CONTEXT 3 - 2020/1
Module code: AMT2005
The Context 3 module develops students experience of concepts of research, preparation, contextual discussion and critical theory at Level 5 of undergraduate study. Through a series of context lectures students will look at key texts in the history of theatre and key practitioners.
Unit 1 Contextual Study
Lectures introduce analysis of form, concepts of critical writing and choose a specific practitioner to form a group presentation on. Students will be guided through tutorials on how to research, form arguments and develop a seminar presentation for assessment.
Unit 2 Music Context Presentation
Looking specifically at music and its uses in theatre throughout history students will also devise and present a seminar on this, utilising performance skill as well as critical and evaluative skills through tutorials and seminars with lecture staff.
Guildford School of Acting
TURNER Thomas (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: W400
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
Historical understanding of key texts
Socio-political contextual understanding of key texts Practical exploration of key and source mateiral
Development of analytical skill Development of academic writing skills
Development of presentational skills in an academic context
In this module students will be expected to demonstrate the ability to present analysis and key ideas in that format. Alongside this a presentation on the use of music in theatre and/or the historial and contextal background to key aspects of music in theatre – again as a seminar presentation.
Seminars are delivered in small groups with each student expected to hand in personal notes and contextual analysis of the presentation after the seminar (aprox 1500 words).
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||CONTEXT SEMINAR PRESENTATION||100|
N/A - Re-Submission of original task
The assessment strategy is designed to provide students with the opportunity to demonstrate.
Practical evidence of developing approach to contextual and critical analysis.
Thus, the summative assessment for this module consists of:
UNIT 1: Context Seminar Presentation (Summative 100%)
Student Activity Link to Learning Outcome(s)
Evidence of research 1,2,3,4
Evidence of analysis 1,2,3,4
Evidence of academic presentation and 1,2,3,4
Evidence of emergent reflective analysis 1,2,3,4
Academic Presentational skills 1,2,3,4
Formative assessment and feedback:
Each class sequentially builds toward the assessment and throughout individual learning outcomes are covered by tutors and students receive regular verbal feedback individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week. Students are encouraged to self-assess and peer-assess within the class structure which becomes a valuable strategy for visual, auditory and kinaesthetic learning. Students receive summative feedback within 3weeks of the assessment taking place and this is received through SURREYLEARN or directly from Registry.
- Continue the critical and analytical study of musical theatre.
- Encourage students to continuously engage and explore the work of key practitioners/writers in praxis with class work and group study
- Embed key skills that will enable students to reflect and communicate their analysis throughout their study and inform their rehearsal and personal process.
- Introduce an actor's ability to find pathways through practical situations byapplying work experienced here
- The module aims also to encourage sensitivity to creative possibilities that a sound understanding of the socio-political and critical context of work can have on performance.
|001||Demonstrate understanding of dealing with different kinds of theatre texts, the relevance of a range of critical theories and methodologies to live performance.||KCPT|
|002||Evidence of an ability to evaluate and critique, and articulate conclusions within an appropriate academic frame, regarding work witnessed and experienced.||KCPT|
|003||Evidence ability to process material studied and thread it through personal practice.||KCPT|
|004||Demonstrate ability to describe reflective processes in written and/or presentational format commensurate with the standards of undergraduate study at Level 5.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 91
Tutorial Hours: 45
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Place an emphasis on the practical development of skills that are required for extended and best practice in the profession. To enable students to acquire skills in cultural understanding, academic practice and writing and analysis all of which lead on to a firm foundation moving toward the further study at Level 5 in Context 3.
The learning and teaching methods include:
Across the semester this module is delivered over 150 hours study across the semester Throughout the module different learning and teaching strategies are applied to enable students to achieve the learning outcomes, including research, reflective practice, peer to peer learning and formative assessment with detailed written feedback.
- The approach of the module is vocational in content and delivery and encourages students to participate in reflection on their own practice, independent study and research and embeds the concepts of peer to peer feedback within the rehearsal room. Students are encouraged to utilise materials on SURREY LEARN and also receive individual tutorials from staff to help in forming their learning experience.
- Students receive regular verbal feedback both individually and as a group during each class which they are encouraged to journal within the reflection time which is
built in to the lesson plan every week.
- Students are encouraged to self-assess and peer-assess within the class structure and as part of the ethos of training as an actor.
- Lesson plans are structured to take account of and deliver for students with a specific bias toward visual, auditory and kinaesthetic learning enabling
differentation of techniques within the class
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 CONTEXT 3 : http://aspire.surrey.ac.uk/modules/amt2005
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.