will be encouraged to work in groups to develop their ideas so that peer support and expertise can be utilised in developing the idea. Each student will be expected to develop a short performance where the idea can be illustrated. Each student will be expected to answers questions from an expert panel on the origins, the influences and the future development of the idea. This module is characterised by a practical engagement with: Society, culture, politics, economics; Derived and original contexts; Concept and ideas ; Artistic technical competencies
- To encourage students to practically explore a wide range of artistic processes, taking risks where appropriate
- To encourage students to develop confidence with identifying and developing a concept.
- To deepen engagement with society, culture, politics, economics and artistic movements
- To develop artistic technical competencies required to explore ideas
- To source appropriate artistic collaborators
- To articulate ideas through performance and verbal presentation
- To nurture critical and reflective practitioners
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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 advanced knowledge and understanding of the key ethical and professional issues relating to performance practice.
L2.
Experiment with advanced knowledge and understanding of contemporary practice pertinent to performance.
L3.
Identify and analyse routine problems and issues in collaborative performance practice.
L4.
Engage in dialogue with learners and professionals in performance.
L5.
Reflect on and take responsibility for identifying the ethical considerations for collaborative practice in performance. |
| 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 9.
Demonstrate advanced knowledge and understanding in identifying and assessing ethical and professional issues relating to artistic processes and implications for intended use of them.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate confidence with applying knowledge and understanding in explorations of complex artistic processes.
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| Generic Cognitive skills |
SCQF Level 9.
Recognise the challenges of collaborative practice and take the required actions to solve problems in the rehearsal room.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Articulate ideas coherently to peers in the rehearsal room and to professionals in a presentation context.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Take responsibility for leading on personal artistic vision and supporting the artistic vision of peers, applying ethical considerations throughout.
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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: | Performance Context: Creative Processes |
| 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 on the artist’s role is society will be raised and addressed. These will be interrogated further in the rehearsal room through practical explorations of aesthetics mindful of ethical implications throughout. Students will be challenged to take risks where appropriate and explore artistic processes which will enable them to identify and develop a key concept through a myriad of ideas. VLE will be used to encourage discussion on contexts and artistic processes out with rehearsals. Artists’ websites and publications on practice will support pedagogical innovations in the rehearsal room. Students will be encouraged to autonomously source relevant workshop opportunities to acquire/develop technical artistic competencies in order to support rehearsal and performance pedagogy in formulating artistic vision. Tutors will offer feedback on the translation of ideas into performance during rehearsals. Mock vivas will be conducted to coach students on verbal articulation of ideas in terms of locating their place within the aesthetics and innovations of artistic movements and their relevance to contemporary 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 | 6 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 6 |
| Asynchronous Class Activity | 100 |
| Independent Study | 64 |
| 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:
Boal, A. (1992) Games for Actors and Non Actors, London, Routledge
Csikszentmihalyi, M. (2013) Creativity: The Psychology of Discovery and Invention, New York, Harper Perennial Modern Classics
Furse, A. (2011) Theatre In Pieces Politics, Poetics and Interdisciplinary Collaboration, London, Methuen Drama
Kershaw, B. (2009) Theatre Ecology: Environments and Performance Events, Cambridge, Cambridge University Press
Rees, A.L. (2011) A History of Experimental Film and Video (2nd ed.) London, 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 | Eve Katsouraki |
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| External Examiner | I Davie |
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| Accreditation Details | |
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| Version Number | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment will take the form of a short performance exploring a performance idea (70%)
A short performance of 5-10 minutes where concept and ideas are communicated (60%)
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| The assessment will take the form of a viva where the student answers questions from an expert panel on the origins, the influences and the future development of the idea (30%). |
(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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