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

Australia has a strong record of excellence in the expanding field of theatre and drama in communities. Knowledge of the ethos, values and processes of working with communities in a responsive and consultative fashion is thus an essential component of any comprehensive preparation for a career in Drama and provides major career opportunities particularly for emerging artists. This is a 2nd year unit that articulates with and builds upon previous knowledge gained in KTB102 (Process Drama) and KTB108 (Applied Theatre).

Aims

The unit aims to provide core understandings related to creative practice and cultural engagement in a variety of community contexts, and to provide frameworks to survey, evaluate and construct community-based practice centred on those understandings.

Objectives

On completion of this unit you should be able to:
1. Describe and analyse the principles that drive contemporary theatre and drama practice in the field of community and cultural engagement.
2. Apply critical, creative and analytical thinking to examine, assess and critique exemplar projects of community based practice.
3. Employ effective problem solving techniques to create purposeful project models that respond imaginatively to the needs of specific communities.

Content

This unit address content such as:

• the history, philosophies and characteristics of exemplary practice in theatre and drama in a variety of community contexts;


• the techniques, protocols and strategies involved in creating a responsible and effective project for a designated community outcome.

Approaches to Teaching and Learning

The unit features a series of lectures/seminars involving key academic staff. In addition, leading industry figures from local and national contexts will provide examples of their practice and offer insights into both the theory and the realities of community-based activity. During the unit you are required to engage with and reflect on key readings, which extend and amplify the understandings gained in the seminars. There is also an expectation that you will use various on-line resources to seek out information regarding contemporary examples in the area of community-based practice. During the practical project-based component, each group will be assigned a mentor to provide timely feedback and analysis.

Assessment

Assessment will be practically orientated with the students conducting case studies of exemplary projects of community practice and creating their own projects that respond to specific community contexts.

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.Students will have access to range of inputs from both academic and industry participants. Staff members will be assigned to each of the project groups to feedback to students during the development of their project proposals. Comprehensive written and oral evaluation and feedback will be provided upon request.

Assessment name: Case Study
Description: (Summative) You will create an analytical account of a community-based work relating to a person, group or organisation within its real life context, applying learned principles and research to identify and evaluate relevant issues or trends and their significance to its community context and purpose.
Relates to objectives: 1, 2
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid Semester

Assessment name: Hypothetical Project
Description: (Summative) In small groups (4-5), students will select from a list pre-determined community sites to create a hypothetical project that is responsive to the needs and issues arising from the chosen community. The disruptive innovation of the project must be declared as healing, educating, challenging, entertaining or transforming.
Relates to objectives: 1, 2, 3
Weight: 50%
Internal or external: Internal
Group or individual: Group
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(s):

Required Unit Reader containing the compulsory readings for this unit will be available for purchase from the University Bookshop at Kelvin Grove.

Recommended References:

Adams, D and Goldbard, A. (2004). Creative Community: The Art of Cultural Development. USA: TBC

Bau Graves, J. (2005). Cultural Democracy, The Arts, Community and the Public Purpose. Champaign, Illinois USA.: University of Illinois Press.

Borrup, T. (2006). Creative Community Builder's Handbook: How to Transform Communities Using Local Assets, Arts, and Culture. Saint Paul: Fieldstone Alliance.

Dunn, A. (2006). Community Partnerships Scoping Study. Surry Hills, N.S.W.: Australia Council.

O'Donnell, D. (2006). Social Acupuncture: a guide to suicide, performance and utopia. Toronto: Coach Books.

Fletcher, H. (2009). Where I Lived, and What I Lived For. Portland: TBC

July, M, and Fletcher, H. (2007). Learning to Love You More . Portland: Prestel.

Mawson, A. (2008). The Social Entrepreneur: Making Communities Work. London: Atlantic Books.

Mills, D. and Brown, P. (2004). Art and Wellbeing: a guide to the connections between community cultural development and health, ecologically sustainable development, public housing and place, rural revitalisation, community strengthening, active citizenship, social inclusion and cultural diversity. Surry Hills, N.S.W.: Australia Council.

Moynhian, S and Horton, N. (2004). They shoot feral don't they? CCD Symposium Report. Brisbane: self published.

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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. 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 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: 17-Oct-2012