CREATING PERFORMANCE - 2024/5
Module code: APP3001
This module enables students to work collaboratively on the research, rehearsal and making of inclusive theatre for performance to specific audiences, integrating principles and skills from across the programme.
Students engage with three fully realised performance projects, one per Teaching Block, continuing to interrogate the landscape of collaboration, artistic autonomy and self-made work for a specific audience.
In Teaching Block 1 Students work collaboratively alongside peers from other creative arts programmes here at the university to create audio-visual narrative storytelling pieces, utilising elements of performance and portrayal within live-action film, animation, digital story content and/or screen-based interactivity. Students will undertake creative roles within the process, within multidisciplinary teams, responding to a supplied creative brief.
In Teaching Block 2 students continue to develop the collaborative, technical and professional skills required to support a project to performance through a site-specific theatre in Society project. Rehearsals will be supported at GSA, with performances toured to community groups as appropriate. Students will undertake creative roles within the process to fully support the project to performance.
In Teaching Block 3 students will work on a large-scale production culminating in a public production at a performance space at GSA. This project will be directed by a professional creative.
Guildford School of Acting
TRINGHAM Anna (GSA)
Number of Credits: 60
ECTS Credits: 30
Framework: FHEQ Level 6
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 144
Tutorial Hours: 24
Practical/Performance Hours: 432
Prerequisites / Co-requisites
In all teaching blocks students will undertake weekly studio based rehearsals, culminating in a fully realised public performance opportunity. Each project will conclude with tutorials, to enable student and staff mentor joint reflection and action planning.
|Unit of assessment
|Practical based assessment
The assessment strategy is designed to provide students with the opportunity to demonstrate a practical evidence of a developing methodology as a creative practitioner.
Thus, the summative assessment for this module consists of:
• Practice assessment of collaborative rehearsal and performance processes across three units of work:
Theatre for Young Audiences/Theatre In Education (35%)
Theatre in Society (35%)
Large Scale Performance (30%)
Continuous formative assessment occurs in every class and students will be guided to understand and recognise formative verbal feedback in addition to formal written feedback as essential to their development and learning journey.
These are practical assessments that provide students with the opportunity to demonstrate and receive feedback continually, verbally, from teachers, from peers and of self as directed. Students receive informal and formal verbal and written feedback and also benefit from personal tutorials/feedback panels where this feedback can be discussed after reflection and grading has taken place. Formal feedback will be published via SurreyLearn by a published date within three teaching weeks
- This module aims to provide the student with the opportunity to apply and evaluate the application and facilitation of core technical performance techniques encountered on the programme through the creation of public performances that engage with diverse audiences in a variety of performance settings, and to work to the following programme aims:
- To provide an ensemble training context for the development of professional skills based on practical understanding and self-reflection within inclusive creative contexts
- To train and develop inclusive practitioners with high order creative skills in a broad range of artistic situations
- To facilitate the acquisition and development of vocal and physical techniques, skills and universal vocabularies inherent within the creative industries
- To facilitate students' independent learning, self-management and creative entrepreneurship
- To enable experiential understanding of theatre and drama, adding to it a level of critical awareness and analytical ability which will enrich practice and extend potential, as inclusive interpreters, facilitators and creators
- To enable engagement with and critical understanding of context, style, genre and idiom in the practice of contemporary theatre globally
- To enable the student to demonstrate originality in the application of knowledge, research and inclusive independent practice
- To empower students who can contribute creatively, innovatively, inclusively and intelligently to their chosen professional field
|Knowledge and understanding of safe and integrated technical practice
|Knowledge and understanding of the logistics of creating theatre as a collaborative enterprise
|Knowledge and understanding of technical and professional support required for self and others to sustain a career
|Critically and practically develop technically skilled performance within diverse contexts and scenarios
|Draw from the working practice of established practitioners and companies and apply to personal creative practice
|Critically analyse and evaluate personal professional practice within the collaborative creative process
|Apply technical skills required in the creative collaborative process
|Engage creatively with the skills and processes by which performance is created, and have an ability to select, evaluate, refine and present outcomes through performance to diverse audiences
|Evaluate, select and create appropriate material for performance to a specific audience with a clearly established and communicated purpose
|Demonstrate discipline and consistency in a professional context
|Integrate an embodied understanding of creative risk taking within personal practice
|Knowledge and understanding of how to problem solve and project manage within a professional creative context
|Establish a clear personal professional identity and practice
|Work with autonomy and confidence in professional creative contexts
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:
• Enable collaborative practical engagement with and inclusive facilitation of core practical technical performance skills through the creation of fully realised public performances
• Facilitate reflective consideration of diverse audiences for performance
• Facilitate practical engagement with a variety of performance settings
• Enable the creative, collaborative, articulate, inclusive and reflective practitioner
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: APP3001
GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.
Programmes this module appears in
|Applied and Contemporary Theatre BA (Hons)(YEAR LONG)
|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 2024/5 academic year.