Module UXB-2408:
Perfformio Safle Benodol

Module Facts

Run by School of Music and Media

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Dr Kate Lawrence

Overall aims and purpose

Site Specific Performance module explores theoretical and practical strategies that are currently in evidence within contemporary theatre and performance in relation to non-building theatre conventions. The module introduces a range of performance practices (street theatre, architecture and performance, the body in performance, etc). Some of the issues we will investigate include how theatre and performance might relate to audiences and communities, what histories and memories connected to places might be mobilised to create new stories and how these are framed in the architecture of a site.

Through discussion and practical application, the module investigates creative strategies, methods and theoretical and ethical issues arising from creating site-specific performance. The module considers performer/audience relationships, health and safety considerations, occupation and function of sites, rehearsal tactics, subversion or congruence in performance.

The module is a practice/theory module consisting of seminars and workshops and visits to sites around the campus. In the seminars we will consider a range of approaches and debates surrounding ‘locational’ performance practices. In the practical sessions we will undertake specific tasks, both observational and improvisational and watch and discuss work in progress.

Course content

  • Introduction to site specific performances, conventions and performance practice
  • Exploring performance in a non-theatre building environment
  • Understanding and utilising Risk assessment and planning for unconventional performance settings
  • Knowledge of current performance practice in non theatre settings

Assessment Criteria

excellent

A- to A*

Submitted work is of an outstanding quality and excellent in one or more of the following ways:

  1. Has originality of exposition with the student’s own thinking being readily apparent.
  2. Provides clear evidence of extensive and relevant independent study.
  3. Arguments are laid down with clarity and provide the reader with successive stages of consideration to reach conclusions.

good

C- to B+

Submitted work is competent throughout and may be distinguished by superior style, approach and choice of supporting materials. It:

  1. Demonstrates good or very good structure and logically developed arguments.
  2. 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.
  3. Assertions are backed by evidence and sound reasoning.
  4. Accuracy and presentation in an appropriate academic style.

threshold

D- to D+

Submitted work is adequate and shows an acceptable level of competence as follows:

  1. Generally accurate but with omissions and errors.
  2. Assertions are made without clear supporting evidence or reasoning.
  3. Has structure but is lacking in clarity and therefore relies on the reader to make links and assumptions.
  4. Draws on a relatively narrow range of material.

Learning outcomes

  1. Undertake independent research-based investigation to inform written and practical work.

  2. Be an active and creative participant in the process of project devising appropriate for a site specific performance context.

  3. Be able to identify and discuss the theoretical and practical strategies that are currently in evidence within site specific performance practice.

  4. Understand and engage with key artistic movements and philosophies that have informed site specific performance practice.

  5. Identify and execute the appropriate practical skills, techniques, performance vocabularies and working methods needed to conceive and realize a piece of site specific performance.

Assessment Methods

Type Name Description Weight
Presentation 20
Performance 40
Essay 40

Teaching and Learning Strategy

Hours
Practical classes and workshops

Practical theatre workshops: In the first 6 weeks these will last 2 hours; in the final 4 weeks they will last 3 hours to assist the preparation of performance assessment work under the supervision and guidance of the lecturer.

24
Seminar

Seminars: these will last 1 hour during the first 6 weeks and will range between staff presentations, student presentations and discussions of readings undertaken.

6
 

Practical Assessment

3
Private study 167

Transferable skills

  • 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.
  • 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).
  • 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 gather information, analyse, interpret and discuss different viewpoints (NAWE Creative Writing Benchmark Statement 3.2; English Benchmark Statement 3.3).

From Drama, Dance and Performance Benchmark Statement Making, creating and performing 5.2 Students will be able to demonstrate the following: i engaging in performance and production, based on acquisition and understanding of appropriate performance and production vocabularies, skills, structures, working methods and research paradigms ii developing a repertoire of interpretative skills, practices and making techniques (physical/aural/spatial) and applying them effectively to engage with an audience/performance iii contributing to the production of performance, for example through direction, choreography, dramaturgy, stage management, scenography, sound and lighting production, media, promotion, administration and funding iv realising the performance possibilities of a script, score and other textual and documentary sources and/or creating new work using the skills and crafts of performance making/writing v developing techniques informed by or derived from particular cultural forms/histories/contexts and/or practitioners vi taking responsibility as an individual artist whether working independently or within a group for creative decision making vii developing a repertoire of interpretative skills, practices and techniques (physical/aural/spatial) and applying them effectively to engage with an audience. Critical response/analysis 5.3 Students will be able to demonstrate the following: i describing, theorising, interpreting and evaluating performance texts and events from a range of critical and technical perspectives and using appropriate subject specific vocabularies ii developing skills of observation and visual, aural and spatial awareness iii identifying and discriminating between primary and secondary sources iv accessing and analysing historical source materials to identify the original conditions and contexts for production v investigating performance environments to determine how place, site and space shape the events they accommodate. Applications and participation 5.4 Students will be able to demonstrate the following: i analysing the role which dance, drama and performance, in all its forms, may play in contributing to cultural debate and active citizenship ii planning, facilitating, delivering and evaluating projects that apply dance, drama, participatory and performance subject expertise in social, educational, community and other socially engaged settings iii questioning the ethical implications and appropriateness of performance work to ensure activities are undertaken in safe and supported environments for specific audiences/participants.

Courses including this module

Compulsory in courses:

Optional in courses: