INTRODUCTION TO SCENOGRAPHY - 2025/6

Module Overview

This module introduces students to key concepts and analytical approaches to scenography and how these influence the design process and audience¿s engagement with productions. This informs the artistry and creativity embedded within other modules at level 4 and scaffolds key academic skills in preparation for all modules in level 5, especially the research skills embedded within specialist studies.

Module provider

Guildford School of Acting

Module Leader

SMALLEY Michael (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

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

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

Indicative content includes the following

Workshops focussing on the following areas:

• Space


• Set


• Costume


• Props


• Lighting


• Sound


• Integration

Seminars focussing on:

• Key concepts


• Design processes


• Scenographic theory


• Analysing scenography


• Technical theatre disciplines


• Key scenographers

Assessment pattern

Alternative Assessment

Scenographic analysis essay (1500 words)

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate: appropriate research, presentation, collaborative, and scenographic competence at a foundational level.

Thus, the summative assessment for this module consists of:

• A group presentation, 20 minutes in length, that details a scenographic response to a group-chosen short play (this addresses learning outcomes 1, 2, 3 and 4).

Formative assessment

There are three formative assessment points for this module. Firstly, students will record and upload a group presentation on an assigned scenographer. This allows them to practice applying their research, presentation skills, and key scenographic concepts and analytical techniques. Secondly, at a midpoint check-in students will have the opportunity to discuss and formulate ideas for their final presentation and air any concerns that they have over the content and/or process. The final formative assessment will involve them presenting a draft of their final presentation to both staff and peers for feedback.

Feedback

Each of the formative assessment tasks will receive feedback (written for the first formative assessment tasks and delivered verbally for the other two). Further informal verbal feedback will be offered throughout both the workshops and the seminars.

Module aims

• Become resourceful and independent thinkers
• Utilise creativity to build innovative solutions to problems in the global creative industries
• Become highly effective communicators and team players.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to: provide a variety of learning and teaching methods which fit with the overall aims & strategy of the programme and which are appropriate to the acquisition and development of foundational conceptions and processes of scenography. Throughout the module the emphasis is on learning and teaching through practical experiential workshops and through seminars which involve applying key concepts to both a class-wide selected text and one chosen by each group. As students' progress throughout the module more time is given over for them to explore their own ideas in the workshops and to receive formative feedback about their developing scenographic responses in a seminar format.

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: PRO1039

Other information

Guildford School of Acting trains students, within their chosen fields, to have an understanding and appreciation of Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow Theatre Production students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities

Students will be expected to use digital platforms to make and upload their recordings. Students will be expected to use digital platforms to conduct their research. Global and cultural capabilities: Students will be able to select a text of their choosing and will be encouraged to find one that represents their lived experiences.

Employability

This module introduces students to key employability skills such as group work, finding information, analysis, effective communications, presentation skills, and applying theory to practice.

Resourcefulness and resilience

Through the guided learning aspects of this module, as they are given more autonomy to develop their presentations within their group, students will begin to develop as independent proactive professionals. They will develop their resourcefulness by finding both their chosen text and the reference material needed to respond appropriately to it. They will be encouraged to take responsibility as a group member.

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 2025/6 academic year.