UNIT TITLE Visual Narrative Three

UNIT TITLE Visual Narrative Three Unit Code RDTS5001

Location Rochester

Level Level 5

Duration (number of weeks) 9 Credit Value 30

Total Learning Hours for Unit 300

Date of approval of this version October 2018

Course(s) to which this unit contributes BA (Hons Design for Theatre and Screen

CONTENT

Through reference to a contemporary play-text or script, this unit explores the dynamics of detailed analysis, research, contextualisation and rehearsal methodologies relating to the ability of performance to speak of contemporary socio-political contexts. Through a pre-production design process, and its likely consequence from page to stage, design explores the dynamic impact of the visual languages in current performance design practice.

Students will engage with the pre-production design processes, which includes the promotion of the audience experience. Contemporary practices inform the engagement with sculptural, metaphoric and mediated utilisation of space for live or recorded performance. The unit culminates in delivery of a final presentational design delivering a cohesive scenographic staging.

The unit further advances practical skills and techniques involved in the conception and planning of designs for performance. This unit is supported by workshops which enhance design working practice.

Initially staff-led and directed, the unit encourages students to move towards a more self-directed approach to creative problem solving, and the development of their individual ‘voice’ as designers.

The unit consists of two elements: Element 1: Exploring context Students will interrogate the text they are working with and examine a range of related socio-political contexts and histories. Further research will focus on aspects of contemporary performance design practice, culminating in the sharing of insights through presentations. Element 2: Design This phase of the unit focuses on the development of a model box, costume designs, storyboards, and research in response to the given text, informed by the wider contextual research of Element 1. Emphasis is on innovative, experimental and contextually driven design, and the professional communication of outcomes.

AIMS The aims of this unit are: A1 to establish advanced research, analytical and creative interpretative skills; to inform design decision

making during pre-production, promoting critical engagement with the significance of visual dramaturgy

A2 to expand the comprehension of broader cultural/political issues which inform and substantiate decisions surrounding staging live performance

A3 to enhance technical and practical expertise alongside innovative realisation of design; through

application and documentation; accurately communicating design ideas and referencing material realisation.

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Via research demonstrate knowledge of: contemporary performance genres; identify with relevant

contextual issues; and define relevant technologies within industry practice. LO2 Via application of knowledge: demonstrate the use of research methods to translate space, scale, time,

light, sound and the body into cohesive scenographic designs for live performance. LO3 Via application demonstrate: increasing confidence in technical levels of craftsmanship; in the use of

appropriate materials, processes and technologies; demonstrating ability to capitalise on transferable skills effectively; and deliver ever increasing professional levels of self-management and organisational skill.

INDICATIVE TEACHING & LEARNING METHODS

No. of hours of scheduled activity1 105

No. of hours of independent activity 195

No. of hours of placement activity 0

This will comprise:

• Guided independent study • Lecture • Seminar • Tutorial

• Formative assessment

• Project supervision • Practical classes and workshops

• Demonstration

ASSESSMENT REQUIREMENTS Table A1- Assessment Components

Assessment Component

Weighting (%)

Typical Indicative Assessment tasks

Assessment Type

Word Count

1 This data is required for CMA/published information purposes. Further guidance about classification of ‘scheduled’

activity can be found in the Unit Descriptor Guidance Notes in Annex 5 of the QAH

Portfolio

100

A comprehensive portfolio of work reflecting sophisticated design processes, including research, interpretive analysis, design model and reflective evaluation. Professionally presented archival document containing contextual and visual research and development.

Portfolio

Table A2 – Categories for Assessment

Assessment Type % of assessment Category

Written exam Written

Set exercise (under exam conditions but not testing practical skills)

Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio 100 Coursework

Project output (other than dissertation) Coursework

Set exercise (not under exam conditions, e.g. critiques) Coursework

Oral assessment and presentation Practical

Practical skills assessment (including production of an artefact) Practical

Set exercise testing practical skills Practical

Table A3 – Summary of Table A2 data

Assessment Category Total % for Unit

Written

Coursework 100

Practical

Table A4 – Assessment Criteria

CRITERION

MAPS TO LEARNING OUTCOME

Knowledge of contexts, concepts, technologies and processes. (Via research and reflection) The extent to which knowledge is demonstrated regards the following:

1. relevant contextual or theoretical issues are identified, defined and described

2. historical or contemporary practices are identified, defined and described

LO1

3. appropriate technologies, methods and processes are identified, defined and described.

