Module code: THE1024

Module Overview

This module, along with its co-requisite, introduces students to techniques and practices of performing in a text-based theatre performance under supervision. A play text / play texts will be used as a starting point for exploring a particular genre of theatre (for instance, taking account dramatic form, or the politics in the form) that culminates in a demonstration/presentation; students will be expected to bring work to the supervisor for critique and development, with the emphasis being on approaching practice as a form of enquiry.

Work in this module will build upon the knowledge developed from earlier modules in the year. Students will become familiar with working practices in rehearsal, explorative practice, and performance. Students will rehearse and perform at least one character from the selected text(s), and contribute to the collective effort of mounting their demonstration/presentation; they will also reflect upon their character(s), and key elements of their process. To these ends, the module will consist of workshops, rehearsals, discussions, and independent work wherein students (either individually or in groups) prepare their roles and explorative practice. The module thus provides one model of working under supervision to inform future performance projects, while also encouraging independent creativity and initiative as well as structured and productive reflective practices.

Module provider

Guildford School of Acting

Module Leader

WAGNER Matthew (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

JACs code: W400

Module cap (Maximum number of students): 45

Module Availability

Semester 2

Prerequisites / Co-requisites

THE1023 Theatre Project: Preparation and Practice

Module content

Indicative content includes:

Specific content will be developed for each delivery of the module, but in being asked to develop a group demonstration/presentation, students will be (indicatively) engaging with:

  • critical decisions in presenting a scene

  • research on time and provenance of the text

  • style/stylisation appropriate to the text and genre

  • an embodied understanding of content and context

Assessment pattern

Assessment type Unit of assessment Weighting

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to work under supervision, to realize a secure, coherent performance in a staged production of a play, and to productively reflect upon that performance and the processes leading up to it. Thus, the summative assessment for this module consists of: Demonstration/Presentation (100%)

Formative assessment and feedback

Students will receive continual feedback in rehearsals, and will also receive verbal or written notes during dress rehearsals prior to the Demonstration/Presentation; this feedback will serve both the performance and the reflective discussion.

Module aims

  • Prepare students for public performance that is informed by rehearsal and practical enquiry
  • Create a theatre performance (or performances) in which students develop character and situation in response to individual creative exploration, supervision and performance constraints
  • Engage students in processes of self-reflection with respect to creative work

Learning outcomes

Attributes Developed Ref
1 Demonstrate personal responsibility and adaptability to facilitate requirements of staging a dramatic text in a production context PT
2 Present a character in a dramatic context that shows retention of informed understanding through research and a rehearsal period KP
3 Inhabit and bring to life the text through individual work on character and understanding of situation in performance KCP
4 Productively reflect on their creative and professional practices PT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 117

Lecture Hours: 3

Methods of Teaching / Learning

The learning and teaching strategy is designed to provide students with hands-on experience in the preparation of role(s) for performance, the performance of those roles, and discursive reflection on the relevant processes.

The learning and teaching methods include:

  • Workshops and rehearsals

  • Live performances

  • Individual and group reflective discussions

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


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.