CONTEXT 1 - 2017/8

Module code: MUT1016

Module provider

Guildford School of Acting

Module Leader

DAVIDSON AJ Mr (GSA)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 4

JACs code

W310

Module cap (Maximum number of students)

N/A

Module Availability

Semester 1

Overall student workload

Independent Study Hours: 37

Lecture Hours: 18

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework CONTEXT ESSAY: 2000 WORDS 50
Practical based assessment PRESENTATION 50

Alternative Assessment

PLEASE NOTE – In the event of a student being unable to complete any specific component of the module a practical resit opportunity will be arranged where they will be required to present a new essay the title of which will be decided on by the module tutor.

Prerequisites / Co-requisites

N/A

Module overview

Context 1 introduces concepts of research, preparation, contextual discussion and artistic expression appropriate to the study of acting and performance at first year undergraduate level.

It operates from a perspective of breaking down distinctions between theory and practice in the Performing Arts, and endeavours to equip students with an empowering analytical, informed approach to theatre making which will facilitate students’ personal practice.

In this first context module students study the key elements and socio-political drivers that have formed and influenced musical theatre from the late 19th through to the 21st Century through a series of introductory lecture/seminars. Alongside this space is also allocated for the student to explore the concepts studied in lectures in a practical environment, working with song, dance and text to facilitate their experience and understanding.

Module aims

Introduce the critical and analytical study of musical theatre.

Encourage students to engage and explore the work of key practitioners/writers in praxis with class work.

Transferable skills from this module include and understanding of how to reference work to Higher Education/University of Surrey standard and also help and advice on the structure and format of essay writing.

Embed key skills that will enable students to reflect and communicate their analysis throughout their study.

Introduce an actor's ability to find pathways through practical situations by applying work experienced here. The module aims also to encourage sensitivity to creative possibilities.

Learning outcomes

Attributes Developed
Demonstrate an emergent understanding of dealing with different kinds of theatre texts, the relevance of a range of critical theories and methodologies to live performance.  KCPT
Evidence a developing ability to evaluate and critique, and articulate conclusions within an appropriate academic frame, regarding work witnessed and experienced.  KCPT
Evidence a developing ability to process material studied and thread it through personal practice. KCPT
Demonstrate an ability to describe reflective processes in written format commensurate with the standards of undergraduate study at Level 4. KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes:


Historical understanding of key texts.
Socio-political contextual understanding of key texts.
Practical exploration of key and source material.
Development of analytical skill.
Development of academic writing skills


Assessment

In this module students will be expected to hand in an essay (1500 words) demonstrating a sound analysis of the cultural imapct of piece of musical theatre, a musical theatre practioner, producer or performer. This work should be fully referenced and include bibliography. 

Methods of Teaching / Learning

The learning and teaching strategy is designed to:


Place an emphasis on the practical development of skills that are required for extended and best practice in the profession.
To enable students to acquire skills in cultural understanding, academic practice and writing and analysis all of which lead on to a firm foundation moving toward the further study at Level 4 in Context 2.


The learning and teaching methods include:

Across the semester this module is delivered over 150 hours study across the semester.

Throughout the module different learning and teaching strategies are applied to enable students to achieve the learning outcomes, including research, reflective practice, peer to peer learning and formative assessment with detailed written feedback.

In depth:

The approach of the module is vocational in content and delivery and encourages students to participate in reflection on their own practice, independent study and research and embeds the concepts of peer to peer feedback within the rehearsal room. Students are encouraged to utilise materials on SurreyLearn and also receive individual tutorials from staff to help in forming their learning experience.

Students receive regular verbal feedback both individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week.

Students are encouraged to self-assess and peer-assess within the class structure and as part of the ethos of training as an actor.

Lesson plans are structured to take account of and deliver for students with a specific bias toward visual, auditory and kinaesthetic learning enabling differentiation of techniques within the class.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate.

Practical evidence of developing approach to contextual and critical analysis.

Thus, the summative assessment for this module consists of:

Context Essay (Summative)

Student Activity Link to Learning Outcome(s)

Evidence of research 1,2,3,4

Evidence of analysis 1,2,3,4

Evidence of academic presentation 1,2,3,4

Evidence of emergent reflective analysis 1,2,3,4

Formative assessment and feedback:

This is a practical formative assessment that provides students with the opportunity to demonstrate and receive formative feedback in preparation for the summative assessments. Students receive verbal and written feedback and also benefit from personal tutorials where this feedback can be discussed after reflection.

Research Essay (Formative)

Student Activity Link to Learning Outcome(s)

Evidence of research 1,2,3,4

Evidence of analysis 1,2,3,4

Evidence of academic presentation 1,2,3,4

Evidence of emergent reflective analysis 1,2,3,4

Reading list

Reading list for CONTEXT 1 : http://aspire.surrey.ac.uk/modules/mut1016

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Musical Theatre BA (Hons) 1 Compulsory A weighted aggregate mark of 40% is required to pass the module

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.