Understanding through application of knowledge. (Via application of research to interpretation and proposals) The degree to which research methods are demonstrated through the following:

1. relevant knowledge and information is compared, contrasted, manipulated, translated and interpreted

2. knowledge and information is selected, analysed, synthesized and evaluated in order to generate creative ideas, solutions and arguments.

LO2

Application of technical and professional creative and practical skills (Via demonstration, presentation of hand-craft and digital and through professional levels of self-management) The degree to which:

1. appropriate materials and mediums are selected, tested and utilised to realise and present ideas and solutions

2. appropriate technologies, methods and processes are demonstrated

3. transferable, professional skills are effectively demonstrated

4. self-management and independent learning are demonstrated

5. Positive attitude to learning and health and safety are demonstrated

LO3

READING LISTS2

Essential Reading and Reference Brook, P. (2008) The Empty Space. London: Penguin Baugh, C. (2014) Theatre, Performance and Technology: The Development and Transformation of Scenography (Theatre and Performance Practices). Basingstoke: Palgrave McMillan Kelleher, J. (2009) Theatre and Politics. Basingstoke: Palgrave Macmillan Neat, D (2008) Modelmaking Materials and Methods. Ramsbury: Crowood National Theatre. at: https://www.nationaltheatre.org.uk/search/node/videos (last accessed January 2019) Royal Court Theatre – History (s.d.). At: http://www.royalcourttheatre.com/about-us/history/ (last accessed January 2019) Recommended

2 Reading Lists should be in accordance with the Reading Lists policy as issued by Library & Student Services. This policy

also forms part of Annex 5 of the Quality Assurance Handbook.

http://www.royalcourttheatre.com/about-us/history/

Collins, J. and Nisbett, A. (2010) – Theatre and Performance Design: a Reader in Scenography. London: Routledge Holdsworth, N. (2010) Theatre and Nation. Basingstoke: Palgrave Macmillan Thorne, G. (2010) Technical Drawing for Stage Design. Ramsbury: Crowood Young, H. (2013) Theatre and Race. Basingstoke: Palgrave Macmillan Merx, S. (2013) The Politics of Scenography. In: Performance Research – A Journal of Performing Arts, Volume 18, Issue 3 10/2013 [online], at: http://www.tandfonline.com/doi/abs/10.1080/13528165.2013.818314 (last accessed January 2019)

http://www.tandfonline.com/doi/abs/10.1080/13528165.2013.818314

UNIT TITLE Cultural Contexts 2 Unit Code RDTS5004

Location Rochester Level 5 Duration (number of weeks) 23 Credit Value 30

Total Learning Hours for Unit 300 Date of approval of this version 17/05/16

Course(s) to which this unit contributes BA (Hons) Design for Theatre and Screen

CONTENT This unit develops students’ understanding of the critical and theoretical ideas that emerged in the twentieth century within the context of modernity. The unit seeks to engage students in reflecting on creative practices in relation to complex frameworks of criticism and theory via research, seminars, lectures, tutorials and self-determined analytical studies. Through the examination of current critical perspectives on contemporary art, design, film and performance, the unit will prepare students to contextualise their own design practice. By engaging in a range of approaches to writing about creative practice and the role played by criticism and theory in the discourse around art and design, the unit provides a platform for students to critically reflect on their own and others’ design activities. In turn, students will develop an understanding of the broad field of critical thought and its application. This will inform their practice, making explicit the links between theory/contextual research and design/idea development and realisation. The aim of the unit is to ultimately enable students to situate their own practice in the context of critical discourse.

