Units
Process Drama
Unit code: KTB102
Contact hours: 4 per week
Credit points: 12
Information about fees and unit costs
This unit examines the structural forms and dramatic conventions used in a specific genre of drama - process drama. It moves from examining effective drama workshop design to consider the artistic application of these workshop techniques.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
Directors, playwrights, performance makers and community arts workers all need to understand how to shape and lead engaging drama processes for a range of workshop and production contexts. This unit provides a foundational platform for the development of a processual, improvised and / or devised performance practice including the selection and sequencing of dramatic conventions, elements and context to generate meaning. This unit challenges particular assumptions and widely held views about the way dramatic action is created, encountered and used by performance makers and audiences.
Aims
This unit aims to give you the opportunity to develop a practical and theoretical understanding of processual, improvised and devised forms of drama. The unit examines the specific lead improvised and devised dramatic action with members of your workshop group.
Objectives
On completion of this unit you should be able to:
1. Identify the dramatic elements, structural components and specific forms of processual drama
2. Explain the technical and artistic implications of managing the dramatic elements, structural components and specific forms of processual dramas in action
3. Employ the dramatic elements, structural components and specific forms of a specific style of processual drama to shape artistic meaning.
4. Work as part of a collaborative team to plan and implement a processual drama.
5. Apply written, oral and visual communication skills to the presentation of an analysis and evaluation of a collaboratively produced processual drama.
Content
The unit addresses content such as the nature and form of processual, improvised and devised drama; its application in theatre, community and educational contexts; the conventions and techniques used in practice; the elements of drama and appropriate planning strategies for the genre. This unit introduces foundational theories, principles and evaluation techniques of collaborative practice.
Approaches to Teaching and Learning
The unit features a series of lectures and workshop/tutorials. During the unit you are required to engage with and reflect on key readings, which extend and amplify the understandings gained in the seminars and workshops. The unit examines the structural components and specific forms of processual, improvised and devised drama through tutor led dramas before providing you with the opportunity to produce your own drama. This unit also employs on-line technology to promote planning and reflection on woirkshop/tutorial experiences and your participation in processual dramas.
Assessment
LATE ASSIGNMENTS
An assignment submitted after the due date without an approved extension will not be marked. If you are unable to complete your assignment on time, you should submit on time whatever work you have done.
Faculty Assessment Information
To access the Creative Industries Faculty Assessment Information see the Blackboard site for this unit.FORMATIVE ASSESSMENT
You will receive feedback associated with formative assessment to find out how you are progressing, and how your work can be improved. Formative assessment is diagnostic in nature since it focuses on why an outcome was obtained, rather than the standard of outcome. Tutors regularly give verbal and / or written feedback on processual dramas planned, practiced and / or led in tutorials.
Please note: Creative Industries Faculty has a standard referencing system which MUST be used for written responses. The CIF Referencing Guide can be accessed through the Blackboard site under section titled 'Unit Details'.
Assessment name:
Demonstration
Description:
(Summative) In Assessment 1, you will work as part of a collaborative team to plan and implement a drama which demonstrates your understanding of processual or devised drama. (Plan Length: 1500 words. Performance Length: 10-60 minutes depending on style of processual or devised drama, including time to set up and strike props and resources).
Relates to objectives:
1, 3, 4
Weight:
50%
Internal or external:
Internal
Group or individual:
Group
Due date:
Mid semester
Assessment name:
Critique
Description:
(Summative) In Assessment 2, you will individually reflect on, evaluate and revise your team's processual or devised drama on the basis of feedback received from your team, your tutors and your classmates on its effectiveness. You will present your revised plan together with a reflection on what changes to the planning, implementation and / or presentation of the drama you would make and why. Length: 1500 words.
Relates to objectives:
1, 2, 3, 5
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
End of semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Required Texts
Required readings will be made available through the KTB102 Process Drama Blackboard Site
Recommended References
Haseman, B. & O'Toole, J. (1987) Dramawise, Heinemann Educational, Australia.
O'Neill, C., (1985) Drama Worlds: a framework for process drama, Heinemann, Portsmouth, NH.
O'Neill, C., & Lambert, A. (1982) Drama Structures, Hutchinson Educational, London.
O'Toole, J. (1992) The Process of Drama: Negotiating art and meaning, Routledge, London.
Neelands, J. & Goode, T. (2003) Structuring Drama Work.Cambridge University Press.
Oddey, A.
Lamden, G. (2000) Devising: A Handbook for Drama and Theatre Students, London : Hodder & Stoughton,
Heddon, D.
Etchells, T. (1999) Certain Fragments : Contemporary Performance and Forced Entertainment, London: Routledge.
Graham, S. (2009) The Frantic Assembly book of devising theatre, London ; New York : Routledge.
Bicat, T & Baldwin, C (2002) Devised and Collaborative Theatre: A Practical Guide, Marlborough:Crowood.
Hargrove, R.A. (1998). Close Encounters of the Creative Kind : Launching Your Collaboration in Hargrove, Robert A, Mastering the Art of Creative Collaboration (1998), New York: McGraw-Hill, pp.127-148.
Nemeth, CJ. & Nemeth-Brown, B. (2003). Chapter 4 : Better than Individuals? The Potential Benefits of Dissent and Diversity for Group Creativity in Paulus, Paul B & Nijstad, Bernard A (eds), Group creativity : innovation through collaboration, New York: Oxford University Press, pp.63-84.
Story, H. and Joubert, M.M. (2004). The Emotional Dance of Creative Collaboration in Miell, Dorothy and Littleton, Karen (eds), Collaborative creativity: contemporary perspectives, London: Free Association books, pp.40-51.
Risk assessment statement
As all performance-makers understand, creating a performance potentially carries with it certain physical and/or emotional risks, both in the rehearsal room and in the theatre. Indeed taking risks is an integral component of the art forms processes. Some rehearsal warm ups and exercises, and some performance events may include physically or emotionally strenuous activities. Managing this risk to ensure working conditions are safe, is always a high priority in the production process. It is therefore extremely important that if you are aware of personal physical or emotional vulnerabilities that make you feel unsafe or at risk in any way, you should immediately inform your tutor or director or stage manager, so that your situation can be evaluated and appropriate rectifying action can be taken.
Theatres and other performance spaces are also potentially dangerous places, particularly backstage during performances when lowlight conditions prevail. You will be warned by the stage manager, the production manager or the director of any specific risks that you will need to be aware of, when your project team first moves in to the theatre. Whenever moving into a new performance space, you should always conduct your own risk assessment, and notify your team or director of any hazards you have personally identified.
Every effort is made by Performance Studies staff at QUT to ensure that you work in a safe environment. Conversely you are absolutely expected to follow all safety rules, procedures and directions, and to ensure that you do not put at risk the safety of others, or yourself, or of the highest artistic fulfillment of the project in any way.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 17-Oct-2012
