THEORIES OF PERFORMANCE - 2019/0
Module code: TDL3008
Students will investigate key theatrical methodologies and critical theories, and subsequently apply and explore the practical possibilities of these core concepts in performance through the study and examination of set written play texts.
Guildford School of Acting
TUNSTALL Darren (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: W470
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Students will take this module alongside Contemporary Performer Training TDL3009.
Indicative content includes: -
Home-based study on the module material and online reading requirements. Theories to be studied may include: semiotics, phenomenology, feminism, gender theory, reception theory, post-modern theory.
Seminar sessions amounting to two days at GSA to include application of theories to theatre text and performance, writings skills, and personal tutorials.
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to
- Provide students with the opportunity to demonstrate the following through their formal written summative submission, in addition to their engagement with the formative assessment, module content and associated activities:
- Demonstrate knowledge and understanding of key practitioners, practices and theories of performance. (K)
- Demonstrate knowledge and understanding of the processes by which performance is created, realised and managed. (K)
- Identify and engage in appropriate independent research demonstrating an awareness and understanding of relevant cultural contexts. (C)
- Critically analyse and evaluate dramatic texts within their theatrical, historical, and social context.(c)
- Apply a range of critical methods to theatrical representation and express the results cogently, both in writing and presentation. (C)
- Communicate clearly in writing. (T)
- Formulate and communicate objective responses. (T)
- Apply high levels of personal discipline, time-management, commitment and focus. (T)
- Understand and objectively act on constructive criticism. (T)
Thus, the summative assessment for this module consists of:
- 2,500 word essay in response to a set question/task, OR
- 7min documentary with transcript
And the formative assessment and feedback consists of:
An outline plan for the summative assignment in the student’s own choice of form, which may include, but not restricted to:
- Essay plan
- PowerPoint or equivalent software presentation
Informal formative feedback from tutors will be provided by, but not restricted to:
- VLE written feedback
- Email exchange
- Personal tutorials in person / via Skype or equivalent software
Ongoing informal formative feedback from the tutor is facilitated by, but not restricted to, structured discussion boards on the VLE and email exchange.
- Introduce students to a range of critical approaches to the analysis and description of performance in theatre.
- Enable students to recognise and engage with theories of performance in practical terms.
|001||Demonstrate knowledge and understanding of key practitioners, practices and theories of performance.||K|
|002||Demonstrate knowledge and understanding of the processes by which performance is created, realised and managed.||K|
|003||Identify and engage in appropriate independent research demonstrating an awareness and understanding of relevant cultural contexts.||C|
|004||Critically analyse and evaluate dramatic texts within their theatrical, historical, and social context.||C|
|005||Apply a range of critical methods to theatrical representation and express the results cogently, both in writing and presentation.||C|
|006||Communicate clearly in writing.||T|
|007||Formulate and communicate objective responses.||T|
|008||Understand and objectively act on constructive criticism.||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 135
Seminar Hours: 15
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Actively engage the online & distance learner with core concepts of theories of performance through a range of teaching and learning strategies
- Enable the online & distance learner to access core concepts studied and apply these to selected performance texts.
- Allow the online & distance learner to demonstrate their knowledge and understanding of the core concepts of theories of performance through the structured exploration of performance possibilities of selected texts.
The learning and teaching methods include:
- Study based on module content via the VLE (Virtual Learning Environment), and associated learning activities (60 hours)
- Seminar weekend (15 hours)
- Tutor-guided online & distance learning, independent study based on set texts and online library resources (75 hours)
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 for THEORIES OF PERFORMANCE : http://aspire.surrey.ac.uk/modules/tdl3008
Under the three term structure that commences from academic year 2019/0 – this module’s delivery falls in Semester 1 due to the teaching occurring in Teaching Block 1.
Programmes this module appears in
|Theatre BA (Hons)||1||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 2019/0 academic year.