AIMS The aims of this unit are: A1 to introduce a range of modern and contemporary cultural theories in reflecting on design practice and

society A2 to provide a basis for critical engagement with the works of key artists and designers, including their

intellectual and critical positions A3 to develop conceptual skills including the evaluation of complex ideas as they relate to art, design,

performance and film and to present these via oral presentation, discussion and structured argument

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 practice advanced and independent research skills in support of self-initiated critical research and

writing projects. Critically evaluate the works of artists, designers and creative thinkers including their intellectual positions and significance to your own practice

LO2 use advanced critical frameworks to understand and interpret art, design, film, performance and

scenographic practices

LO3 apply developed knowledge and understanding of academic and professional conventions to demonstrate effective communication of ideas




No. of hours of placement activity 0 This will comprise:

• Guided independent study • Lectures • Seminars

• Tutorials • Formative assessment



List all separate components that must be passed separately to achieve a pass in the unit (e.g. essay,

portfolio)

Weigh-ting (%)


Where the component comprises more than one assessment task

Assessment Type For each component

double click in the box to see options.

The options equate to the assessment types

in table A2

Word Count Approx word count where

applicable

Portfolio

100

A choice of: 1) Written Blog/Journal containing review(s) and reflections on live performances, films and/or exhibitions with emphasis on the visual or, audio-visual journal containing review(s) and reflections on live performances, films and/or exhibitions with emphasis on the visual 2) Contextual and critical paper which evaluates practice in critical contexts with reference to own interests/practice or Contextual and critical audio-visual

Portfolio

Written options total - 2500



presentation which evaluates practice in critical contexts with reference to own interests/practice





Written


Report Coursework






Practical skills assessment (including production of an artefact)

Practical




Written 0

Coursework 100

Practical 0


CRITERION


Knowledge of contexts and concepts. (Via research, academic enquiry and reflection) The extent to which knowledge is demonstrated regarding the following:

1. relevant contextual or theoretical issues are identified, defined and described

2. historical or contemporary practices are identified, defined and described

LO1

Understanding through application of knowledge. (Via ability to apply research and understanding) The degree to which research and knowledge is demonstrated through the following:

1. how relevant knowledge and

LO2

information is compared, contrasted, manipulated, translated and interpreted

2. how knowledge and information is

selected, analysed, synthesized and evaluated in order to generate informed points of view and arguments.

Ability to communicate effectively and professionally through creative, technical and practical skill application. The degree to which:

1. relevant context and conventions are presented as interpreted and comprehended.

2. Interpretation is delivered as structured, and with clarity.

3. Arguments are informed and offer relevant insight

4. Presentations are delivered professionally; promoting in-depth reflection and a methodical approach to time-management.

LO3

READING LISTS4

Essential Collins, J. and Nisbett, A. (2010) – Theatre and Performance Design: a Reader in Scenography. London: Routledge Cook, P. (ed.) (2008) The Cinema Book. London: BFI Etherington-Wright, C. and Doughty, R. (2011) Understanding Film Theory. Basingstoke: Palgrave Macmillan Fortier, M. (2002) Theatre/Theory: an introduction. London: Routledge Stiles, K. (2012) Theories and documents of contemporary art: a sourcebook of Artists' writings. Berkeley, Calif.: University of California Press Storey, J. (2012) Cultural theory and popular culture: an introduction. Harlow: Pearson Performance Research: A Journal of the Performing Arts. Volume 18, Issue 3, 2013 Special Issue: Scenography. At: http://www.tandfonline.com/toc/rprs20/18/3 (Accessed 29th January 2016) Recommended

Fisher, M. (2015) How to Write About Theatre: A Manual for Critics, Students and Bloggers. London: Bloomsbury Methuen Drama Freeland, C. (2003) Art Theory: A Very Short Introduction. Oxford: OUP



http://www.tandfonline.com/toc/rprs20/18/3

Sword, Helen (2012) Stylish Academic Writing. Cambridge MA: Harvard University Press Ward, G. (2010) Understanding Postmodernism. London: Teach Yourself

