CONTEXT 4 - 2018/9

Module code: MUT2021

Module Overview

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.

In this, the last contextual study before students’ progress to Level 6, it is expected that students will be able to construct presentations and integrate dance, singing and acting styles to “flesh out” the meanings and sub-text of performance text.

To this end, further lectures in semiotics, structuralism and post-modernism work side by side with study of key musical text and the module culminates in two separate presentations by students that aim to add meaning and critical reading to established text.

Module provider

Guildford School of Acting

Module Leader


Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

JACs code: W310

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites


Module content

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.

Assessment In this module the assessment consists of a practical assessment where in small groups students present a seminar to peers on a piece of Musical Theatre where they apply critical theory to text and explain its influence on text, performance, aesthetic etc. In the second assessment students undertake a research project that charts socio-political responses to a specific piece of musical theatre demonstrating through analysis and research changing attitudes, beliefs and understanding cultural changes. 

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment COLLABORATIVE PRESENTATION 50

Alternative Assessment

In the event of a student being unable to complete any specific component of the module a practical resit opportunity will be arranged where they will be required to present a new essay the title of which will be decided on by the module tutor. To be determined by the unit/module that is incomplete. 

Assessment Strategy

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: Collaborative Presentation 1

Student Activity Link to Learning Outcome(s)

Evaluative skills 1,2,3,4

Critical understanding 1,2,3

Contextual understanding 1,2,3

Subject knowledge 1,2,3

Presentation skills 1,2,3,4

Unit 2: Independent Research Project

Evaluative skills 1,2,3,4

Critical analysis 1,2,3

Contextual understanding 1,2,3

Subject knowledge 1,2,3

Research depth 1,2,3,4

Academic presentation skills and referencing 1,2,3,4

Formative assessment and feedback:

This is a practical formative assessment that provides students with the opportunity to demonstrate and receive formative feedback in preparation for the summative assessments. Students receive verbal and written feedback and also benefit from personal tutorials where this feedback can be discussed after reflection. 

Module aims

  • 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.
  • To develop a convincing understanding of a range of principal theories relevant to contemporary actor training.
  • To develop an ability to reflect cogently upon and document personal learning.

Learning outcomes

Attributes Developed
001 Evidence an ability to evaluate and critique, and articulate conclusions within an appropriate academic framework, regarding work witnessed and experienced.
002 Demonstrate a sound understanding of forms and traditions of performance, and theoretical explanations of those histories.
003 Evidence the ability to process material studied and to interpret material through personal practice.
004 Create and present the results of analytical and critically reflective processes in a manner commensurate with the standards of Level 5 undergraduate study.

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Workshop Hours: 113

Independent Study Hours: 37

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 further study.

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.

In depth:

  • 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 SurreyLearn 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 specific bias toward visual, auditory and kinaesthetic learning enabling differentiation of techniques within the class.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

Reading list for CONTEXT 4 :

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Musical Theatre 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 2018/9 academic year.