CONTEXT 4 - 2017/8
Module code: AMT2009
Guildford School of Acting
BAILEY NC Mr (GSA)
Number of Credits
FHEQ Level 5
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 91
Tutorial Hours: 45
|Assessment type||Unit of assessment||Weighting|
|Coursework||INDEPENDENT CRITICAL RESEARCH PROJECT (WRITTEN) 2000 WORDS||50|
|Practical based assessment||PRACTICAL MUSIC PRESENTATION||50|
Re-Submission of task
Prerequisites / Co-requisites
Context 4 is delivered through lectures and workshops and teaches a level of research, preparation, contextual discussion and artistic expression appropriate for Level 5 study. The module pays particular attention to the analysis of key text and socio-political movements in theatre and culture whilst embedding key concepts of critical analysis and critical theory.
To apply and engage with academically rigorous research processes that will support and positively influence practical rehearsal projects
To encourage the development of empowering strategies and interrogative rigour in practical production exercises and key concepts in the history and interpretation of music from a practical perspective
To develop an ability to reflect cogently upon and document personal learning.
|Evidence an ability to evaluate and critique, and articulate conclusions within an appropriate academic framework, regarding work witnessed and experienced|
|Demonstrate a sound understanding of forms and traditions of performance, and theoretical explanations of those histories.|
|Evidence the ability to process material studied and interpret material through personal practice.|
|Create and present the results of analytical and critically reflective processes in a manner commensurate with the standards of Level 5 undergraduate study.|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
Historical understanding of key texts
Exploration of critical theories – including post-colonialism, marxism and feminism.
Socio-political contextual understanding of key texts
Practical exploration of key and source material
Development of analytical skill
Development of practical presentation skills
Development of academic writing skills
The module is assessed through an extended piece of critical writing on culture and theatre. Alongside this students will develop a group seminar presentation deconstructing a piece of score, or a song from a well known composer and setting it into to context musically.
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Place an emphasis on the practical development of skills that are required for extended and best practice in the profession. The module aims to introduce Level 5 students to the application of critical theories to text and interpretation of text as well as widening their cultural understanding and sensitivity to socio-political context all of which lead on to a firm foundation moving toward the investigation and development of work at Level 6.
The learning and teaching methods include:
Across the semester this module is delivered over 150 hours study across the semester
Throughout the module different learning and teaching strategies are applied to enable students to achieve the learning outcomes, including research, reflective practice, peer to peer learning and formative assessment with detailed written feedback.
The approach of the module is vocational in content and delivery and encourages students to participate in reflection on their own practice, independent study and research and embeds the concepts of peer to peer feedback within the rehearsal room. Students are encouraged to utilise materials on SURREY LEARN and also receive individual tutorials from staff to help in forming their learning experience.
Students receive regular verbal feedback both individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week.
Students are encouraged to self-assess and peer-assess within the class structure and as part of the ethos of training as an actor.
Lesson plans are structured to take account of and deliver for students with a specifc bias toward visual, auditory and kinaesthetic learning enabling differentation of techniques within the class.
The assessment strategy is designed to provide students with the opportunity to demonstrate.
Practical evidence of developing approach to contextual and critical analysis.
Thus, the summative assessment for this module consists of:
Unit 1: Practical Music Presentation
Student Activity Link to Learning Outcome(s)
Unit 1: Independent Critical Research Project
Academic presentation skills and referencing
Each class sequentially builds toward the assessment and throughout individual learning outcomes are covered by tutors and students receive regular verbal feedback individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week. Students are encouraged to self-assess and peer-assess within the class structure which becomes a valuable strategy for visual, auditory and kinaesthetic learning. Students receive summative feebdack within 3weeks of the assesment taking place and this is received through SURREYLEARN.
Reading list for CONTEXT 4 : http://aspire.surrey.ac.uk/modules/amt2009
Programmes this module appears in
|Actor-Musician BA (Hons)||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.