UNIT TITLE Visual Narrative Four Unit Code RDTS5002

Location Rochester

Level 5 Duration (number of weeks) 10 Credit Value 30




CONTENT This unit promotes development of individual identity through in-depth approaches to working within specialist practice. This unit aims to simulate a professional commission, in which the designer as practitioner, embraces knowledge and skill-set comprehension from a wide range of disciplines with the aim to deliver a design within a specified format. The unit emphasises the skills and knowledge needed to effectively transform conceptual designs into a scenic element. The demands of design realisation require the ‘make’ to withstand the rigours of practical use in a live or recorded context. As part of this unit students are required to demonstrate their understanding of production management; working within limitations and constraints as found and evidenced within industry; where planning, material costing, budgeting and health and safety inform project development when working to commission. Students will evaluate their outcomes through comparing them to a range of international practitioners.

AIMS The aims of this unit are: A1 to promote self-initiated project development in response to given briefs that demonstrates innovative

approaches to design and production A2 to facilitate the application of developed creative skills within a self-directed creative methodology in

response to given opportunities and constraints A3 to develop professional presentation skills and the understanding of ways in which practice operates

and is situated within professional contexts

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Via research demonstrate knowledge of: historical and contemporary performance genres; identify with

relevant contextual issues; define relevant technologies within industry practice. LO2 Via application of knowledge: demonstrate the use of research methods to translate space, scale, time,

light, sound and the body into cohesive scenographic designs for live performance. LO3 Via application demonstrate: increasing confidence in technical levels of craftsmanship; the use of

appropriate materials and media; ability to capitalise on transferable skills effectively; deliver ever increasing professional levels of self-management and organisational skill.





This will comprise:

• Practical classes and workshops

• Seminars

• Critique • Tutorials • Formative assessment • Guided independent study




portfolio)

Weigh-ting (%)


Where the component comprises more than one

assessment task


double click in the box to see options. The options equate to the assessment types in table A2


applicable

Portfolio

100

A comprehensive portfolio of work reflecting sophisticated design processes, research, interpretive analysis, completed practical outcomes and reflective evaluation. This will include a professionally presented archival document containing contextual and visual research and development.

Portfolio

Table A2 –Categories for Assessment






Written


Report Coursework







Practical




Written

Coursework 100

Practical


On satisfactory completion of the unit you will be able to:

CRITERION

There should be at least one criteria against each learning outcome for the unit


Knowledge of contexts, concepts, technologies and processes. (Via research and reflection) The extent to which knowledge is demonstrated regarding the following:

1. How relevant contextual or theoretical issues are identified, defined and described

2. How historical or contemporary practices are identified, defined and described

3. How appropriate technologies, methods and processes are identified, defined and described.

LO1

Understanding through application of knowledge. (Via application to problem solving) The degree to which research methods are demonstrated through the following:

1. How relevant knowledge and information is compared, contrasted, manipulated, translated and interpreted

2. how knowledge and information is

selected, analysed, synthesized and

LO2

evaluated in order to generate creative

ideas, solutions and arguments.

Application of technical and professional skills (Via demonstration, presentation and self-management) The degree to which:

1. appropriate materials and media are selected, tested and utilised to realise and present ideas and solutions

2. appropriate technologies, methods and processes are demonstrated.


4. self-management and independent learning are demonstrated.

5. Positive attitude to learning and health and safety are demonstrated

LO3

READING LISTS6

Essential Reading and Reference

Students will develop bespoke reading lists based on their specialism. The following list suggests reading in aspects of the discourse around core disciplines:

Burnett, K. (ed.) (2013) WSD2013 Catalogue. Sidcup: Society of British Theatre Designers Collins, J. and Nisbett, A. (2010) Theatre and Performance Design: a Reader in Scenography. London: Routledge Gibbs, J., (2001) Mise-en-Scene: Film Style and Interpretation (Short Cuts). Wallflower Press Fielding, E. and McKinnon, P. (2014) World Scenography 1990-2005. London: Nick Hern Halligan, F. (2012) FilmCraft: Production Design. Lewes: Ilex Nadoolman Landis, D. (2012) FilmCraft: Costume Design. Lewes: Ilex Zweitzer, M., Zerdy, J. (ed) (2014) Performing Objects and Practical Things. Basingstoke: Palgrave Macmillan Recommended Barnwell, J. (2004) Production Design. Wallflower: London and New York Bergstrom, B. (2008) Essentials of Visual Communication. London: Laurence King Burnett, K. (ed.) (2015) Make/Believe: UK design for performance 2011-2015. Sidcup: Society of British Theatre Designers Shepherd, S., Wallis, M. (2010) Studying Plays (third edition). London: Bloomsbury National Theatre (2019). At:



