PROFESSIONAL DEVELOPMENT - 2022/3

Module Overview

This module will afford students the opportunity to engage in reflective analysis of their personal professional development. Through discussion and task-based activities, students will critically reflect upon steps taken so far, will identify further action and detail potential professional development opportunities and methods. Students are also free to include creative work in the portfolio such as a sample of professional script or a video recording of the student's own practice. The module's reach allows for students to approach the creation of the portfolio in line with their cultural background and preferences.

In line with the UN’s sustainable development goals, this module aims to promote the understanding of: sustainable funding streams; sustaining practice in a financially viable way post-graduation; encouraging enterprise and entrepreneurship; fostering an understanding of relevant sustainable financial and business models, and recognizing the importance of wellbeing through good practices in diet, sleep, exercise, screen time, appropriate working hours and Equity safe spaces.

Module provider

Guildford School of Acting

Module Leader

TUNSTALL Darren (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

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

Module Availability

Year long

Prerequisites / Co-requisites

Students will take this module following these modules: The Background to Theatre, The Greeks, Shakespeare, Naturalism and the Actor. Students will take this module alongside the following modules: Global Theatres, Modern Theatre, Music and Dance in the Theatre, Independent Research Project.

Module content

Indicative content includes:

• Home-based study on the module material and essential reading texts.


• Seminar sessions amounting to two days at GSA to include writing skills, personal tutorials and target setting and identification of future career professional development, employment and/or educational opportunities

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

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:
• Evidence awareness of own learning and professional needs and preferences (C, K)
• Demonstrate an appreciation and understanding of appropriate performance vocabularies, techniques, structures and working methods (C, K)
• Identify and engage in appropriate independent research demonstrating an understanding and awareness of relevant interdisciplinary elements and a variety of creative and cultural contexts (C, K)
• Work co-operatively, balancing the need to listen constructively with the ability to take appropriate initiative (T)
• Demonstrate knowledge of and meet professional standards of presentation in their chosen field (K, P)
• Demonstrate high levels of personal discipline and time-management (T)
• Identify and implement strategies to develop and enhance professional profile (K, P)

Thus, the summative assessment for this module consists of:

• 4,000 word (or equivalent) personal development portfolio

There is no formative assessment for this module.  

Feedback

Informal formative feedback from tutors will be provided by, but is not restricted to, the virtual learning environment, email exchange, personal tutorials in person or via Skype, or equivalent software.

Ongoing informal formative feedback from the tutor is facilitated by, but not restricted to, structured discussion boards on the virtual learning environment and email exchange.

Module aims

• Engage in reflective analysis of personal professional development
• Identify, develop and deploy personal professional development methods, opportunities and strategies
• Evidence ongoing personal professional learning journey

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

 

• Actively engage distance learners with reflective analysis of personal professional development.


• Enable the distance learner to access employment opportunities and/or future studies and qualifications.


• Allow the distance learner to demonstrate their knowledge and understanding of their personal professional development through structured reflective analysis and personal development planning.

The learning and teaching methods include:

• Study based on module content and associated activities via the virtual learning environment (83 hours).


• Seminar weekend (7 hours).


• Tutor guided distance learning/independent study based on required purchase texts and online Library resources (60 hours).

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: TDLM012

Other information

GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.

Programmes this module appears in

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.