Module WXC-3400:
Ymarfer Theatr Cyfoes
Module Facts
Run by School of Arts, Culture and Language
20.000 Credits or 10.000 ECTS Credits
Semester 2
Organiser: Mrs Ffion Evans
Overall aims and purpose
Mae Ymarfer Theatr Cyfoes yn fodiwl sy'n archwilio crefft theatr ar lefel uwch. Trwy berfformio, cyfarwyddo a dramayddiaeth, anogir myfyrwyr i sefydlu cwmniau a chynhyrchu eu gwaith eu hunain i archwilio polisi artistig ar lwyfannau’r 21ain ganrif sy'n croesawu'r arbrofol. Caiff dealltwriaeth o brosesau ymchwil a datblygu a gwerthoedd cynhyrchu eu rhannu a'u hymarfer drwy drafodaeth a gwaith ymarferol. Bydd y modiwl yn edrych ar strategaethau creadigol, dulliau a materion damcaniaethol sy’n deillio o greu gwaith cyfoes.
Mae’r modiwl yn ystyried y berthynas rhwng perfformwyr â’r gynulleidfa ar lwyfannau’r 21ain ganrif, senograffiaeth, a thechnoleg mewn perfformiad yn ogystal â phenderfyniadau theatrig o ran llwyfannu a hyfforddiant perfformio.
Course content
- Archwilio dulliau uwch crefft theatr i greu gwaith creadigol gwreiddiol.
- Cyflwyno ymchwil ddamcaniaethol ac ymarferol mewn Ymarfer Theatr Cyfoes.
- Datblygu deunydd ymchwil a datblygu yn ogystal â chynhyrchiad byr gan gwmni i werthuso ymarfer.
- Cynhelir y modiwl bob 2 flynedd gyda myfyrwyr o'r ail a'r drydedd flwyddyn o astudiaethau isradd yn gweithio gyda'i gilydd
Assessment Criteria
excellent
Rhagorol (A- hyd A*):
• Gwybodaeth gynhwysfawr • Dealltwriaeth fanwl • Astudio cefndirol helaeth • Ymateb ysgrifenedig neu berfformiad sydd â chanolbwynt clir ac wedi’i strwythuro’n dda • Dadleuon wedi eu cyflwyno a’u hamddiffyn yn rhesymegol • Dim gwallau ffeithiol/cyfrifiannol a pherfformiad sy’n argyhoeddi • Dehongliad gwreiddiol • Datblygu cysylltiadau newydd rhwng pynciau • Sgiliau grŵp cryf • Cyflwyniad ardderchog gyda chyfathrebu manwl gywir
good
Da iawn/Da B- i B+
• Gwybodaeth gynhwysfawr • Dealltwriaeth fanwl • Astudio cefndirol: • Ymateb ysgrifenedig neu berfformiad sydd â chanolbwynt ac wedi’i strwythuro’n dda • Rhan fwyaf o’r dadleuon wedi eu cyflwyno a’u hamddiffyn yn rhesymegol • Ychydig neu ddim gwallau ffeithiol/cyfrifiannol a pherfformiad sy’n argyhoeddi • Rhywfaint o ddehongliad gwreiddiol • Datblygu cysylltiadau newydd rhwng pynciau • Sgiliau grŵp cryf • Cyflwyniad da iawn gyda chyfathrebu cywir
threshold
Trothwy (D-, D, D+):
• Gwybodaeth am y prif feysydd/egwyddorion yn unig • Gwendidau yn y ddealltwriaeth o’r prif feysydd • Tystiolaeth gyfyngedig o astudio cefndirol • Perfformiad neu ymateb ysgrifenedig yn canolbwyntio’n wael ar y cwestiwn a chyda pheth deunydd amherthnasol a strwythur gwael • Cyflwynir dadleuon ond nid ydynt yn gydlynol • Sawl gwall ffeithiol/cyfrifiannol/perfformiad ddim yn argyhoeddi • Dim dehongli gwreiddiol • Dim ond y prif gysylltiadau rhwng pynciau a ddisgrifir • Sgiliau grŵp gwan • Llawer o wendidau mewn cyflwyno/perfformio a chywirdeb
C- to C+
Da / Boddhaol (C- i C +)