https://www.nationaltheatre.org.uk/search/node/videos (last accessed on January 2019)

Art departmental. (2019) At: http://artdepartmental.com (last accessed January 2019)

http://artdepartmental.com/

UNIT TITLE Professional and Collaborative Practice

Unit Code RDTS5003

Location Rochester Level 5 Duration (number of weeks) 10 Credit Value 30




CONTENT Working with practitioners in the performance design profession can give exciting and valuable experience in areas of industry practice that help prepare students for life after graduation. This unit promotes the opportunity to engage with a range of work experiences within the creative industries of theatre making, film making and alternate forms of performance. Through ‘on the job’ research and pro-active engagement students gain access to established procedures reflected in company artistic policy. Each provider offers its own unique experience therefore, it is advisable to acquire various placements with a range of selected skill experiences. Opportunities to learn under supervision within the contemporary professional context is often life changing. There are several options which may become available to the student within this unit:

1. Placement/work experience

Short (weekly) or extended periods of time, attached to and/or working within industry related organisations. Placements are generally initiated by the student, yet under the advice and guidance of course departmental staffing.

2. Collaborative Projects Collaborative projects involve the tutors acting as liaison with theatre-makers; local, national or international partners, community groups or other student practitioners. Like a commission, collaborative projects provide opportunity to design as part of a team with aim to enhance personal skill development. Engagement with a live production or the making of a film calls for group dynamic and group decision making, alongside requiring full engagement with all aspects of production realisation. New skill applications require students to work outside their comfort zones, where team members use transferable skills to problem solve. Peer learning is a valued part of this project.

3. Collaborative Projects with Work Placement This involves a mix of collaborative project work involving the tutors acting as liaison with theatre-makers and includes a period of time engaged with work placement beyond UCA. The unit consists of three elements: Element 1: Proposal Proposals must be outlined in an initial statement of intent. Each proposal needs to be supported by a CV and where relevant, records of correspondence with relevant companies or placement providers. Once authorised

by the tutors the student is responsible for planning, organising and timetabling their contract with the provider. Learning Agreement and Risk Assessment Forms with each ‘Provider’ must be completed and signed off prior to commencing the experience, otherwise the engagement needs be postponed until all forms are fully signed off. Element 2: Practice

Placement is a contracted period of time, where the student works alongside industry/educational practitioners, and by so doing they engage with personal career aspirations. Practice requires documenting the experience in a UCA Blog (provided by UCA). This Blog forms the basis of evidence of learning that has taken place, for summative student assessment and marking. Element 3: Reflection Students are expected to research the companies, practitioners and individuals they take on placement with. At placement completion, a reflective evaluation further provides understanding of the impact a person or company has on creative events, audience and community. This evaluation contributes to the summative assessment.

AIMS The aims of this unit are: A1 to develop understanding of the importance of personal development and self-promotion in

exploration of personal career aspirations, professional and industry frameworks, and becoming a reflective practitioner

A2 to develop a professional approach to communication, project management, decision making and

collaborative skills in realising live or industry-based work A3 to offer experience of initiating, facilitating or collaborating in local, national or international events

and performances, and/or work placement opportunities that are relevant to students’ creative development

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Via research demonstrate knowledge of contemporary performance genres; identify with contextual

issues and define relevant technologies within industry practice. Via research deliver an understanding of production processes and roles within production teams.

LO2 Via application of knowledge and research, respond creatively to the demands of industry practice, through a comprehension of how various approaches and techniques will begin to serve the purpose of creative and practical problem solving.

