PERFORMANCE AND THE POLITICS OF FEAR - 2020/1
Module code: THE3032
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
We might argue that contemporary (western) social discourse (particularly as represented in the news media) is preoccupied with narratives of fear or anxiety: of the other, of terrorism, of the collapse of capitalism, of anti-social behaviour and violence, of the dumbing down of education standards, of the disintegration of community, of the rise of consumerism and ‘unthinking’ neoliberalism, for example. Meanwhile, the history of performance since Plato holds at its centre a complex and powerful anxiety about and mistrust of representation. Through recourse to critical theory, political and medical histories, psychoanalysis and philosophy students will investigate the philosophical, political and socio-cultural nature and social function of performance and representation as it relates to contemporary questions of fear, anxiety and ‘dis-ease’.
Guildford School of Acting
SLOAN Catherine (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: W440
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Students will meet every week for a 2-hour seminar-workshop. In addition to this students will be required to attend weekly film screenings or live performances (c. 3hrs per week), which may include 'reading group' debates with pre-set questions. The taught sessions may comprise presentations, discussions, small-group research tasks and workshop activities. Students will receive weekly readings (including: critical theory, theatre and performance studies, plays, and journalistic writing) that will form the basis of the weekly classes. Classes may take place in a variety of learning environments both on and off campus (indicatively: seminar rooms, studios, art centres/galleries, museums, theatre buildings, libraries). Students will also be required to engage with a number of theatre and performance events and to undertake self-led research activity.
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||20 minute individual presentation||100|
Summative assessment alternative: 3000 word essay
The assessment strategy is designed to provide students with the opportunity to demonstrate
- awareness and understanding of current debates in contemporary culture as it relates to
- discourses concerned with the politics of fear and anxiety
- analytical skills and critical thinking
- ability to design and realise own research projects
- confidence and ability in presenting and structuring ideas coherently and articulately
Thus, the summative assessment for this module consists of:
- 20 minute individual research presentation (as part of a Student Conference
Research questions will be designed in conversation with the module tutor and presentations will be delivered in a mini-conference during the Term 3 assessment period.
Although assessed individually, students will be put into small ‘panels’ as appropriate to their research areas and encouraged to work dialogically with one another to prepare for the conference.
While critical enquiry and rigorous research will underpin the presentations, students will be encouraged to think creatively about the form their work takes.
Formative assessment – 500 word abstract for presentation
In-class formative tasks will receive oral feedback while the written formative assessment will receive feedback via 1:1 tutorials (and written feedback upon request).
Summative assessments will receive written feedback with optional follow-up tutorials.
- • investigate the cultural, ideological and socio-political ‘function’ of contemporary performance within western late-capitalism.
- • interrogate the power of representation and implications of theatre and performance events that attend to what might be thought of as a contemporary culture of ‘dis-ease’, as well as the value of intellectual work of such representations.
- analyse examples of social and aesthetic performance through critical and conceptual frameworks (for example: mimesis, theories of ethics and trauma, feminism, media and political theory and poststructuralist philosophy) to explore questions about contemporary geo-politics.
- • develop a broad understanding of ‘performance’ through analysis of (indicatively):
- verbatim theatre alongside the social performances they represent;
- police tactics and surveillance as performance;
- terrorism and plays that attend to it;
- political activism;
- 'culture jamming';
- news and social media performances (from politicians’ speeches to trolling to news broadcasts);
- live art and body practices;
- medical performances;
- immersive theatre.
- • equip students with core skills in interpretation and analysis of plural forms of performance and help them to interrogate the interrelationship between politics, ideology, aesthetics and representation. In short, the students on this module will consider exactly how and why theatre and performance matters in the contemporary moment.
|001||• Develop a keen understanding of developments in contemporary performance practice and the possible social, political and cultural ‘function’ of performance as it relates to contemporary discourses around fear and anxiety.||CK|
|002||• Demonstrate a sophisticated understanding of relevant critical theories and their dynamic relationship to aesthetic practices.||CKT|
|003||• Demonstrate the ability to apply a wide range of library and IT skills in detailed independent research.||CPT|
|004||• Demonstrate the ability to contribute and communicate research to small group, in-class tasks/presentations, to evaluate visual evidence and to develop advanced confidence in the ability to analyse, critique and manipulate complex material.||CKPT|
|005||• Demonstrate the ability to engage critically and analytically from different conceptual perspectives, to explore theoretical concerns through creative practice, and vice versa, and to synthesise findings in creative and written tasks. The ability to interpret research into creative practice and vice versa.||CKPT|
|006||• Develop advanced personal research skills using personal initiative; to set personal objectives that are linked to a sense of challenge and extending boundaries and to identify and evaluate personal learning strategies that are self critical as much as self reflective||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 130
Seminar Hours: 20
Methods of Teaching / Learning
The learning and teaching strategy is designed to foster: a high level of critical thinking and reflection; analytical skills; evaluative skills; detailed knowledge of the module’s subject areas and their socio-political context; and an ability to articulate clearly one’s own critical perspectives, as well as representing the critical perspectives of others.
Indicative learning and teaching methods include: short form lectures, seminars, debates, small group research tasks, workshops, and field work (20 hours over 10 weeks). Curated engagement with cultural products, such as films, performances, exhibitions, online art practices (20 hours over 10 weeks), framed by tutor set contextualisation/questions. Reading groups (10 hours over 10 weeks) in which students discuss weekly readings framed by tutor set questions.
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 PERFORMANCE AND THE POLITICS OF FEAR : http://aspire.surrey.ac.uk/modules/the3032
Under the three term structure that commences from academic year 2019/0 – this module’s delivery falls in Semester 2 due to the teaching occurring in Teaching Block 3.
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.