ARTS ANALYSIS - 2018/9
Module code: THE2026
This module introduces students to practices of and debates in the production of critical analyses of the performing arts. The module takes as its model the type of performance review found in scholarly Journals (Theatre Journal, NTQ, etc); over the course of the module, students will attend, analyse, and review a variety of performances from a range of disciplines (theatre, dance, film, music, digital arts, and, where appropriate, other visual arts). Students interrogate current trends in and questions about the representation of performance in writing; they will further their own critical writing skills, particularly with respect to forming short, concise and incisive pieces of analysis; and they will increase their exposure to a variety of performance disciplines and activities.
Guildford School of Acting
DUGGAN P Dr (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: W440
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
The popular review and the critical analysis;
Contemporary sources of analysis (journals, print media, blogs/online media);
Relating the review and the discipline;
Analysing performance (class/group discussions of performance(s) attended)
Analytical writing – tools and tactics.
|Assessment type||Unit of assessment||Weighting|
|Coursework||Presentation (individual contribution to group presentation)||100|
Essay (2500 words)
The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to analyse the arts and to express that analysis in clear, concise and dialogic (debate) oral form; it is also designed to expose students to a variety of critical analyses and enable them to productively compare, contrast, and negotiate multiple analyses. Students will therefore read a variety of critical analyses from across disciplines and apply that reading to the analysis of different art form. Students will therefore learn to evaluate these frameworks and use them as models (where appropriate); they will then produce a series of critical analyses involving at least two different disciplines in relation to at least two art forms.
Thus, the summative assessment for this module consists of:
an individual presentation, in the form of an individual contribution to a staged group debate about 2 - 3 contemporary cultural products (akin to an academic version of Front Row / The Cultural Frontline / The Culture Show)
Each group debate will last up to 20 minutes.
Formative assessment and feedback
Formative assessment tasks:
each week (from week 2 - 8) selected students will put into small groups to carry out short presentations and debates, mirroring the structure of the summative assessment, and will receive oral feedback on that work. These groups will be selected by the tutor one week in advance and a clear brief given for the formative assessment task.
This ensure that all students have an opportunity to practice the style of assessment and will embed ongoing formative assessment in the module.
Students will also receive feedback on their analytical skills through classroom discussions of performances and other cultural products that have been attended by the group, as well as discussions of the varying merits of critical reviews that the group will read.
- Facilitate students' exposure to and attendance at a variety of performances
- Introduce students to a range of styles of writing about performance, and enable students to distinguish different tools/requirements/tactics used in such writing across disciplines
|001||Identify and navigate sources of critical performance reviews (A1, A3, D1)||KC|
|002||Select the most relevant and interesting components of any given performance for description and analysis (A2, B2)||KCPT|
|003||Analyse a variety of performance styles critically and concisely, and produce such analyses in writing (B3, D2, D4)||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 128
Seminar Hours: 22
Methods of Teaching / Learning
The learning and teaching strategy is designed to introduce students to a specific kind of writing in the field of the performing arts, to enable them to attend and productive discuss and analyse performance from a variety of disciplines, and offer them experience in and tools for the writing of critical analysis of the arts.
The learning and teaching methods include:
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.
Programmes this module appears in
|Theatre and Performance BA (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Theatre and Performance with Film Studies BA (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Theatre and Performance with Creative Writing BA (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Dance with Theatre and Performance BA (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Media Studies with Theatre and Performance BA (Hons)||2||Optional||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.