• Gwybodaeth am y prif feysydd/egwyddorion • Yn deall y prif feysydd • Tystiolaeth gyfyngedig o astudio cefndirol • Yr ymateb ysgrifenedig neu berfformiad yn canolbwyntio ar aseiniad ond hefyd gyda rhywfaint o ddeunydd amherthnasol a gwendidau yn y strwythur • Cyflwynir dadleuon ond nid ydynt yn gydlynol • Sawl gwall ffeithiol/cyfrifiannol/perfformiad ddim yn argyhoeddi ar y cyfan • Dim dehongli gwreiddiol • Dim ond y prif gysylltiadau rhwng pynciau a ddisgrifir • Datrys problemau cyfyngedig/gwaith tîm boddhaol • Rhai gwendidau mewn cyflwyno/perfformio a chywirdeb
Learning outcomes
-
Wedi cymryd rhan weithredol a chreadigol iawn yn y broses o greu drama neu broject sy’n briodol ar gyfer cyd-destun ymarfer theatr cyfoes.
-
Wedi gallu adnabod a thrafod yn drylwyr y strategaethau damcaniaethol ac ymarferol sy’n amlwg ar hyn o bryd o fewn ymarfer theatr cyfoes.
-
Wedi gwneud ymchwiliad annibynnol digonol, ar sail ymchwil, i oleuo gwaith ysgrifenedig ac ymarferol.
-
Wedi cymryd rhan mewn cyfnod estynedig o archwilio ar sail ymarfer i gynorthwyo wrth greu perfformiad gwreiddiol ac wedi arwain ar sawl agwedd o’r broses.
-
Wedi deall a defnyddio’r sgiliau, dulliau gweithio a chamau gweithredu priodol sydd eu hangen wrth wneud gwaith perfformio.
Assessment Methods
| Type | Name | Description | Weight |
|---|---|---|---|
| CLINICAL PRACTICAL ASSESSMENT | Ymchwil a Datblygu Syniad Perfformiad | Mewn grwpiau, bydd hwn yn gyfle i rannu syniadau ymchwil a datblygu ymarferol gyda gweddill y dosbarth. Pa syniadau sy'n datblygu ar gyfer eich cynhyrchiad penodol? Sydd wedi cael ei berfformio yn y theatr stiwdio yn Pontio yn ystod y blynyddoedd diwethaf. |
20.00 |
| DEMONSTRATION/PRACTICE | Cynhyrchiad Cwmni | Fel cwmni perfformio, byddwch yn datblygu cynhyrchiad lle gallwch berfformio, ysgrifennu, cyfarwyddo, cyfansoddi, rheoli llwyfan, dylunio unrhyw elfennau o fewn y grŵp i'w perfformio yn y Theatr Stiwdio yn Pontio ddiwedd y tymor. |
50.00 |
| ESSAY | Dadansoddi Ymarfer Theatr Cyfoes | Ar ôl datblygu ymchwil ymarferol, bydd hwn yn gyfle i roi ymarfer ymchwil mewn cyd-destun damcaniaethol. Datblygu'r damcaniaethau a nodwyd yn ystod asesiad 1, gan ddod â'r rhain ymlaen nawr i'w harchwilio ymhellach fel casgliad i astudiaethau’r modiwl a gwaith perfformio yn y dyfodol. |
30.00 |
Teaching and Learning Strategy
| Hours | ||
|---|---|---|
| Supervised time in studio/workshop | Cyfle i gael adborth ar ddatblygu gwaith ar y gweill. |
11 |
| Seminar | Astudio sy'n canolbwyntio ar ymchwil i gefnogi gwybodaeth a dealltwriaeth ddamcaniaethol. |
8 |
| External visit | Cyfle i ymweld â pherfformiadau byw yn ogystal â deunydd digidol ar-lein o waith cynhyrchu i gefnogi syniadau. |
11 |
| Practical classes and workshops | Gweithdai wedi'u cynllunio'n benodol i gefnogi astudio theatr gyfoes |
22 |
| Private study | Astudio annibynnol i ddarllen a dadansoddi deunydd ymchwil, datblygu syniadau creadigol a pharatoi ar gyfer asesiadau. |
137 |
| Study group | Amser ymarfer a chynllunio mewn grwpiau ar gyfer gwaith cynhyrchu |
11 |
Transferable skills
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Artistic engagement and ability to articulate complex ideas in oral and written forms. (NAWE Creative Writing Benchmark Statement 3.2).
