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Session: 2022/23
Last modified: 08/03/2022 13:35:44
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Title of Module: Digital Performance |
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Code: PERF09015 |
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
Collins |
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| Summary of Module |
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This module will allow students to explore the developing area of telematic performance from a theoretical and practical perspective. Drawing on digital performance practices from the 1960s to the present day, students will investigate and develop new collaborative performances in the context of remote and digital working. Driven by the move to online performance at industry level, this module will invesitigate questions of performance in a digital environment from creation to collaborative practice to reception.
Further, the module will invite students to interrogate their own creative and collaborative practice by creating original performance work at distance for remote audiences.
Indicative content includes:
- An analysis of digital and telematic performance
- Digital and remote creative practices
- Digital and remote reception
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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 detailed knowledge of key principles of telematic performance
L2.
Apply principles of collaborative practice to the development of an original performance piece
L3.
Use a wide range of routine skills, along with some advanced and specialised skills, in the development of an original digital performance
L4.
Identify and negotiate routine problems and issues associated with collaborative performance practice.
L5.
Exercise autonomy and initiative in the development of an original thematic 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 an understanding of the key theoretical and practical elements of telematic performance. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply appropriate and emerging knowledge and skills to the development of a telematic performance piece. |
| Generic Cognitive skills |
SCQF Level 9.
• Identify and analyse routine professional problems and issues in the processes and practices of collaborative practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use digital and image capture technologies to develop a telematic performance. Using software and specialised platforms for online learning, collaboration, performance making and reception. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Work autonomously and collaboratively to create a performance at distance for a non-copresent audience |
| 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: | |
| 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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Teaching for this module will be fully online. The nature of telematic performance requires students to collaborate remotely and produce performance work for a remote audience. Hence, teaching will be built around principles of collaboration and group learning. Students will be encouraged to experiment with online technologies and develop strategies for collaborating at distance. The VLE will be used to support student practice with some synchronous lecture and seminar-based work supported by asynchronous materials.
The single practical assessment will be supported by a number of formative assessment points where students will present and receive structured feedback on their developing work. |
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 | 12 |
| Asynchronous Class Activity | 26 |
| Independent Study | 132 |
| 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:
Ausslander, P. 2008. Liveness: performance in a mediated culture. London: Routledge.
Heddon, D., and Milling, J. 2016. Devising Performance: a critical history. Palgrave Macmillan.
Klich, R., and Sheer, E. 2012. Multimedia Performance. Palgrave Macmillan
Ladly, M. 2007. "Being there: Heidegger and the phenomenon of presence in telematic performance," International Journal of Performance Arts and Digital Media, 3:2-3, 139-150
Mermikides, A. 2010. Devising in Process. Palgrave Macmillan.
Phelan, P. 1993. UNmarked: the politics of performance. London: Routledge.
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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 | Arts and Media |
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| Moderator | Sofia Nakou |
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| External Examiner | Iain 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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| Students will work in groups to produce an original digital performance of c 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 |
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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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