COLLABORATIVE PRINCIPLES - 2022/3
Module code: ACT1030
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
Students will be expected to arrive on time and appropriately prepared for physical and vocal work. Research and preparation will be necessary in pursuit of some of the modules aims. Students are required to warm up and dress appropriately for classes.
This Module interrogates the landscape of collaboration, artistic autonomy and self-made work for the actor. Following two interdependent strands: Collaborative Principles and The Working Journal students will draw stimulus from their life stories, observation and sourced image/sound whilst working within the ensemble to discover languages from which they can self-generate work and process through conscious critical response. Rooted in explorations of play, risk, impulse and trust the module allows students to become aware of themselves in relation to their peers and find creative solutions as a company of actor creators.
Guildford School of Acting
NETHERCLIFT Sabina (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: W410
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 20
Practical/Performance Hours: 83
Guided Learning: 27
Captured Content: 20
Prerequisites / Co-requisites
Indicative content includes:
- Actors Games – developing ensemble, a quality of attention, concentration, play and presence.
- Autobiographical devising.
- Development of the working Journal – as self reflection and documentation.
- Critical Response Processes.
- Contact improvisation.
- 5 Rhythms.
- Small scale devised / verbatim project – May include interview, observation / translation and documentation.
- Use of Improvisation to engender spontaneity, impulse and the immediate.
- Practical exercises to develop understanding of the embodied experience of Time and Space through Observation and Translation.
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||Continuous Assessment||70|
The assessment strategy is designed to provide students with the opportunity to demonstrate a growing understanding of embodied actor creator process.
The module is continually assessed through the three teaching blocks.
Thus, the summative assessment for this module consist of a portfolio of workshop activities.
Submission of the actors working journal – To be submitted at the end of week 5, Semester 2.
Formative assessment and feedback will be given through a session at the end of teaching block 1 and teaching block 2. Formative feedback will also occur during practical sessions on a verbal basis. The feedback will usually be in a group context, but may sometimes happen one to one with the tutor.
- • Introduce the key principles of:
- The Actor Creator.
- Imagination and Play.
- Ensemble / Breath / Group Impulse.
through a range of experiential approaches.
- • Introduce the key principles and to provide students with key vocabulary and terminology of a range of collaborative and devised methodologies.
- • Inspire an open, generous and playful approach to the practical and analytical tools of the actor creator.
- • Introduce the working journal in relation to research, curation and documentation skills through the exploration of a range of collaborative and devised methodologies – With an emphasis on the actors’ journey towards embodiment and the living expression of knowledge.
• Begin to reflect upon and document personal learning using the actors journal.
- • Engender trust in the ensemble and non-script-based texts as stimulus for the actor to create performance.
- • To explore an understanding of artistic autonomy and resilience through critical processes.
- • Engender an appreciation of the uncertainty of knowledge.
|001||• Through self-reflection to evaluate their strengths and weaknesses as an actor.||CT|
|002||• Adopt an embodied, psycho-physical approach to the actor’s work within the ensemble.||P|
|003||• Appraise the responsibilities of the artist in the creative environment and the need for sensitivity in relation to others||CPT|
|004||• Through the use of the working journal demonstrate the ability to engage in research, curation and documentation – with an emphasis on the actors’ journey towards embodiment and the living expression of knowledge.||CK|
|005||• Evidence the beginings of independence and self-reliance within the creative process.||PT|
|006||• Practise successful collaborative and autonomous working processes.||KPT|
|007||• Begin to Integrate an embodied understanding of creative risk taking within the work.||KP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Give an inclusive practical and theoretical understanding of the key concepts that underpin the acting training across the programme.
Place an emphasis on the practical development of embodied skills that are required for extended and best practice in the profession.
Enable students to acquire an open, generous, versatile actor creator process and integrate their knowledge across acting disciplines all of which lead on to a firm foundation moving toward the study at Level 5.
The learning and teaching methods include:
Practical, skills based and tutor led group sessions.
Visual, Audio and Kinaesthetic methods of learning – including use of VLE.
Week Intensive 1 (12hrs)
Week intensive 2 (20hrs)
Practical classes (46hrs)
Rehearsal and showing (4hrs)
68 hours for self-reflection, research, documentation and class preparation time.
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.
Upon accessing the reading list, please search for the module using the module code: ACT1030
Under the three term structure that commences from academic year 2019/0 – this module’s delivery is year-long due to the teaching occurring in Teaching Blocks 1, 2 and 3.
Programmes this module appears in
|Acting BA (Hons)(YEAR LONG)||Year-long||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 2022/3 academic year.