THE ACTOR IN REHEARSAL 1 STORYTELLING / ENSEMBLE - 2020/1

Module Overview

Students will be expected to arrive on time and appropriately prepared for physical and vocal work. Research and preparation will be necessary in pursuit of some of the modules aims. Students are required to warm up and dress appropriately for classes.

 

The Actor in Rehearsal offers an opportunity for integration of principles and skills from across the programme. Like a canvas the actor may use the rehearsal room to experiment with and apply their training in relation to different theatrical forms and rehearsal processes.

 

Story Telling and Ensemble connects us to the fundamentals of community.

 

This rehearsal module begins a process of questioning around physical engagement and the embodiment of narrative. The process is practice-based and involves the whole physical being of the actor in relation to ensemble and the basics of storytelling.

Module provider

Guildford School of Acting

Module Leader

NETHERCLIFT Sabina (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

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

Module Availability

Semester 1

Prerequisites / Co-requisites

N/A

Module content

Indicative content includes:

 

• The first half of the Teaching Block will be spent exploring chorus and ensemble physical storytelling.


• The second half of the Teaching Block will be spent working on a devised ensemble story telling project.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate a growing understanding of embodied actor creator process – in relation to the ensemble and story-telling.

The module is continually assessed through Teaching Block 1.

 

Thus, the summative assessment for this module consists of continuous assessment of the preparation, devising, rehearsal and showing of a short piece of ensemble storytelling.

 

Formative assessment and feedback will be given through a session in the middle of teaching block 1. Formative feedback will also occur during practical sessions on a verbal basis. The feedback will usually be in a group context, but may sometimes happen one to one with the tutor.

Module aims

• • Inspire an open, generous and playful approach to the practical and analytical tools of the actor creator.
• • Introduce the key principles of:
  - Narrative and Storytelling.
  - Imagination and Play.
  - Ensemble / Breath / Group Impulse.
  - Space.
  - Time.
  - Trust.
  - Risk.
  - Form.
  through a range of experiential approaches and the embodiment of narratives – Created, Sourced and Lived.
  
• • Encourage students to engage with a vibrant, truthful and embodied relationship to their imagination.
• • Engender trust in the ensemble.
• • Explore the basics of narrative and storytelling.
• • Engender an appreciation of the uncertainty of knowledge.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

 

Give a practical and theoretical understanding of the key concepts that underpin the acting training across the programme.


Place an emphasis on the practical development of embodied skills that are required for extended and best practice in the profession.
 

Enable students to acquire an open, generous, versatile actor process and integrate their knowledge across acting disciplines all of which lead on to a firm foundation moving toward the study at Level 5.

Prepare students to be physically bold and engaged during performance.


Through the rehearsal context give students the chance to begin to integrate skills from other modules in Teaching Block 1.


 

The learning and teaching methods include:

 

Practical, skills based and tutor led group sessions following traditional formats.
Visual, Audio and Kinaesthetic methods of learning – including use of VLE.
48 hours of practical workshop
6 hours of rehearsal and performance

96 hours for self-reflection, research, documentation and class preparation time.

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ACT1032

Other information

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.

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 2020/1 academic year.