DIGITAL PERFORMANCES - 2019/0

Module Overview

This module aims to develop student understanding of mediated and virtual performance practice.  The module engages students in the opportunities and implications for performance in everyday life, performance in and between physical spaces and for performers and participants. The assessment asks students to reflect critically on forms and issues of digital performances.

Module provider

Guildford School of Acting

Module Leader

ANDREWS S Dr (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

JACs code: W470

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

Module Availability

Semester 1

Prerequisites / Co-requisites

N/A

Module content

The emphasis is on facilitating student understanding of digital performance and using this to create new understandings of what creates a digital performance.  The following technologies may be looked at, but not exclusively:


Social Networking
Projection
Digital Mapping
Mobile Phone applications
GPS
The internet
Mp3 players


Students may be encouraged to develop ideas that can be continued, in varying ways, following the module.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

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

 


To identify specific work that is appropriate for contemporary analysis of digital performance
To critically engage with theoretical writing and related performance practice.
To articulate a critical response that is appropriate to a contextual field


 

Indicative Assessment

 

Module: Digital Performance

Submission Type:                   Essay

Format of Submission:           Written

Word Count:                            2500

Weighting:                               100%

Submission:                Monday 16th January 2017 (by 4pm)

 

The  summative assessment for this module consists of: 2500 Word Essay: 10% over or under the word count will be accepted.

 

Picking up one or more of the chosen topics within taught sessions, students are encouraged to “imagine” digital objects which may augment, create, or inspire theatrical performance.

 

Work should neatly link theory and professional practice to inform performance analysis.

 

Students are encouraged to start researching their essay from the beginning, documenting ideas and writing notes from reading, class activities and making their own responses to this.  

 

 

Indicative Formative Assessment

 

Formative assessment and feedback

Student Presentations

For certain weeks, students will either work as individuals or in groups to deliver a presentation based on the week’s topic and reading.  Within the presentations students should identify:

 

1 theoretical idea within the written text

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

Demonstrate how the work of the practitioner helps inform and perhaps extend ideas in the reading.

 

This will:


Become a form of formative assessment
Ensure students understand the written material
Enable students to find links between theory, practice.


 

Indicative Delivery Activities

Essay Break out sessions:

At one or more points, students should bring journals, notes, quotes and pictures gathered from the module. 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 from each other, and to help find links to inform their enquiry.

Module aims

• To introduce social, cultural, historical and/ geographical contexts for the augmentation of/intervention in social and/or artistic performance
• To identify performance and cross-disciplinary theories and practices that may inform understandings of augmention in performance
• To enable students to develop awareness of methods/processes of analysis/enquiry
• To articulate ideas with attention to specific conditions and criteria

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to: provide students with knowledge within a field of study.  Throughout this, students will be challenged to analyse work with which they are particularly interested.

The module advises that a reading / literature review network be set up. Read something, understand it, tell people about it. 

Students will be involved in weekly presentations designed to give feedback on their ability to link theory and practice

 The learning and teaching methods include:

These are indicative:

22 hrs class time (seminar / lecture) (2x 11hrs)

Student led research / activity (128 over 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 DIGITAL PERFORMANCES : http://aspire.surrey.ac.uk/modules/the2018

Programmes this module appears in

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.