Module UXS-1403:
Performing for Stage & Screen

Module Facts

Run by School of Music, Drama and Performance

20.000 Credits or 10.000 ECTS Credits

Semester 1

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.

Course content

  • 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.

Assessment Criteria

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.

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.

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. 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.

  2. Analyse and interpret different dramatic styles employed in specific drama movements.

  3. Describe, interpret and evaluate performance across a range of occurrences and sites.

  4. Demonstrate an ability to read and interpret relevant background material intelligently and an ability to analyse dramatic texts critically

  5. 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.

Assessment Methods

Type Name Description Weight
Stage Performance 35.00
Screen Performance 35.00
Character building portfolio 30.00

Teaching and Learning Strategy

Hours
Practical classes and workshops

Practical theatre workshops: they will last 3 hours to assist the preparation of performance assessment work under the supervision and guidance of the lecturer.

 27
Supervised time in studio/workshop

2 x 3 hour performance assessment

6
Private study 167

Transferable skills

  • 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.
  • 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

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

Resources

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses:

Optional in courses: