Unit information: Devised Performance in 2013/14

Unit name	Devised Performance
Unit code	DRAM33124
Credit points	20
Level of study	H/6
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Professor. Jones
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	Department of Theatre
Faculty	Faculty of Arts

Description including Unit Aims

This unit will explore a range of contemporary performance practices which do not use an already existing play text as their starting point, and investigate appropriate critical, historical and theoretical frameworks within which to analyse key examples as well as the students’ own practice. It will investigate devising strategies, which include text-based improvisation, physical or systems theatre, the use of multi-media, and found or verbatim texts. It will also explore the work of key practitioners, such as Pina Bausch, DV8, Forced Entertainment, Goat Island, Robert Wilson, the Wooster Group. The unit will also develop further creative and practical production skills and understanding towards the making of an original piece of devised theatre.

Aims:

1. To explore critically and perceptively a range of performance practices.
2. To develop highly appropriate critical and theoretical approaches to the chosen practices.
3. To investigate in a chosen practical and creative manner one or more alternative languages of theatrical expression.
4. To develop highly competent self-reflective analytical methods.
5. To develop confident production skills for theatre practice.
6. To develop higher-level group-work project skills.
7. To be able to reflect on individual work within a collaborative production context.

Intended Learning Outcomes

1. To demonstrate knowledge of, and use creatively, a wider range of secondary literature than at Level I
2. To apply with consistent competence a range of established critical and theoretical ideas
3. To present a clear and well-structured argument, supported by relevant critical and theoretical literature, that additionally develops independent lines of inquiry
4. To present work that is highly assured in its use of English and referencing
5. To be able to communicate verbally key ideas based on secondary reading and relevant primary texts and independent research/lines of enquiry
6. To demonstrate advanced skills of time management
7. To plan and execute a research project

Plus as appropriate to the mode of teaching, that is, the combination of seminar and practice-based workshop and/or presentations:

1. To be able to write a highly reflective account of practical work, making connections with an appropriate range of critical ideas
2. To be able to work effectively, constructively and creatively in a group-based workshop
3. To be able to work within the disciplines of production and project processes, working to deadlines and within production budgets
4. To work independently and reach individual/personal judgements within a collaborative context
5. To be able to reflect on individual work within a collaborative production context and with reference to an appropriate range of critical ideas

Teaching Information

Seminars, workshops, screenings, as appropriate

Optional units may be taught according one of three models, depending on student numbers choosing the option and resource matters. Unit convenors will decide on teaching mode in consultation with HoE and with students in advance of advertising option year-on-year. Contact hours and assessment details will be mapped to teaching mode, as detailed below.

Model A is a seminar-based unit

Model B combines seminars with workshops encompassing an average 30-hour production period

Model C is taught through workshops encompassing an intensive 60-hour production period

Assessment Information

Teachers will assign assessments according to the teaching mode employed.

Model A:

4,000-word essay (50%) + student presentation (25%) + 2,000-word write-up (25%), or equivalent.

OR

Model B:

Essay [3,000 words] (33%) +

Workfile (22%): containing evidence to demonstrate student contribution to workshops / practical exercises; contribution to seminars Presentation/performance (22%) Critical analysis [1,500 words] (22%)

OR

Model C:

Workfile (33%): containing evidence to demonstrate student contribution to workshops / practical exercises; contribution to seminars, preparation & execution of technical production role Presentation/performance (33%) Critical analysis [2,500 words] (33%)

Reading and References

• Bottoms, Stephen and Goulish, Matthew (eds.) (2007) Small acts of repair: performance, ecology, and Goat Island, London: Routledge.
• Callery, Dymphna (2001) Through the body: a practical guide to physical theatre, New York: Routledge.
• Etchells, Tim (1999) Certain fragments: contemporary performance and Forced Entertainment, London: Routledge.
• Graham, Scott (2009) The Frantic Assembly book of devising theatre, London: Routledge.
• Heddon, Deirdre (2006) Devising performance: a critical history, New York: Palgrave Macmillan.
• Oddey, Alison (1994) Devising theatre: a practical and theoretical handbook, London: Routledge.