Perf. ar gyfer y Llwyfan & Sg.
Run by School of Music, Drama and Performance
20.000 Credits or 10.000 ECTS Credits
Organiser: Mrs Ffion Evans
Overall aims and purpose
‘Performing for Stage and Screen’ allows’ students to encounter the focus practically on some of the key elements and techniques, which contribute to the process of actors training. From the psychological, physical to the vocal, students will explore a variety of acting and performing methods that contemporary directors use with in rehearsal rooms today as well as discovering key similarities and differences between performing for the stage and screen. Emphasis on the practical will be the key focus in laboratory performance settings to investigate individual character building as well as ensemble work. Students will be expected to explore by means of practical involvement, sharing performances in class settings as well as developing a character portfolio through out the module.
STUDENT FEEDBACK: Acting for Stage and Screen was a brilliant module with a lot of information presented. I really benefitted from looking at Screen acting. I’d recommend this side of the course for any students looking to make films and theatre. As a director, learning to communicate with actors is incredibly helpful, this module taught me how I wanted to be directed, and thus had an impact on my directing.
- Introduction to the key techniques and methods used for performing for the stage and screen
- Exploring the psychological, physical and vocal understanding of actor’s training
- Investigating the historical and cultural legacy of selected performing traditions.
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.
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.
C- to B+
Submitted work is competent throughout and may be distinguished by superior style, approach and choice of supporting materials. It:
- 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 style.
Show awareness of the interplay between theory and practice within the area of performance studies and of conceptual and creative processes that underpin the understanding and realization of performance.
Describe, interpret and evaluate performance across a range of occurrences and sites.
Analyse and interpret different dramatic styles 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 and training in the field and be familiar with the work of a number of innovative movements and practitioners.
Option to perform the work through the Welsh Language
Option to perform in the Welsh Language
|COURSEWORK||Character building portfolio||
Can submit the portfolio in Welsh
Teaching and Learning Strategy
|Practical classes and workshops||
Practical theatre workshops: they will last 2-3 hours to assist the preparation of performance assessment work under the supervision and guidance of the lecturer.
2 x 3 hour performance assessment
Performance Visit to Pontio's Arts and Innovation Centre Bangor
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- Mentoring - Able to support, help, guide, inspire and/or coach others
- 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 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).
- Re-creative skills – interpretation, innovation, versatility, and other skills relating to performance
- Creative skills – conception, elaboration, adaptation, presentation, collaboration, preservation
- Technological skills – digital capture, digital expression, digital innovation
- 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
Student's are required to wear comfortable clothing for all sessions and bring enough water to keep hydrated and eat healthy snacks. Workshop at times can be physically demanding therefore good energy levels are needed in preparation for practical research. Performance visits is a requirement on all performance modules, attending regular performances is an integral part of the theatre student's studies therefore additional costs (at a student rate) will be required to attend. £5 Performance Visit Pontio
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/uxb-1403.html
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- 32M8: BA English Literature with Theatre and Performance year 1 (BA/ELTP)
- P3W5: BA Film Studies with Theatre and Performance year 1 (BA/FSTP)
- P3WL: BA Media Studies with Theatre and Performance year 1 (BA/MSTP)
- P3WB: BA Media Stud with Theatre & Perform (4yr with Incorp Found) year 1 (BA/MSTP1)
- W3W4: BA Music with Theatre & Performance year 1 (BA/MUSTP)
Optional in courses:
- T103: BA Chinese and Creative Studies year 1 (BA/CHCS)
- WPQ0: BA Creative Studies year 1 (BA/CST)
- WPQB: BA Creative Studies (4 year with Incorporated Foundation) year 1 (BA/CST1)
- WQ93: BA Creative Stds & English Lang. year 1 (BA/CSTEL)
- WR91: BA French and Creative Studies year 1 (BA/CSTFR)
- WR92: BA German and Creative Studies year 1 (BA/CSTG)
- WR93: BA Italian and Creative Studies year 1 (BA/CSTITAL)
- WW93: BA Creative Studies and Music year 1 (BA/CSTMUS)
- WR94: BA Spanish & Creative Studies year 1 (BA/CSTSP)