This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 31/03/2022 13:01:57
|
Title of Module: Practice: Devising |
|---|
|
Code: PERF08003 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Catriona
Fallow |
|---|
| Summary of Module |
|---|
Students will develop the necessary skills to create original theatre, giving them the opportunity to make their own work and explore subjects without the restrictions of a script. Tutors will introduce students to the principles and pedagogies of devising. They will experience a variety of devising practices ranging from director-led to non-hierarchical collaboration and participatory performance. They will crtically reflect on the diverse approaches to devising via independant research and their own practice throughout.
- Develop their skills by working as part of a creative ensemble.
- Apply research, devising methods and project management skills to create a new piece of work.
- Not only perform in the work that they create but also facilitate audience engagement and explore production roles to broaden their skills and abilities.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate detailed knowledge and understanding of key principles and practices of devising.
L2.
Demonstrate the ability to research, develop and present concepts.
L3.
Reflect on individual and group practice.
L4.
Work, under guidance, with others in a participatory performance context. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstrate discerning understanding of the principles of collaborative and interdisciplinary practice.
Demonstrate detailed knowledge and understanding of the processes by which performance is created, realised, managed and documented.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply a discerning understanding of the key theories of performance.
Apply detailed knowledge and understanding of the material, cultural and policy conditions in performance contexts.
Apply a range of collaborative performance processes in the creation of work including: working collective, ensemble, co -creation and hierarchical and non-hierarchical structures.
Re-appropriate a detailed knowledge and understanding of the processes and practices of an external organisation/ individual.
|
| Generic Cognitive skills |
SCQF Level 8.
Identify appropriate platforms through which to present complex ideas and arguments.
Tailor outputs effectively to a range of audiences and purposes.
Use a range of standard ICT applications to process and obtain data
Explain and defend creative, technical and/ or conceptual choices.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Synthesise and explain the evolution of key concepts.
Operate and think reflexively, creatively, critically and technically to develop ideas and construct arguments.
Understand group dynamic to operate collaboratively with collective, creative and professional contexts to pursue shared goals.
Analyse and synthesise contemporary practice.
|
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Work, under guidance, with others to acquire understanding of relevant theories.
Demonstrate receptiveness to specialist guidance and critique.
Demonstrate sensitivity to the roles and contributions of self and others in collaborative activities to with others with the aim of developing performance practice.
Work in a planned and improvisatory way to accommodate ambiguity, creative risk taking, uncertainty and unfamiliarity.
Reflect on own academic and practitioner identity in the wider professional context.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
The module will explore the key principles and practices of devising through practical workshops, lecture-style material and discussion. Students will be supported in their understanding of the intersections between improvisation and devising. Students will then work in groups to explore these concepts further. With tutor support throughout, each group will be responsible for developing rehearsal methodologies leading to the production and performance of a devised work. Tutor support will be in the form of a director for the first devised piece and as a facilitator of collaborative devising processes for the second piece. Students will take part in a series of workshops where they will be introduced to a range of performance making practices, with a view to developing their skills as emerging practitioners. The workshops will continue to build on in the learning from the Practice: Text Based module and the Performance Contexts: Creative Processes module. Students will identify their needs in relation to the style and genre of their chosen work.
Throughout this module students will be introduced to current devising companies and will research the work they do in order to support their own work and understand the breadth and depth of devised work.
There will be two specific and interrelated strands to the learning and teaching of this exercise based module:
1. The development of core practical skills related to devising.
2. The development of a critical understanding of the core theories, concepts, principles and terminology used in devising.
Students will receive formative assessment throughout the module and will be encouraged to discuss their progress and development. They will also receive written feedback on all summative assessment.
The VLE will be used to deliver supporting documentation, circulate important information, and provide discussion boards and group pages (where appropriate) to enable continued individual/group learning through a virtual space outside the institution.
|
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) |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Tutorial/Synchronous Support Activity | 36 |
| Independent Study | 328 |
| 400
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Callery, D. (2001) Through the Body: A Practical Guide to Physical Theatre, London, Nick Hern Books.
Fry, M. (2015) 'Théâtre de Complicité' in British Theatre Companies: 1980-1994, London, Bloomsbury Methuen.
Govan,E. (2007) Making a Performance:Devising Histrories and Contemporary Practice, Oxon, New York and Canada. Routledge
Graham, S and Hoggart, S. (2014) The Frantic Assembly Book of Devising Theatre,Ocon, New York: Routledge
Heddon, D. and Milling, J. (2006) devising performance a critical history, Hampshire, Palgrave MacMillan
Radosavljevic’, D. (2013), Theatre-Making: Interplay Between Text and Performance in the 21st Century, Basingstoke, Palgrave Macmillan.
Thorpe, J. and Gore, T. (2020) A Beginner's Guide to Devising Theatre, London, Methuen Drama.
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Arts & Media |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Arts & Media |
|---|
| Moderator | Sofia Nakou |
|---|
| External Examiner | I Davie |
|---|
| Accreditation Details | |
|---|
| Version Number | 2 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
Assessment 1 - Students will contribute to the development and performance of a tutor-led devised piece (35%)
|
| Assessment 2 - Students will collaborate in the development, performance and facilitation of an ensemble-led devised piece (35%) |
| Assessment 3 - Students will discuss the principles and pedagogy of devising processes in a 2000 word essay. (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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|