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Session: 2022/23
Last modified: 08/03/2022 13:27:19
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Title of Module: Performance Research Project |
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Code: PERF10009 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Dr Stephen
Collins |
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| Summary of Module |
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The Performance Research Project module provides students with the opportunity to conduct a piece of independent, student led, enquiry based research. During the module, students will autonomously propose, develop and disseminate a research project that will address the students’ particular interests related to the wider critical, academic and practice context in the field of Performance.
Developing from Research in Creative Practice, the module will promote a praxis approach to research, enabling students to explore the inter-relationship between academic research and their developing performance practice. This may lead to a mixed practice based/led research process or to an analysis of performance practice more broadly defined.
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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 and apply a critical understanding of a range of specific theories, concepts and methodological processes
L2.
Demonstrate and apply an appropriate range of professional skills, techniques and practices, a few of which should be specialised or advanced
L3.
Critically identify, define, conceptualise, analyse and or synthesise complex problems
L4.
Present and disseminate information, formally and informally, to informed audiences, utilising appropriate academic and creative conventions
L5.
Exercise autonomy, ethical accountability and reflexivity |
| 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 10.
Demonstrate and apply a critical understanding of a range of specific theories, concepts and methodological processes (Applied Knowledge & Understanding). |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Demonstrate and apply a wide range of professional skills, techniques and practices, a few of which should be specialised or advanced (Applied Knowledge & Understanding). |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise, analyse and or synthesise complex problems (Cognitive). |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Present and disseminate information, formally and informally, to informed audiences, utilising appropriate academic and creative conventions (Communication). |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy, ethical accountability and reflexivity (Autonomy). |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
PERF09014
| Module Title:
Research in Creative Practice
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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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| This module is delivered over trimesters 1 and 2 via supervision, which will take place on-line, face to face, or a combination of both. Students are assigned a supervisor based on their area of research. Supervision sessions are supported by lectures, student research groups and VLE materials. |
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 |
| Tutorial/Synchronous Support Activity | 24 |
| Practice Based Learning | 45 |
| Independent Study | 525 |
| 600
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:
Alleque, L. et al. (2009) (eds.) Practice as Research in Performance and Screen, London,
Palgrave Macmillan.
Barrett, E & Bolt, B (eds.) (2010) Practice as Research Approaches to Creative Arts Enquiry, London, L.B. Tauris & Co Ltd.
Bial, H. (2016) The Performance Studies Reader, (3rd ed.) London, Routledge
Marshall, C. & Rossman, G.B. (2016) Designing qualitative research. (6th ed.) London: Sage Publications.
Nelson, R. (ed.) (2013) Practice as research in the arts: Principles, protocols, pedagogies, resistances. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
O'Leary, Z (2014) The Essential Guide to Doing your Research Project. (2nd ed) London: Sage Publications.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance 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 | B&CI |
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| Moderator | Dr James Layton |
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| External Examiner | Ian Davie |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Research Output Dissertation (80%) Negotiated: Either (i) 10,000 word dissertation; or (ii) creative practice research output plus written work (where the word count of the written work has a minimum threshold of 5000 words), and is negotiated with supervisor). |
| Conference Presentation (20%) Circa. 10 mins |
(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
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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