LO3 Via application demonstrate: increasing confidence in applied technical craftsmanship; in the use of

appropriate materials, tools and media; ability to capitalize on transferable skill effectively in the workplace; and deliver ever increasing professional levels of self-management, communication, listening skills and personal organization.

INDICATIVE TEACHING & LEARNING METHODS If choosing Collaborative Projects:

No. of hours of scheduled activity 105

No. of hours of independent activity 195 No. of hours of placement activity 0

This will comprise:

• Guided independent study • Project supervision • Tutorials

• Formative assessment

If choosing Placement/Work experience:

No. of hours of scheduled activity 105



This will comprise:

• Guided independent study

• Project supervision • Tutorials • Formative assessment • Period of work placement




portfolio)

Weigh-ting (%)




double click in the box to see options. The options equate to the assessment types in table A2


applicable

Portfolio

100

Blog – to include: Learning Agreement CV Report outlining contextual information about the companies or individuals providing collaborative projects and/or work placement Visual evidence of collaborative production work (when allowed by the company)

Portfolio

2500 words

Blog entries, summary of work engaged with whilst on placement/live project Reflective evaluation





Written


Report Coursework







Practical




Written

Coursework 100

Practical


CRITERION


Knowledge of contexts, concepts, technologies and processes. (Via research and reflection) The extent to which knowledge is demonstrated regarding the following:

1. How relevant contextual or theoretical issues are identified, defined and described

2. How historical or contemporary practices are identified, defined and described

3. How appropriate technologies, methods and processes are identified, defined and described.

LO1

Understanding through application of knowledge. (Via application to problem solving) The degree to which research methods are demonstrated through the following:

1. How relevant knowledge and information is compared, contrasted, manipulated, translated and interpreted

2. How knowledge and information is selected, analysed, synthesized and evaluated in order to generate creative ideas, solutions, arguments or hypotheses.

3. Ability to document observations and learning.

LO2

Application of technical and professional skills (Via demonstration, presentation and self-management) The degree to which:

1. appropriate materials and media are selected, tested and utilised to realise and present ideas and solutions

2. appropriate technologies, methods and processes are demonstrated


4. self-management and independent learning are demonstrated

5. Ability to sum up the experience through an evaluation and reflection

LO3

READING LISTS7

Essential Reading and Reference Dean, P. (2002) Production Management: Making Shows Happen - A Practical Guide. Marlborough: Crowood

Kuppers, P. (2007) Community Performance: An Introduction. London: Routledge Keller, M. (2010) Design Matters: Portfolios 01: An Essential Primer for Today’s Competitive Market. Beverley, Mass: Rockport. UCA (2015) Placement Learning Policy. At: http://webdocs.ucreative.ac.uk/Placement_Learning_Policy_15-16_Formatted-1440057480019.pdf (last accessed January 2019) Recommended



http://webdocs.ucreative.ac.uk/Placement_Learning_Policy_15-16_Formatted-1440057480019.pdf

Harvie, J. & Lavender, A. (2010) Making Contemporary Theatre: International Rehearsal Processes (Theatre: Theory-Practice-Performance). Manchester: MUP Volk, Larry. (2014) No Plastic Sleeves: The Complete Portfolio Guide for Photographers and Designers (2nd ed.). London: Focal

UNIT TITLE Cultural Contexts 2 (study abroad option) Unit Code RDTS5005

Location Rochester

Level 5 Duration (number of weeks) 12 Credit Value 30


Date of approval of this version 17/05/16


CONTENT This unit develops students’ understanding of the critical and theoretical ideas that emerged in the twentieth century within the context of modernity. The unit is available specifically for students who have elected to study abroad with a host institution in terms 2 and 3. The unit seeks to engage students in reflecting on creative practices in relation to complex frameworks of criticism and theory via research, seminars, lectures, tutorials and self-determined analytical studies. Through the examination of current critical perspectives on contemporary art, design, film and performance, the unit will prepare students to contextualise their own design practice. By engaging in a range of approaches to writing about creative practice and the role played by criticism and theory in the discourse around art and design, the unit provides a platform for students to critically reflect on their own and others’ design activities. In turn, students will develop an understanding of the broad field of critical thought and its application. This will inform their practice, making explicit the links between theory/contextual research and design/idea development and realisation. The aim of the unit is to ultimately enable students to situate their own practice in the context of critical discourse.

