Introduction to Playwriting
Run by School of Arts, Culture and Language
20.000 Credits or 10.000 ECTS Credits
Organiser: Mrs Ffion Evans
Overall aims and purpose
Introduction to Playwriting allows’ the opportunity for students to explore the process of writing for performance. Focusing mainly on new writing for the stage, how does one develop the practice of constructing narrative, character development, structure analysis and drafting ideas into production? The writer’s relationship and collaboration with the director and actors will be explored as well as evaluating the key similarities and differences to screen writing.
Summary of course content:
- Introduction to the key techniques and methods used for writing for the stage
· Exploring the writers process from text into production
· Introducing a diverse range of writer’s processes
· Opportunity to investigate the learners own voice
C- to C+
Satisfactory/Good (C- to C):
Submitted work is competent with a demonstration of knowledge and understanding of the subject area present.
Demonstrates good structure and some logically developed arguments.
Draws mostly on material that has been sourced and assessed from the module with some limited independent study.
Assertions are backed by evidence and good reasoning.
Accuracy and presentation in an appropriate academic and professional style present.
Excellent (A- to A+):
Submitted work is of an outstanding quality and excellent in one or more of the following ways:
Has originality of exposition with the student’s own thinking being readily apparent.
Provides clear evidence of extensive and relevant independent study.
Arguments are laid down with clarity and provide the reader with successive stages of consideration to reach conclusions.
Threshold (D- to D+):
Submitted work is adequate and shows an acceptable level of competence as follows:
Generally accurate but with omissions and errors.
Assertions are made without clear supporting evidence or reasoning.
Has structure but is lacking in clarity and therefore relies on the reader to make links and assumptions.
Draws on a relatively narrow range of material.
Good to Very Good (B- to B+):
Submitted work is competent and very good throughout and may be distinguished by superior style, approach and choice of supporting materials.
Demonstrates good or very good structure and logically developed arguments.
Draws at least in parts on material that has been sourced and assessed as a result of independent study, or in a way unique to the student.
Assertions are backed by evidence and sound reasoning.
Accuracy and presentation in an appropriate academic and professional style.
Develop and create dramatic texts employed in specific drama movements.
Demonstrate an ability to read and interpret relevant background material intelligently and an ability to analyse dramatic texts critically
Understand what constitutes performance practice, demonstrate an awareness of current methods in the field and be familiar with the work of a number of innovative writers and production work.
Show awareness of the interplay between theory and practice within the area of scriptwriting and of the conceptual and creative processes that underpin the understanding and realization of performance.
Describe, interpret and evaluate performance text across a range of occurrences and sites.
|Concept of script||30.00|
Teaching and Learning Strategy
8 one hour focused research to evaluate process, opportunity to share ideas and rehearsal readings.
Hourly Meetings with allocated group to collaborate on ideas and development
Live performances at Pontio. Exposure to professional productions and online material.
|Supervised time in studio/workshop||
During the weekly workshops there will be an opportunity to gain feedback on the developed writing through introducing drafts of ideas and script readings.
11 two hour practical workshops
Independent time to develop and research ideas
- Literacy - Proficiency in reading and writing through a variety of media
- 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.
- 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
- 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
Subject specific skills
- An understanding of creative and critical processes, and of the wide range of skills inherent in creative writing. (NAWE Creative Writing Benchmark Statement 3.1).
- Knowledge of a wide range of canonical English texts, providing a confident understanding of literary traditions as well as the confidence to experiment and challenge conventions when writing creatively. (English Benchmark Statement 3.1).
- An awareness of writing and publishing contexts, opportunities and audiences in the wider world (NAWE Creative Writing Benchmark Statement 3.1).
- 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).
- Awareness of how different social and cultural contexts affect the nature of language and meaning (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).
- Musicianship skills – recognition, classification, contextualisation, reconstruction, exploration
- Re-creative skills – interpretation, innovation, versatility, and other skills relating to performance
- Creative skills – conception, elaboration, adaptation, presentation, collaboration, preservation
- 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
Any resources will be addressed to before hand.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/wxs-1000.html