PRODUCTION: THEORY, DESIGN, PRACTICE - 2018/9

Module code: THE3010

Module Overview

This module interrogates ideas around Theory, Design and Practice.  The emphasis of this module is to link these three modes of enquiry in order to encourage rigorous methodologies within artistic practices encouraging reflexive activity.  It aims to develop students’ abilities to create analytical and critical models for a significant body of research that is of interest to the student and encourages an exhibition of how this may be actualised in practice.

Module provider

Guildford School of Acting

Module Leader

HANN R Dr (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

JACs code: W460

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

Module Availability

Semester 2

Prerequisites / Co-requisites

None

Module content

The module will be taught through the delivery of discreet lectures that are connected through the exploration of Theory-Design-Practice.  The sessions offer themes that are designed to influence and inspire, asking the student to look at ‘things’ differently.  Portfolio sessions are designed to enable feedback, as well as assign to agree the design task the student will be focussing on:

Titles of sessions may include:


What is Design?  What is creativity?
Looking: the experience of seeing
Space and architecture
Puppets and the Performing Object
Sound and Light
Making Meaning – Phenomenology & Perception
Change (Industrialisation, materialism, urbanisation, mapping and storytelling)

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework PORTFOLIO (3000 WORD OR EQUIVALENT) 100

Alternative Assessment

It is possible to complete the assessment with extenuating circumstances.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity:


To be able to create a clear context of an enquiry in both current professional practice and academic thinking and demonstrate how this has affected the students’ knowledge and understanding. 


Professional practice identified within specific topic areas raised through taught sessions.  How academic thinking relates to professional practice, and specifically the relationship between theory-design and practice will become a mode of address throughout the taught sessions


To interpret and analyse disciplinary / cross disciplinary frameworks that surround design and engage creatively and critically with this analysis through differing modes of enquiry(theory – design – practice)


Taught sessions will provide opportunities for students to present work based on a specific topic and feedback will be provided in class to develop models for critical analysis engaging with the three modes of enquiry put forward here (Theory-Design-Practice)


Develop ideas over a sustained period of time, responding to class feedback and have the capacity to construct cross disciplinary arguments both verbally and in writing


              Tutorial Points throughout the semester along with portfolio breakout sessions will provide opportunities for a trajectory of learning.

 

Thus, the summative assessment for this module consists of:

3000 word portfolio.  Students are encouraged to start writing their portfolio from the beginning, documenting ideas and writing notes from reading, class activities and their own responses to this.   The process from theory to design is to be documented, analysed and then reflected on.  The term portfolio here is loose and exciting modes of submission can take place based on their relevance to theory, design or practice.  (ie, a youtube video could be used to submit ideas around digital performance theories, or a website around communication etc.)  To ensure parity across assessments, a word document should be submitted alongside any alternative forms so that for example, the youtube video submits its 3000 word transcript. 

 

Formative assessment and feedback

Student Presentations

For specific sessions students will either work as individuals or in groups to deliver a twenty-thirty minute presentation based on the weeks topic and reading.  Within the presentations students should identify:

1 Theory / idea within a written document that interests them

1 Current practitioner working in an arts field that uses these ideas / theories or could be seen as doing so

Be able to demonstrate the link between theory design and practice.

 

Feedback on the presentation will be given by the class and the tutor.

This will:

Become a form of formative assessment

Ensure students understand the written material given

Enable students to find links between theory, design and practice needed for the portfolio assessment.

 

Portfolio Break out sessions:

Students should bring journals, notes, quotes and pictures gathered from the start of the module.  Each student will have a chance to speak about their design project, articulate theories that have become working methodologies or frameworks, identify problems.  These sessions are intended for students to learn for each other, and to help find links to inform the students enquiry.

 

Design Task

Provides the opportunity to engage in a practice and/or design led enquiry and provides a platform to write the academic portfolio.  It should link Theory Design and Practice and be exhibited by the end of the module

Module aims

  • To encourage student centred research to generate a clear context for an enquiry
  • To develop critical models using Theory Design and Practice as modes of enquiry
  • To rigerously apply theoretical frameworks that may lie outside of the students core discipline

Learning outcomes

Attributes Developed
1 To be able to create a clear context of an enquiry in both current professional practice and academic thinking and demonstrate how this has affected the students' knowledge and understanding. 
2 To interpret and analyse disciplinary / cross disciplinary frameworks that surround design and engage creatively and critically with this analysis through differing modes of enquiry(theory – design – practice)
3 Develop ideas over a sustained period of time, responding to class feedback and have the capacity to construct cross disciplinary arguments both verbally and in writing

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 129

Seminar Hours: 20

Tutorial Hours: 1

Methods of Teaching / Learning

The learning and teaching strategy is designed to: encourage students to look outside of their field and identify theory that excites them.  There is a lot of reading identified in the handbook, however, students are encouraged to find exciting ideas within reading and read those ideas, linking principles and growing there fields of knowledge.  This enquiry lead approach aims to create a student centred learning experience, where module taught sessions are there to identify ways of linking theory-design and practice.  Methods of researching, an engagement of critical thinking and writing styles are all covered to work towards an understanding of the assessment brief.  Student tutorials focus on 3 areas of assessment 1 – Theory, 2 – Practice (which can be undertaken over the easter break) 3 – design (how they will construct their portfolio)

The learning and teaching methods include:

These are indicative:

20hrs of taught sessions (2 hrs x 10 sessions across 11 weeks)

1 hr of tutorials (3x 20 minute sessions)

20hrs reading (2 hrs x 10 sessions across 11 weeks)

10hrs class prep (Towards student in class presentations across the semester)

66hrs research (through practice / reading across the semester)

33hrs Assignment writing (across the semester)

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 PRODUCTION: THEORY, DESIGN, PRACTICE :

Programmes this module appears in

Programme Semester Classification Qualifying conditions
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
Dance with Theatre and Performance 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
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.