Units

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Sample subject outline - Semester 2 2012

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Directing text-based performance events, whether within a subscription season of 'traditional' theatre, or as a stand-alone event within the independent theatre sector, or within a festival context, requires highly developed creative skills and sound managerial and organisational abilities.

This third year undergraduate unit examining the artistic processes and project-management responsibilities that a drama director must fulfill, is essential for students wishing to further their practice as directors, or as performance-makers within educational settings or within the creative industries. It builds on skills and perspectives acquired in units such as Performing Skills 1&2, Performance Innovation, Production 1&2, Understanding Theatre and Staging Australia.

Aims

The aim of this unit is to equip you with the basic artistic, analytical, organisational, interpretive and choreographic skills necessary to taking a text-based creative performance project from conception through to realisation.

Objectives

On completion of this unit you should be able to:
1. Position and develop a performance event proposal within an appropriate creative, cultural, funding or company/festival framework.
2. Analyse a performance text in depth, from the director's perspective
3. Plan a play or performance, from conception to pre-realization
4. Evaluate, adapt and use information and ideas from a range of sources to inform the development of your project proposal
5. Investigate and apply specialist performance-based skills that relate to directing.
6. Deconstruct the managerial and leadership skills associated with directing.

These specific unit objectives support the following general CI Graduate Capabilities:
1.4 The ability to translate conceptual ideas through to quality outcomes
The ability to articulate concepts and creative ideas
The ability to manage the design process
2.1 The ability to investigate, research, assimilate, critically analyse, synthesize and utilize information and resources
2.2 The ability to utilise a range of specialist performance-based skills critically and analytically
2.3 Exhibiting creative as well as analytical ways of thinking when working through problems
3.1 Being able to give and receive feedback
6.3 The ability to take risks, be adaptive and proactive in situations of change
4.1 The ability to lead and/or to work effectively as a member of a team
7.1 The ability to manage multiple deadlines
7.2 Knowledge and management of self and others

Content

This unit addresses content such as:
- Play/text selection
- Specialist performance skills appropriate to the director,
- Pre-production analysis
- Project plans
- Production concept development
- Time, and resource planning
- The role of design
- Directing the actor

These provide the practical, analytical and planning skills that support the director's role in creation and programming.

Approaches to Teaching and Learning

Practical workshops exploring directing problems are complemented by lectures and seminars focused on a range of texts and directing/planning exercises.

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.

Grading Scale
You will be awarded a final grade on a 1 to 7 scale.

Academic Honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit , and the QUT Library resources for avoiding plagiarism.FORMATIVE ASSESSMENT
Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work. Weight: 0%

SUMMATIVE ASSESSMENT
The summative assessment for this unit will provide you with opportunities to demonstrate the unit outcomes.

Assessment name: Proposal
Description: You will select a play, undertaking preliminary research and director's analysis, in order to be able to propose a production of the play in a context identified and justified by you. The material generated in this proposal will be able to be incorporated into Assessment Item 3.
Relates to objectives: 1, 2, 4
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Portfolio
Description: This assessment requires you to respond to and apply theoretical knowledge from your required texts and lectures.

Weekly Short summaries building to a Portfolio of approaches to Directing drawing on a range of texts, lecture materials and exercises, and relating them to practical ideas explored in the workshops and in observation of rehearsals.
Relates to objectives: 2,3,5,6
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid to End Semester

Assessment name: Demonstration/Presentation
Description: You will choose to do either Item A or Item B, but not both

ITEM A: 3A-Demonstration/Presentation
You will select a play and undertake the necessary research and director's analysis (incorporating material from Assessment Item 1). Then working with actors (sourced by you) you will present a selection of fully rehearsed scenes from your play, totalling 10-15 minutes in length. This presentation will effectively demonstrate your understanding of the play's themes, the dramatic functions of the characters, your application of choreographic principles for the stage and an effective manipulation of elements of performance, particularly dramatic tension.

You will introduce your presentation with a brief exposition detailing the research context and the overall concept for your work relating particularly to theme and interpretation.

At the close of your presentation you will submit your Director's Portfolio.

You will be required to attend the combined Poster Presentations and the Performance Presentations from students undertaking Item B.

ITEM B: 3B-Prof Plans/Presentation
This task is to be completed singly or in pairs The major single item of assessment will be a project pitch package presented on a Poster Display and through a Portfolio.

You will select a play you wish to produce as a creative work (either as is, or in an adaptation made by you), and undertake the necessary research and director's analysis (incorporating material from Assessment Item 1). You will then complete the project planning from vision statements through to the end of pre-production.

Set your event in a defined cultural context, in other words it must be notionally attached to a real event/ school/ production company/ festival that exists. Use this cultural institution as the real world context for your pitch.

You will provide an overview of your project proposal in the form of a Poster Presentation, and be prepared to explain your project to the other directing students.

You will be required to attend the combined Poster Presentations and the Performance Presentations from students undertaking Item A.
Relates to objectives: 1,2,3,4,5
Weight: 40%
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 Text
Festen by Vinterberg, Rukov, Hansen, adapted by David Eldridge, Methuen 2004 - Available at the Bookstore Kelvin Grove Campus, QUT.

Set Texts:
Readings, on Course Materials Database - Blackboard website.

Recommended References

On Directing:

Highly Recommended:
Mitchell, K. (2009) The Director's Craft London, Routledge
Anderson, K. & Ross, I. (2001) Performance Design in Australia, St Leonards, Craftsman House

Recommended:
Ball, W. (1984) A Sense of Direction, New York, Drama Book
Benedetti, R.L. (1985) The Director At Work, New Jersey, Prentice Hall
Catron, Louise E. (1989) The Director's Vision, Calif. Mayfield
Clurman, Harold, (1972) On Directing New York : Macmillan
Cohen, Robert (1974) Creative Play Direction New Jersey, Prentice Hall
Hodge, Francis (1994) Play Directing, Fourth Edition, Boston, Allyn & Bacon
Mamet, David (1991) On directing film New York : Viking,
Marowitz, Charles, (1991) Directing the action : acting and directing in the contemporary theatre, New York, Applause Theatre Books
Marowitz, Charles (1998) The other way : an alternative approach to acting and directing Applause,
Shapiro, M. (1997) The Director's Companion, Harcourt, Brace, Jovanovich

On Ancillary Skills:
Benedetti, R.L. (1984) The Actor At Work, Sixth Ed'n, New Jersey, Prentice Hall
Pilbrow, R. (1979) Stage Lighting, London, Studio Vista
Gillette, J.M. (1987) Theatrical Design and Production, Calif., Mayfield
Sharpe, Diana (1985) The Performing Artist and the Law Sydney, Law Book Co.

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 form's 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. As such it is recommended that students read and apply the Rehearsal and Performance Protocols outlined by Performance Studies available on Blackboard.

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: 30-Apr-2012