AIMS The aims of this unit are: A1 to introduce a range of modern and contemporary cultural theories in reflecting on design practice and

society A2 to provide a basis for critical engagement with the works of key artists and designers, including their

intellectual and critical positions A3 to develop conceptual skills including the evaluation of complex ideas as they relate to art, design,

performance and film and to present these via oral presentation, discussion and structured argument

LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 practice advanced and independent research skills in support of self-initiated critical research and

writing projects. Critically evaluate the works of artists, designers and creative thinkers, including their intellectual positions and significance to your own practice

LO2 use advanced critical frameworks to understand and interpret art, design, film, performance and

scenographic practices LO3 apply developed knowledge and understanding of academic and professional conventions to

demonstrate effective communication of ideas





This will comprise:

• Guided independent study

• Lectures

• Seminars • Tutorials • Formative assessment




portfolio)

Weigh-ting (%)




double click in the box to see options.

The options equate to the assessment types

in table A2


applicable

Portfolio

100 A choice of: 1) Written

Blog/Journal containing review(s) and reflections on live performances, films and/or exhibitions with emphasis on the visual or, audio-visual journal containing review(s) and reflections on live performances, films and/or exhibitions with emphasis on the visual

Portfolio

Written options total - 2500



2) Contextual and critical paper which evaluates practice in critical contexts with reference to own interests/practice or Contextual and critical audio-visual presentation which evaluates practice in critical contexts with reference to own interests/practice





Written


Report Coursework







Practical




Written 0

Coursework 100 Practical 0


CRITERION


Knowledge of contexts and concepts. (Via research, academic enquiry, and reflection)

LO1

The extent to which knowledge is demonstrated regarding the following:

1. how relevant contextual or theoretical issues are identified, defined and described

2. how historical or contemporary practices are identified, defined and described

Understanding through application of knowledge. (Via ability to apply research and understanding) The degree to which research and knowledge is demonstrated through the following:

1. how relevant knowledge and

information is compared, contrasted,

manipulated, translated and

interpreted 2. how knowledge and information is

selected, analysed, synthesized and evaluated in order to generate informed points of view and arguments.

LO2

Ability to communicate effectively and professionally through creative, technical and practical skill application. The degree to which:

1. relevant context and conventions are presented, interpreted and comprehended.

2. Interpretation is delivered as structured, and with clarity.

3. Arguments are informed and offer relevant insight

4. Presentations are delivered professionally; promoting in-depth reflection and a methodical approach to time-management.

LO3

READING LISTS9

Essential Collins, J. and Nisbett, A. (2010) – Theatre and Performance Design: a Reader in Scenography. London: Routledge Cook, P. (ed.) (2008) The Cinema Book. London: BFI Etherington-Wright, C. and Doughty, R. (2011) Understanding Film Theory. Basingstoke: Palgrave Macmillan Fortier, M. (2002) Theatre/Theory: an introduction. London: Routledge



Stiles, K. (2012) Theories and documents of contemporary art: a sourcebook of Artists' writings. Berkeley, Calif.: University of California Press Storey, J. (2012) Cultural theory and popular culture: an introduction. Harlow: Pearson Film Studies for Free: http://filmstudiesforfree.blogspot.co.uk (last accessed on January 2019) Performance Research: A Journal of the Performing Arts. Volume 18, Issue 3, 2013 Special Issue: Scenography. At: http://www.tandfonline.com/toc/rprs20/18/3 (last accessed January 2019) Recommended

