This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 02/03/2022 09:53:58
|
Title of Module: Approaching Performance Research |
|---|
|
Code: PERF09016 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Dr James
Layton |
|---|
| Summary of Module |
|---|
Approaching Performance Research introduces students to a range of examples in performance research. Utilising selected outputs (written and practice), students are encouraged to consider researchers’ motivations and rationale for choices made in designing and executing specific research processes. Exposure to a range of research outputs will enable students to identify and evaluate appropriate methodologies and consider a design for their own proposal.
Indicative topics include:
- Ontology
- Epistemology
- Qualitative and Quantitative approaches
- Designing and using questionnaires / surveys
- Using interviews and focus groups
- Ethnography / Autoethnography
The module also introduces students to key critical frameworks that may underpin their research areas. Indicative examples may include (but are not limited to) Semiotics, Feminism, Phenomenology, and Postcolonialism.
The final stage of the module facilitates an autonomous approach in which students investigate, design and write a research proposal. This process also draws substantially on one-to-one tutor support, designed to simulate the L10 supervision experience. Students will also have opportunities for peer to peer learning in the form of research specific seminars and sharing of practice (if applicable).
|
| 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.
Investigate and apply appropriate knowledge of critical frameworks for use in performance research.
L2.
Demonstrate an understanding and knowledge of appropriate methodologies and ethical practices in performance research.
L3.
Demonstrate an ability to think critically in the design, review and refining of a research project proposal.
L4.
Convey complex ideas and reasoned arguments using appropriate academic conventions. |
| 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 9.
Demonstrate an understanding of the defining features and a critical understanding of research methodologies in creative practice, drawing on current debates where appropriate. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply appropriate research and inquiry methodologies to issues in Performance and/or interdisciplinary creative outputs. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis and evaluate a range of methodological frameworks in order to devise, conceptualise and define an original research problem. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Identify appropriate platforms to research, support and enhance work including the use of ICT and numerical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Reflect on and take responsibility for identifying and practising in line with relevant ethical, legal and regulatory standards. |
| 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 learning and teaching strategies employed in APR introduce students to key critical theories, research paradigms, and current debates in Performance. Students are encouraged to engage with selected research outputs (including Practice Research) in a process of identifying how specific research methodologies have been used. Examining these outputs will provide a gateway for students to reflect on their own approach to research and consider the most appropriate route to developing a proposal. Through developing students’ knowledge of extended academic writing and the research process, this module provides progression to SCQF 10 XXXX Performance Research Project. This module is delivered entirely online with some opportunities for sharing of live practice research on campus / other venues (as appropriate). |
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 | 48 |
| Tutorial/Synchronous Support Activity | 16 |
| Asynchronous Class Activity | 8 |
| 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:
Denscombe, M. (2012). Research proposals: A practical guide. Berkshire: Open University Press [available online]
Freeman, J. (2010) Blood, sweat and theory: Research through practice in performance. Faringdon: Libri Publishing.
Nelson, N. (2013) Practice as research in the arts: Principles, protocols, pedagogies and resistances. Basingstoke: Palgrave Macmillan.
O’Leary, Z. (2017) The essential guide to doing your research project. London: Sage.
Walliman, N. (2018) Research methods: The basics. Abingdon: Routledge.
|
|
(**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 online module materials.
Synchronous and asynchronous activities.
Attendance at live online sessions (lectures and seminars). |
[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 | 1.01 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| For assessment A, students will select 3 research outputs (written and/or practice) and prepare a recorded presentation (approx. 10 minutes). Students should demonstrate an ability to identify the methodologies / methods utilised and evaluate them in relation to their own area of interest. (25%) (ILO2). |
Assessment B will comprise of a Research Proposal (75%): (ILO1, ILO2, ILO3, ILO4)
Students will submit a circa. 3000 word written proposal for the design of a research project (written or practice), with justification for chosen research methodology. Students should demonstrate how their engagement with relevant literature has informed the design and proposed execution of the research as well as reflecting on ethical considerations. It is anticipated that this will prepare students for completing a substantial research project at Level 10.
|
(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 myUWS, 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)
|