- Ability to connect creative and critical ideas between and among forms, techniques and types of creative and critical praxis. (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
- Reflective practitioner skills, including awareness of the practice of others in collaborative learning (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.2).
- The ability to synthesize information from various sources, choosing and applying appropriate concepts and methods (English Benchmark Statement 3.3).
- Ability to formulate and solve problems, anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
- Ability to engage in processes of drafting and redrafting texts to achieve clarity of expression and an appropriate style. (English Benchmark Statement 3.3; NAWE Creative Writing Benchmark Statement 3.2).
- Ability to gather information, analyse, interpret and discuss different viewpoints (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
- Information technology (IT) skills broadly understood and the ability to access, work with and evaluate electronic resources (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).
- Re-creative skills – interpretation, innovation, versatility, and other skills relating to performance
- Creative skills – conception, elaboration, adaptation, presentation, collaboration, preservation
- Intellectual skills specific to Music – contextual knowledge, cultural awareness, critical understanding, repertoire knowledge, curiosity, analytical demonstration
- Intellectual skills shared with other disciplines – research and exploration, reasoning and logic, understanding, critical judgement, assimilation and application
- Skills of communication and interaction – oral and written communication, public presentation, team-working and collaboration, awareness of professional protocols, sensitivity, ICT skills, etc.
- Skills of personal management – self-motivation, self-critical awareness, independence, entrepreneurship and employment skills, time management and reliability, organisation, etc.
- Enhanced powers of imagination and creativity (4.17)
Resources
Resource implications for students
Rhoddir gwybod i fyfyrwyr ymlaen llaw.
Talis Reading list
http://readinglists.bangor.ac.uk/modules/wxc-3400.htmlReading list
Bydd rhestr ddarllen yn cael ei chyflwyno cyn i'r modiwl ddechrau.
Courses including this module
Compulsory in courses:
- 32M8: BA English Literature with Theatre and Performance year 3 (BA/ELTP)
- P3W5: BA Film Studies with Theatre and Performance year 3 (BA/FSTP)
- P35W: Film Stud with Theatre & Performance with International Exp. year 3 (BA/FSTPIE)
- P3WL: BA Media Studies with Theatre and Performance year 3 (BA/MSTP)
- P3WB: BA Media Stud with Theatre & Perform (4yr with Incorp Found) year 3 (BA/MSTP1)
Optional in courses:
- T103: BA Chinese and Creative Studies year 4 (BA/CHCS)
- WPQ1: BA Creative Studies (with International Experience) year 4 (BA/CSIE)
- WPQ0: BA Creative Studies year 3 (BA/CST)
- WPQB: BA Creative Studies (4 year with Incorporated Foundation) year 3 (BA/CST1)
- WQ93: BA Creative Stds & English Lang. year 3 (BA/CSTEL)
- WR91: BA French and Creative Studies year 4 (BA/CSTFR)
- WR92: BA German and Creative Studies year 4 (BA/CSTG)
- WR93: BA Italian and Creative Studies year 4 (BA/CSTITAL)
- WR94: BA Spanish & Creative Studies year 4 (BA/CSTSP)