CONTEXT 2 - 2020/1

Module code: MUT1020

Module Overview

Context 2 introduces concepts of research, preparation, contextual discussion and artistic expression appropriate to the study of acting and performance at First Year undergraduate level.

Students study socio-political contexts that are associated with key works.and it operates from a perspective of breaking down distinctions between theory and practice in the Performing Arts, and endeavours to equip students with an empowering analytical, informed approach to theatre making which will facilitate students personal practice.

Physical Approaches to Acting (30%):

Builds on the work of Acting 101 in this unit students are encouraged to find physical based strategies for developing and building character within the socio-political contexts of the works. Within this unit opportunity is given for extended and further work on alignment and varying physical approaches to theatre and the introduction of combat 

Module provider

Guildford School of Acting

Module Leader


Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

JACs code: W310

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

Module Availability

Semester 2

Prerequisites / Co-requisites


Module content

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 practical presentation skills

Development of academic writing skills


Physical Approaches to Acting

Practitioner Study

Physical Theatre

Devising Theatre and Practice

Tension States

Elemental Characteristics

Extended Physical Study



In this module the assessment consists of a practical assessment where in small groups students present a piece that demonstrates analysis of text in a performance context. The second part of the assessment is a written component where students hand in notes that illustrate the key themes of there performance alongside an individual reflective essay (1000 words) that details their engagement and reflection on the process. 

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment CONTEXT PRESENTATION 50

Alternative Assessment

In the event of a student being unable to complete any specific component of the module a practical resit opportunity will be arranged where they will be required to present a new essay the title of which will be decided on by the module tutor.To be determined by the unit/module that is incomplete. 

Assessment Strategy

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:

Context Presentation (Summative)

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                                                                                                             1,2,3,4

Evidence of emergent reflective analysis                                                                                                    1,2,3,4


 Physical Approaches to Acting


This is a practical assessment that provides students with the opportunity to demonstrate and receive formative feedback in terms of…


Student Activity                                                                   Link to Learning Outcome(s)

Engagement with theory and practice                                                                                          2,3,4

Use of objectives within performance settings                                                                             2,3,4,1

Sustaining energy and character in excersise or performance                                                    2,3,4,1

Creative and Imaginative solo/partner/ensemble work                                                                2,3,4

Continuous assessment of class/rehearsal based process                                                         2,3,4,5


Student Activity                                                                   Link to Learning Outcome(s)

Engagement with theory and practice                                                                                                                                1,2,3,4

Use of theory within performance settings                                                                                                                  1,2,3,4,

Sustaining energy and character in excersise or performance                                                                                      1,2,3,4,5

Creative and Imaginative solo/partner/ensemble work                                                                                                   1,2,3,4,5

Continuous assessment of class/rehearsal based process                                                                                            1,2,3,4,5


Contextual Notes & Evaluation (Summative)


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                                                                                                             1,2,3,4

Evidence of emergent reflective analysis                                                                                                    1,2,3,4

Formative assessment and feedback:

This is a practical formative assessment that provides students with the opportunity to demonstrate and receive formative feedback in preparation for the summative assessments. Students receive verbal and written feedback and also benefit from personal tutorials where this feedback can be discussed after reflection.

Module aims

  • Introduce the critical and analytical study of musical theatre
  • Encourage students to engage and explore the work of key practitioners/writers in praxis with class work
  • The overall aim of the module is to equip students with the physical, intellectual, practical and emotional skills to approach text or performance with metholodigcal rigor
  • Transferable skills from this module include and understanding of how to reference work to Higher Education/University of Surrey standard and also help and advice on the structure and format of essay writing
  • Embed key skills that will enable students to reflect and communicate their analysis throughout their study
  • Introduce an actor’s ability to find pathways through practical situations by applying work experienced here. The module aims also to encourage sensitivity to creative possibilities

Learning outcomes

Attributes Developed
1 Demonstrate and emergent understanding of dealing with different kinds of theatre texts, the relevance of a range of critical theories and methodologies to live performance. KCPT
2 Evidence of a developing ability to evaluate and critique, and articulate conclusions within an appropriate academic frame, regarding work witnessed and experienced.  KCPT
3 Evidence a developing ability to process material studied and thread it through personal practice.  KCPT
4 Demonstrate an ability to describe reflective processes in written format commensurate with the standards of undergraduate study at Level 4.  KCPT

Attributes Developed

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:

  • 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.

In depth.

  • 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 specifc 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

Reading list for CONTEXT 2 :

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.