This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 02/03/2022 09:43:30
|
Title of Module: Reading Performance |
|---|
|
Code: PERF07005 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Dr James
Layton |
|---|
| Summary of Module |
|---|
Reading Performance is designed to familiarise students with introductory theories of performance and reception. The module introduces students to a range of theoretical perspectives that enable an interrogation of a performance event. By engaging with live and archived performance throughout, the module facilitates a student-led analysis of the reception of performance. Through lectures, tutorials and VLE activity, students will engage with various approaches to reading and analysing performance.
As part of the module, students will use various approaches to analysis of art and performance, which may include:
- Review
- Literary analysis
- Semiotics
- Architectural Semiotics
|
| 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 an understanding of foundational performance contexts in terms of production and reception.
L2.
Apply foundational cultural and theoretical concepts to the critical analysis, documentation and interpretation of performance.
L3.
Describe, theorise, interpret and evaluate artefacts, texts and events using appropriate academic conventions including Harvard referencing.
L4.
Create and present in forms appropriate to content.
L5.
Identify and apply critical theory to the analysis of performance. |
| 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 7.
Understand and explain foundational performance contexts in terms of production and reception.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply foundational cultural and theoretical concepts to the critical analysis, documentation and interpretation of performance.
|
| Generic Cognitive skills |
SCQF Level 7.
Describe theorise, interpret and evaluate texts and events
|
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Create and present in forms appropriate to content and in a range of contexts.
|
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Accept supervision in less familiar areas of work.
|
| 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 teaching and learning processes on Performance Theories 1 are designed to introduce students to the theory and lexicon of performance analysis and their application to the performance event. Through developing students’ appreciation of different modes of reception and analysis, this module provides progression to the SCQF level 8 Theory and Performance. |
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
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Carlson, M. (2004) Performance: a critical introduction. New York: Routledge.
Counsell, C. & Wolf, L. (eds.). (2001) Performance Analysis: An Introductory Coursebook. London: Routledge
Fortier, M. (2016) Theory/Theatre: an introduction. Oxon: Routledge.
Pavis, P. (2003) Analyzing performance: theatre, dance, and film. Ann Arbor: University of Michigan Press.
Pitches, J. and Popat, S. (2011) Performance perspectives: a critical introduction. Basingstoke: Palgrave Macmillan.
|
|
(**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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Engaging with Aula.
Attendance at online lectures.
|
[Top of Page]
Supplemental Information
| Programme Board | Arts & Media |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Arts & Media |
|---|
| Moderator | Dr Catriona Fallow |
|---|
| External Examiner | Iain Davie |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.04 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Students will analyse a live performance via the application of one performance theory (100%)(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.)
|
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 Aula, 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)
|