Units

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Sample subject outline - Semester 1 2013

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

Rationale

In order to build performances, creators need a practical understanding of the relationship between contemporary ideas and the way they are 'formed' into dramatic action through a process of creative development Practitioners must be able to situate and articulate their individual practice, its aesthetic antecendents and theoretical bases. This unit builds on skills and knowledge from Production 1 and Production 2, and upon the associated theory units Performance Innovation and Understanding Performance. The unit requires students to work in a self-reliant way and demonstrate teamwork, leadership and entrepreneurship in collaborative environments to develop a concept for performance. This 3rd year unit will begin the process for entry into the performance industry and/or postgraduate study.

Aims

The unit aims to prepare you with requisite skills to creatively develop a performance concept from initial idea to proof of concept stage (Work in Progress). In particular the unit focuses on the application of skills and techniques of performance processes and outcomes including critical, creative and analytical thinking and effective problem solving in a professional context.

Objectives

On completion of the unit you should be able to:
1.Formulate an ontological position as a performing artist/practitioner/producer/teacher in written
form.
2.Evaluate appropriate literary, social, historical and critical material relevant to the preparation of a collaborative performance.
3.Produce a methodologyfor creative development drawing on an enhanced understanding of theme, form and style in performance
4.Develop a collaborative performance to proof of concept stage (Work in Progress) informed by your enhanced thematic understanding and making use of advanced performance methodology.

Content

This unit gives you practical experience in the creative development of a performance under the mentorship of drama staff members and industry professionals. This process includes an industry-based creative development model which focuses on research, testing of creative ideas and documentation of a performance plan/script to handover to associated creatives such as stage managers, lighting designers/operators, sound designers/operators and audio-visual designers/operators. The learning experience will culminate in a Work in Progress showing that displays the form and content for the performance.

Approaches to Teaching and Learning

You will work in medium to small groups, each under a drama staff member and/or industry professionals. You will engage in both directed and autonomous creative development workshops and rehearsals, culminating in a Work in Progress showing at the end of the semester. These performances will give you the opportunity to test and develop your work against immediate audience responses.

There will be opportunities for close contact with, and feedback from, the drama staff and industry mentors. There is an emphasis in this unit on demonstration of self reliance, teamwork and leadership and in a collaborative performance-making environment.

Assessment

Assessment will be practically orientated with students conducting a number of performance experiments in small groups, based upon similar areas of interest in performance form and content, culminating in a Work in Progress showing evaluated by industry professionals.Students will have access to both drama staff members and/or industry professionals throughout the unit. Drama staff members will be assigned to each of the performance making groups to feedback to students in weekly workshops during the development of both assessment items. Comprehensive written and oral feedback will be provided to individuals and groups upon request.

Assessment name: Written Essay
Description: (Summative) Individually, you will create a stand-alone manifesto for a career as a performing arts practitioner/producer/artist/teacher-artist. It will be followed by an essay which frames and substantiates the manifesto with research into relevant critical and aesthetic theory
Relates to objectives: 1, 2
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Practical Performance
Description: (Summative) In a group you will present a performance idea in a 20 minute Work in Progress to unit staff and industry professionals for feedback and evaluation. Documentation of creative development undertaken in workshops must accompany the performance in the form of written materials that convey the nature and shape of the production. Portfolio will include production plan/script; research materials; record of rehearsals and appropriate academic readings.
Relates to objectives: 2, 3, 4
Weight: 50%
Internal or external: Internal
Group or individual: Group
Due date: End 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 Readings
The readings as deemed appropriate by the unit co-ordinator and industry professionals will be available on the KTB303 Blackboard site under the Course Materials Database.

Recommended Readings
Di Benedetto, S (2010) The provocation of the senses in contemporary theatre. New York: Routledge, 2010.
Fortier, M. (2002) Theory - Theatre: an introduction London, Routledge.
Graham, S and Hoggett, S (2009) The Frantic Assembly book of devising theatre Routledge London ; New York
Harvie, J. And Lavender, A. (2010) Making Contemporary Theatre: international rehearsal processes. Manchester : Manchester University Press.
Lehmann, H-T. (2006) Postdramatic Theatre.(Translated and with an introduction by Karen Jurs-Munby). London ; New York : Routledge.

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 Drama 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 fulfilment 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.

Last modified: 21-Sep-2012