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Session: 2022/23

Last modified: 10/06/2022 17:54:59

Title of Module: New Performance Realisation

Code: PERF10017 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Henry  Bell

Summary of Module

The realisation of a creative concept involves challenging and detailed procedures. Producers, directors, technicians, choreographers, musicians, and performers face a range of unpredictable circumstances in which they must exercise responsibility, initiative and engage in complex decision-making. You must acquire and develop the skills necessary to manage and realise a production whilst adapting to ever-changing circumstances and challenges in preparation for a professional environment. You will explore the responsibilities of production and performance roles, synthesising the skills necessary for the organisation of a performance artefact and consolidated through the processes by which performance is created, realised, and managed. The use of authentic learning events or real-life experience is encouraged, which will develop your professional skills necessary for future employment in the industry. You will demonstrate your ability to apply evidence-based methods in a practical setting and skills through performance. As a ‘reflective practitioner’ you will identify and deal with aesthetic and ethical challenges demonstrating your awareness and relevance of your choices leading to the deploying of a range of professional creative skills to realise a ‘new’ practice-based project. Through this creative process you will take responsibility for creative, technical, critical, and conceptual choices in professional practice whilst noting how you managed all ethical, legal and regulatory practice. You will work in small groups via lectures and tutorials to achieve a new ‘live’ or pre-recorded performance realisation which is reflective (but not limited to) commercial, digital, community and contemporary performance genres.


  • • Performance research techniques and application

  • • Professional performance techniques, processes, and application

  • • Critical application and reflection

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:


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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Apply advanced specialist knowledge and understanding to production and performance processes.

L2. Practise in a defined production and/or performance roles in a professional level context.

L3. Exercise autonomy in using a range of professional skills and some complex and specialised skills in support of established practices to realise a professional level production.

L4. Critically identify, define, conceptualise, and analyse production and performance processes.

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 10.

Demonstrate and/or work with:

Detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of a subject/discipline.

Knowledge and understanding of the ways in which the subject/discipline is developed, including a range of established techniques of enquiry or research methodologies.

Demonstrate critical insight into contemporary debates and issues related to the reception, creation and interpretation of performance.

Demonstrate command of a variety of advanced research methodologies.

Demonstrate specialist professional knowledge and understanding of the global context of at least one area of performance.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Use a range of the principal skills, practices and/or materials associated with production.

Deploy critical, integrated, and comprehensive knowledge and understanding of the landscape of performance.

Apply a critical awareness of the interplay between creative and critical modes of enquiry in performance.

Apply specialist professional knowledge performance.

Generic Cognitive skills SCQF Level 10.

Critically identify, define, conceptualise, and analyse complex/professional level problems and issues within production

Offer professional insights, interpretations and solutions to problems and issues.

Critically use information retrieval skills, involving the ability to gather, sift, manipulate, synthesise, evaluate and organise material.

Conceive, develop, and realise professional level collaborative dynamics.

Communication, ICT and Numeracy Skills SCQF Level 10.

Use a range of advanced and specialised skills in support of established practices for performance and workshop activities for example:

Produce formal performances of material suitable for selected audiences Communicate with professional level peers, senior colleagues, and specialists.

Use a range of IT applications to support and enhance work.

Communicate with peers, senior colleagues, and specialists on a professional level.

Autonomy, Accountability and Working with others SCQF Level 10.

Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes or practices with performance production.

Exercise autonomy and initiative in professional/equivalent activities through performance production.

Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Practice: Creative Festival
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The module will be delivered through interactive workshops, lectures, tutorials, and supervision. Study will also be supported by online materials in the module VLE site. The student is taken through a series of activities preparing them for the presentation/demonstration of creating a new performance. After the initial introduction the students will be encouraged to debate contemporary issues and then research ideas, concepts, and professional issues relevant to the realization of the artefact they develop. A development workshop will then be facilitated, allowing the students to discuss and showcase some ideas, encouraging peer interaction, allowing for their ideas to develop. The groups will be supported through tutorials whilst the idea is being translated into a performance.

The student will negotiate their practical assessment task with their tutor individually and/or as a group determining the appropriate genre and context of the performance. The length of performance will be negotiated based on the composition of the group, the genre of production chosen, and the context the work is showcased at. The students will be given guidance on viva voce examination concerning the research, planning and production aspects of the project.
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 Delivery12
Tutorial/Synchronous Support Activity24
Practice Based Learning36
Independent Study328
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:

Bogad, L.M. (2016) Electoral guerrilla theatre: radical ridicule and social movements. Abingson; Routledge

Deer, J. (2015) Acting in musical theatre: a comprehensive course. London; Routledge

Kaye,D. (2016) Sound and music for the theatre: the art and technique of design. Oxon; Rutledge Knopf, R.(2017) Script Analysis for Theatre/tools for interpretation. London; Bloomsbury.

Lust, A. (2012) Bringing the body to the stage and screen: expressive movement for performers. Lanaham; Scarecrow Press inc

(**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

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Supplemental Information

Programme BoardArts & Media
Assessment Results (Pass/Fail) No
Subject PanelPerformance
ModeratorStephen Langston
External ExaminerIain Davie
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Production (80%)
Viva Voce (20%)
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Creative output/ Audiotapes/ Videotapes/ Games/ Simulationscheck markcheck markcheck markcheck mark8060

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oralcheck markcheck markcheck markcheck mark2012
Combined Total For All Components100% 72 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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:
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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.