FINAL PROJECT - 2021/2
Module code: TDL3013
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.
As a result of and in response to detailed and structured independent research carried out relevant to the chosen pathway, students will be expected to produce a satisfactory and professional creative piece of work. Pathways available are: Essay, Choreography, Play Script, Technical Theatre (Theatre Design) and Musical Theatre Scenario.
Guildford School of Acting
EHRENBERG Shantel (GSA)
Number of Credits: 45
ECTS Credits: 22.5
Framework: FHEQ Level 6
JACs code: W440
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Students will take this module following the completion of and subject to a pass of the following modules: Theories of Performance TDL3008, Contemporary Performer Training TDL3009, Political Theatre TDL3010, and Musical Theatre TDL3011. Students will take this module alongside the following module: Professional Career Planning TDL3012.
Indicative content includes: -
Guided study e.g. virtual learning and associated tasks.
Seminar sessions amounting to four days at GSA to include an introduction to pathway, face to face guidance from tutors, and personal tutorials.
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to
- Provide students with the opportunity to demonstrate the following through their formal written summative submission, in addition to their engagement with the formative assessment, module content and associated activities:
- Identify areas of interest within performance and theatre industry, and evaluate current practices. (C)
- Communicate clearly in writing. (T)
- Apply high levels of personal discipline, time-management, commitment and focus. (T)
- Understand and objectively act on constructive criticism. (T)
- Create their own original work and evaluate its effectiveness based on appropriate independent research (P)
- Demonstrate knowledge of and meet professional standards of presentation in their chosen field (P)
Thus, the summative assessment for this module consists of:
• ESSAY: 6,000 word essay
• CHOREOGRAPHY FOR FILM: A devised piece of narrative dance to last 8 minutes (to be filmed for submission), with accompanying supporting notes outlining research and justifying process (2,000 words)
• CHOREOGRAPHY FOR STAGE: A devised piece of narrative dance to last 8 minutes (to be filmed for submission), with accompanying supporting notes outlining research and justifying process (2,000 words)
• MUSICAL THEATRE SCENARIO: A scene by scene breakdown for a new piece of musical theatre, including the placing and use of musical elements with fully written segments amounting to approximately 20 minutes playing time (to be recorded or notated for submission), with accompanying supporting notes outlining research and justifying process (2,000 words)
• PLAY SCRIPT: A fully-developed play outline, and full script amounting to 20 minutes’ performance time, with accompanying supporting notes outlining research and justifying process (2,000 words)
• THEATRE DESIGN: A professionally presented original design overview for a published play or musical, to include lighting, sound, costume and set concepts, with accompanying supporting notes outlining research and justifying process (2,000 words)
And the formative assessment and feedback consists of:
- Formative Assessment consists of the presentation of research and topic related information and artefacts collated and presented on the VLE, which may take the form of but is not restricted to, an ePortfolio, video footage.
Informal formative feedback from tutors will be provided by, but not restricted to:
- VLE written feedback
- Email exchange
- Personal tutorials in person / via Skype or equivalent software
Ongoing informal formative feedback from the tutor is facilitated by, but not restricted to, structured discussion boards on the VLE and email exchange.
- Encourage a rounded and penetrating view of theatre as a potential work of art.
- Test the student’s capacity to work individually to integrate considerations of practical skills and techniques with intellectual and aesthetic concepts.
|001||Identify areas of interest within performance and theatre industry, and evaluate current practices.||C|
|002||Communicate clearly in writing.||T|
|003||Apply high levels of personal discipline, time-management, commitment and focus.||T|
|004||Understand and objectively act on constructive criticism.||T|
|005||Create their own original work and evaluate its effectiveness based on appropriate independent research.||P|
|006||Demonstrate knowledge of and meet professional standards of presentation in their chosen field.||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Personal Tutorial Hours: 2
Independent Study Hours: 410
Seminar Hours: 30
Tutorial Hours: 8
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Actively engage the online & distance learner with core concepts, establishing influential theatrical links in performance, through a range of learning and teaching strategies
- Enable the online & distance learner to access core concepts studied and apply in a practical context.
- Allow the online & distance learner to demonstrate their knowledge and understanding of the core concepts and associated links and influences through structured exploration and performance analysis.
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 FINAL PROJECT : http://aspire.surrey.ac.uk/modules/tdl3013
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.
Programmes this module appears in
|Theatre BA (Hons)||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
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 2021/2 academic year.