Fisher, M. (2015) How to Write About Theatre: A Manual for Critics, Students and Bloggers. London: Bloomsbury Methuen Drama Freeland, C. (2003) Art Theory: A Very Short Introduction. Oxford: OUP Sword, Helen (2012) Stylish Academic Writing. Cambridge MA: Harvard University Press Ward, G. (2010) Understanding Postmodernism. London: Teach Yourself

http://filmstudiesforfree.blogspot.co.uk/

http://www.tandfonline.com/toc/rprs20/18/3

UNIT TITLE Study Abroad Exchange

Unit Code XXXX5060

Location Overseas

Level 5

Duration (number of weeks) As indicated in LEARNING AGREEMENT

Credit Value 60 UK credits (30 ECTS)


Date of approval of this version

Note: Taken as part of the Study Abroad Exchange Scheme and assessed on a

pass/fail basis

CONTENT This unit is undertaken as part of Study Abroad Exchange during Level 5. The purpose of the unit is to enable students to engage with overseas study. Students follow an agreed schedule of learning at the host institution, as articulated in their LEARNING AGREEMENT. AIMS The aims of this unit are: A1 To enable overseas study. A2 To promote personal development within an international study context. A3 To communicate overseas study experience to a diverse audience. LEARNING OUTCOMES On satisfactory completion of the unit you will be able to: LO1 Manage the process of securing overseas study. LO2 Negotiate and implement a LEARNING AGREEMENT for overseas study. LO3 Embrace a broader overseas cultural context to optimise integration and support study. L04 Reflect critically on overseas study and effectively communicate its value.


No. of hours of scheduled activity Dependent on host institution

No. of hours of independent activity Dependent on host institution

No. of hours of study activity 600

This will comprise:

• Overseas study in line with LEARNING AGREEMENT

• Preparation of reflective journal on the experience of studying overseas

ASSESSMENT REQUIREMENTS

Table A1- Assessment Components

Assessment

Component

Weight

(%)

Typical Indicative Assessment tasks Assessment

Type

Word Count (where

applicable)

Reflective

journal

20

Either:

Oral presentation with

accompanying slides/notes

OR

Written or multimedia journal of

studies identifying personal and

academic development over the

period of studies (challenges,

development and resolution)

Practical

n/a

Portfolio 80 Transcript of marks from host

institution identifying learning

outcomes related to the agreed

LEARNING AGREEMENT

OR

Portfolio of work demonstrating

engagement with learning as

required in the LEARNING

AGREEMENT

Portfolio n/a

Table A2 –Categories for Assessment



Set exercise (under exam conditions but not testing practical skills) Written


Report Coursework





Oral assessment and presentation 20 Practical

Practical skills assessment (including production of an artefact) Practical



CRITERION MAPS TO LEARNING OUTCOME

Knowledge of:

overseas study opportunity

LO1

the operational and cultural requirements of an overseas study

environment

LO2, LO3, LO4

Understanding through:

effective participation in an overseas study environment

LO2, LO3, LO4

evaluation and communication of overseas study experience to a

diverse audience

LO4

Technical and Applied Skills through:

project work within the overseas study environment

LO2, LO3

READING LISTS

Essential

Go International (n.d.) Pre-departure guide. Available from: http://go.international.ac.uk/going-abroad/pre-departure-guide-students UCA Study Abroad (n.d.) International Year- Available from: http://www.uca.ac.uk/study-abroad/outbound-students/international-year/

Recommended

British Council (n.d.) Study Work Create. Available from: https://www.britishcouncil.org/study-work-create

Global Graduates (n.d.) Study and work abroad: Advice, answers and opportunities for young people with

global skills. Available from: https://globalgraduates.com/

Go International (n.d.) Pre-departure guide. Available from: http://go.international.ac.uk/going-abroad/pre-

departure-guide-students

Additional texts may be listed within the LEARNING AGREEMENT, recommended by the Department of

International Studies (UCA) or required by the host institution.

http://go.international.ac.uk/going-abroad/pre-departure-guide-students


http://www.uca.ac.uk/study-abroad/outbound-students/international-year/

http://www.uca.ac.uk/study-abroad/outbound-students/international-year/

https://www.britishcouncil.org/study-work-create

https://globalgraduates.com/



Documents

UNIT TITLE Visual Narrative Three