RA4S06 - Professional Practices in Drama & Performance 01 Sep 2021 - 31 Aug 2027 | Version 1
Associated Module Information
| Module Code: | RA4S06 | ||
|---|---|---|---|
| Module Title: | Professional Practices in Drama & Performance | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Music and Drama | ||
| Faculty Sub Group: | Drama | ||
| Module Leader: | Jesse Schwenk, Marta Minier | ||
| Module Team: | Jodie Allinson | ||
| First Intended Intake: | SEP 2021 | Final Year of Intake: | 2026 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | |||
| HECOS Code Weighting: | |||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2021 |
| Valid To | 31 Aug 2027 |
Module Aims
Give students the opportunity to analyse, at an advanced level, the role of drama and performance in the Creative Industries and wider professional contexts.
Provide a context for a detailed comparative study of two contrasting forms of professional practice.
Give students the experience of making contact with a variety of forms of professional practice in Drama/Performance in order to gather material for analysis.
Provide detailed knowledge of ways of sustaining artistic practice in a field related to potential future employment.
Content Summary
Students will be introduced to a number of contrasting ways in which practitioners sustain and develop their work.
The practitioners and contexts analysed will encompass any of the following strands:
Performance & Production
Funding & Employability in the Performing Arts
Drama, Wellbeing and the Community
The Role of a Freelancer
The Creative Industries
Equalities & Diversity in the Arts
Following an initial period of classroom-based study, course members will be required to arrange two ‘creative visits or ‘creative conversations’ with an arts organisation, company or individual practitioner in order to investigate the way that they plan and sustain their work.
Examples of contexts might include:
Performing Arts Companies
Arts Organisations
Arts Councils
Freelance Artists
Artist Collectives
Arts Venues
Professional Networks in the Creative Industries
Arts in Health
Arts Education
Arts Therapies
Arts, Health & Wellbeing
Participatory Arts
Community Arts
Arts Activism
Grassroots Arts Initiatives
Equity, Unions
Public Media (BBC, ITV)
Interdisciplinary Projects
Creative Producers
Talent Agencies
Technical Theatre / Production
Technology & Digital Performance
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 11 |
| Seminar | 24 |
| Tutorial | 1 |
| External visits | 24 |
| Independent Study | 70 |
| Directed Study | 70 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically compare different contexts in which drama/performance is produced in the contemporary creative industries |
| LO2 | Plan creative projects in a selected professional context and devise strategies for sustaining and managing them |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Presentation (Asynchronous) 1 | A presentation which compares and contrasts two contexts for drama and performance. This should be based on the two 'creative conversations' with either two freelancers or two organisations conducted by students during the module. The presentation should include analysis and a succinct overview of the important strengths, challenges and weaknesses that face both organisations with reference to specific artistic and socio-economic contexts. | 20 | N/A | 50 | No | 40 |
| Asynchronous Assessment | Essay 1 | Choice between: a) A detailed and comprehensive plan for a single production of a piece of drama/performance in a defined context that includes a directorial statement of intent, rehearsal plans and relevant budgets. OR b) A Critical Essay on a specific subject area related to arts production / creative industries and/or dissemination in a defined cultural context. | 0 | 3000 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Presentation (Asynchronous) 1 | ✔ | ✔ | |
| Essay 1 | ✔ | ✔ | |