CONTEXT 3 - 2017/8

Module code: MUT2017

Module provider

Guildford School of Acting

Module Leader

KERRIDGE RL Miss (GSA)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 5

JACs code

W490

Module cap (Maximum number of students)

N/A

Module Availability

Semester 1

Overall student workload

Independent Study Hours: 37

Lecture Hours: 7.5

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment INDIVIDUAL SEMINAR 40
Coursework PRACTITIONER ESSAY: 1500 WORDS 60

Alternative Assessment

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. To be determined by the unit/module that is incomplete. 

Prerequisites / Co-requisites

N/A

Module overview

Context 3 is delivered through lectures and workshops and teaches a level of research, preparation, contextual discussion and artistic expression appropriate for Level 5 study.

This module builds on work introduced and analysed in Context 1 and Context 2, continuing to link and embed theory and practice in the Performing Arts, and to equip students with an informed approach to theatre making which will permit problem solving in practical settings and inform their developing methodology.

Students examine and discuss the social, economic and cultural influences upon the origins and development of the genre within the United States of America and the United Kingdom and critical theory is introduced with topics covered including post-colonialism, feminism and Marxism all within the context of contemporary Musical Theatre.

Research and discussion will analyse and reflect upon the demands of the genre, the style and influences prevalent within the art form and how these have changed and evolved over the last two hundred years. Emphasis is also placed on developing a personal aesthetic which includes awareness of the visual arts, music and film, and there is discussion of how the performer can learn from various forms of visual and audio codification.

Throughout the module students are encouraged to work through their ideas and concepts and reactions to text in a practical way and this is reflected in the modes of assessment. 

Module aims

To apply and engage with academically rigorous research processes that will support and positively influence practical rehearsal projects.

To encourage the development of empowering strategies and interrogative rigour in practical production exercises.

To develop a convincing understanding of a range of principal theories relevant to contemporary actor training.

To develop an ability to reflect cogently upon and document personal learning.

Learning outcomes

Attributes Developed
Evidence an ability to evaluate and critique, and articulate conclusions within an appropriate academic framework, regarding work witnessed and experienced.
Demonstrate an sound understanding of forms and traditions of performance, and theoretical explanations of those histories.
Evidence the ability to process material studied and interpret material through personal practice.
Create and present the results of analytical and critically reflective processes in a manner commensurate with the standards of Level 5 undergraduate study.

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

Exploration of critical theories – including post-colonialism, marxism and feminsm.

Socio-political contextual understanding of key texts

Practical exploration of key and source mateiral

Development of analytical skill

Development of practical presentation skills

Development of academic writing skills

Assessement

In this module the assessment consists of a practical assessment where in small groups students present a seminar to peers on a piece of Musical Theatre where they apply critical theory to text and explain its influence on text, performance, aesthetic etc.

In the second assessment students are required to submit a written essay analysing from a socio-political standpoint the work and life of their choice of Musical Theatre Practitioner. 

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. The module aims to introduce Level 5 students to the application of critical theories to text and interpretation of text as well as widening their cultural understanding and sensitivity to socio-political context all of which lead on to a firm foundation moving toward the further study at Level 5 in Context 4.

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 SURREY LEARN 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 specifc bias toward visual, auditory and kinaesthetic learning enabling differentation 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:

 

Unit 1: Group Seminar Presntation

Student Activity                                                                   Link to Learning Outcome(s)

 

Evaluative skills                                                                                                                                                                  1,2,3,4

Critical analysis                                                                                                                                                                     1,2,3

Contextual understanding                                                                                                                                                     1,2,3

Subject knowledge                                                                                                                                                                1,2,3

Presentation skills                                                                                                                                                              1,2,3,4

 

Unit 2: Practitioner Essay

 

Evaluative skills                                                                                                                                                                  1,2,3,4

Critical analysis                                                                                                                                                                     1,2,3

Contextual understanding                                                                                                                                                     1,2,3

Subject knowledge                                                                                                                                                                1,2,3

Academic presentation skills and referencing                                                                                                                    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.

 

Musical Theatre E-Learning Test

 

Student Activity                                                                   Link to Learning Outcome(s)

 

Contextual understanding                                                                                                                               1,2,3

Subject knowledge                                                                                                                                       1,2,3,4

Presentation skills                                                                                                                                        1,2,3,4

Reading list

Reading list for CONTEXT 3 : http://aspire.surrey.ac.uk/modules/mut2017

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.