Practical Essay (DRA3061)

StaffTony Lidington - Convenor
Tony Lidington - Convenor
Credit Value30
ECTS Value15
NQF Level6
Pre-requisitesSuccessful progression from Drama Level 3, Term one
Co-requisitesnone
Duration of Module Term 2: 11 weeks;

Module aims

This module aims to allow you to:

  • Draw together the experience of theatre-making gained through the degree programme;
  • Work in a group (usually of 5-7) in the complex logistics of mounting a culminating presentation, that is likely to take the form of a performance;
  • Guide an individual and collaborative process of creative work, and to contribute to the creative work of your peers.

ILO: Module-specific skills

  • 1. Experiment and produce an original performance or performance-related composition for a student-selected context/audience beyond the University
  • 2. Articulate a set of appropriate research questions, a research context and a set of working methodologies (and bring these together in the form of a mid-process presentation to the full year group and an abstract presented to staff in advance of the final practical examination)
  • 3. Engage with the selected context/audience throughout the production process, and make appropriate creative choices
  • 4. Utilise practical, creative and organisational skills in bringing work to performance/presentation
  • 5. Co-operate with others, both inside and outside the University context
  • 6. Reflect on, analyse and evaluate the creative process with an appropriate critical distance

ILO: Discipline-specific skills

  • 7. Relate to others in theatrical processes and performances - to work effectively with others in small task-orientated groups and to initiate and sustain creative, analytic and interpretative work within strict time limits and to solve a number of specific technical problems and apply that understanding to performance work
  • 8. Utilise research tools and to translate theory into practice
  • 9. Contribute research to small groups in effective presentations, to evaluate visual evidence and to develop advanced confidence in the ability to analyse, critique and manipulate complex material
  • 10. Engage critically and analytically with physical discipline - to develop thoughtful creative processes, an understanding of physicalisation in performance and the capacity to articulate that understanding in appropriate ways
  • 11. Engage critically and analytically from different theoretic perspectives, to explore theoretical concerns through practice, and vice versa, and to synthesise findings in practical tasks

ILO: Personal and key skills

  • 12. Develop advanced personal research skills using personal initiative - to set personal objectives that are linked to a sense of challenge and extending boundaries and to identify and evaluate personal learning strategies that are self-critical as much as self-reflective
  • 13. Develop group co-operation skills, including the ability to give and receive constructive critical feedback, and to improve communication skills and advanced analytic abilities in discussions
  • 14. Develop advanced confidence in performance skills and public presentation, in a variety of situations and/or with a variety of audiences, both of dramatic practice and researched material
  • 15. Think laterally and demonstrate originality in problem solving
  • 16. Express and communicate creative ideas and images, and to initiate and sustain creative work, both group and solo
  • 17. Collaborate in various groups and group sizes, to learn elements of teamwork and presentation, and to negotiate and manage conflict when appropriate and to demonstrate leadership skills when appropriate
  • 18. Balance self-direction and collaborative work; to adapt and design working methods for each new situation, self-management, collaborative working skills, problem solving, critical analysis and valuing own and others' ideas and beliefs

Syllabus plan

This module is the culminating practical element of a full-time Drama student's work over the three-year programme. It is an invitation to create collaboratively an original work for performance/presentation. To some extent, then, it replicates the processes of professional theatre groups whilst allowing students to build on their previous experience. Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:

 

Three sessions with tutors will take place during the process, at which the students will present and discuss their work. Additional support/feedback is available from peer 'buddy' groups. In addition, each group is expected to:

  • Provide regular reports to a supervisor
  • Give a short, mid-module progress report to the full year group
  • Submit an abstract (comprising a set of research questions appropriate to context/audience, a research context and a set of working methodologies) to the module convenor in advance of the final practical work.

Examiners will take account of this abstract when assessing the practice. Individual fifteen-minute vivas are conducted after the final performances/presentations, at which each student is expected to reflect on, analyse and evaluate the creative process with an appropriate critical distance. Students will be encouraged to keep personal documentation of their work throughout the Practical Essay process, which will help them in preparing for their vivas.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
1321680

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching132Workshopping, tutorials and performance
Guided Independent Study168Preparation

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Short mid-term group report to full year5-10 minutes2, 3, 5, 8, 9, 11-13, 15-18Oral feedback
Group abstract1 sheet A41-3, 5, 8, 9, 13, 15Written and oral feedback
Regular group reports to supervisorShort oral/written reports allied to supervisory meetings2, 3, 5, 8, 9, 11, 12, 15-18Oral feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
00100

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Practical performance/presentation 80Length as appropriate to context (indeed, judging this correctly is part of the task). E.g. a 1 hour piece of story-theatre in a heritage site; a 2 hour workshop plus a 30 minute T.I.E. performance in a school; a week-long web-based multi-media work1-5,7-18Oral and written feedback
Viva2015 minutes1-4, 6, 8-12, 15, 16, 18Written feedback

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Practical performance/presentationPractical performance/presentation1-5, 7-18Referral/Deferral period
VivaViva1-4, 6, 8-12, 15-16,18Referral/Deferral period

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

 Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

In conjunction with the supervisor, each student devises a personal reading and research programme.

Module has an active ELE page?

Yes

Indicative learning resources - Web based and electronic resources

Available as distance learning?

Yes

Origin date

2011

Last revision date

14/11/2018

Key words search

drama, practical essay, performance, contextual practice, relational, devising