Run by School of Arts, Culture and Language

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Mrs Ffion Evans

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.

• 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

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

1. 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.

2. Wedi gallu adnabod a thrafod yn drylwyr y strategaethau damcaniaethol ac ymarferol sy’n amlwg ar hyn o bryd o fewn ymarfer theatr cyfoes.

3. Wedi gwneud ymchwiliad annibynnol digonol, ar sail ymchwil, i oleuo gwaith ysgrifenedig ac ymarferol.

4. 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.

5. Wedi deall a defnyddio’r sgiliau, dulliau gweithio a chamau gweithredu priodol sydd eu hangen wrth wneud gwaith perfformio.

Type	Name	Description	Weight
	Ymchwil a Datblygu Syniad Perfformiad		20.00
	Cynhyrchiad Cwmni		50.00
	Dadansoddi Ymarfer Theatr Cyfoes		30.00

		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

• 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

• 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)

Resource implications for students

Rhoddir gwybod i fyfyrwyr ymlaen llaw.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/wxc-3400.html

Reading list

Bydd rhestr ddarllen yn cael ei chyflwyno cyn i'r modiwl ddechrau.