COMPANY: FORMATION AND DEVELOPMENT - 2019/0
Module code: THE3025
In this module students will form a performance company (or companies, if appropriate), generate an identity and ethos for that company, articulate these in a presentation, and demonstrate their initial work in progress for their production. The co-requisite for this module will then fully rehearse and realize that production. In this sense, these two co-joined modules build on Level 4 Theatre Project and Level 5 Theatre Laboratory, by way of turning core responsibility for a realized performance over to the students (supported by staff feedback). Students in this module, therefore, will further their experience in self-direction, creative facilitation, and collaboration; they will, nonetheless, work partly under tutelage that will aid them in processes and tactics of forming a company, in some elements of production management, and in the provision of feedback on the development of both the company and its performance.
Guildford School of Acting
ANDREWS S Dr (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: W442
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Co-requisite THE3026 Company: Practice and Performance
The idea of the company – select case studies;
Identifying/creating roles wihtin a company;
Processes of company formation;
The manifesto – case studies and workshops;
Initiaiting production work/rehearsals;
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||SCRATCH PERFORMANCE (GROUP)||60|
|Oral exam or presentation||VIVA VOCE (INDIVIDUAL)||40|
Portfolio of Contribution to the Scratch Performance (Individual): 60% Essay (individual): 40%
The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to initiate, plan, set in motion performance in the context of working as a group.
Thus, the summative assessment for this module consists of:
A ‘scratch performance’, which may take the form of run-through rehearsal, or other coherent demonstration of work-to-date; as would suit the project at hand (devised work, for instance, might not have the same kind of run-through as text-based work). The key component here is that the group is able to demonstrate appropriate and material progress in getting the company’s production underway, and offer enough material to facilitate useful feedback from tutors and peers.
An individual viva voce that focuses on particular areas of the students’ practice, interest and research areas as they relate to the specifics of each project. This will be intended to engage each student in a research informed, critically reflexive analysis of their contribution to and learning from their work on the project. Broad areas for discussion will be negotiated with each student through individual discussions with the module tutor.
Formative assessment and feedback
Students will receive feedback regularly in taught sessions, the latter stages of these being dedicated directly to tutor responses to student work; additionally, feedback on formative assessment will directly feed into the scratch performance and feedback on the scratch performance will serve as formative feedback for the viva.
- Enable students to select individual roles/functions within a company, and thereby contribute specific talents and interests to the formation of a performance company
- Faciliate a sophisticated level of self-determination and collaboration
- Provide experience in the articulation of artistic vision, stemming from both individual and collective thinking
- Provide experience in proposing creative performance to a venue, producing, or funding body
|1||Identify individual skills and talents in artistic performance, and productively contribute these to the formation of a company||KT|
|2||Articulate creative vision that incorporates both individual and collective ideas||CPT|
|3||Understand and utilize selected tools and approaches to proposing performance work||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Methods of Teaching / Learning
The learning and teaching strategy is designed to foster a strong sense of independence and self-direction; taught sessions will involve, in the first instance, guidance in the formation of the company or companies; in later stages, taught sessions will involve feedback on the development of company plans, performance proposals, and early rehearsals/production work.
The learning and teaching methods include:
Rehearsal/comapany meeting attendance
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 COMPANY: FORMATION AND DEVELOPMENT : http://aspire.surrey.ac.uk/modules/the3025
Programmes this module appears in
|Theatre and Performance BA (Hons)||1||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 2019/0 academic year.