CONTEXT 4 - 2017/8
Module code: MUT2021
Guildford School of Acting
SCRIVENS NJ Mr (GSA)
Number of Credits
FHEQ Level 5
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 37
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||COLLABORATIVE PRESENTATION||50%|
|Coursework||INDEPENDENT WRITTEN RESEARCH PROJECT: 2000 WORDS||50%|
Prerequisites / Co-requisites
A weighted aggregate mark of 40% is required to pass the module.
Context 4 is delivered through lectures and workshops and teaches a level of research, preparation, contextual discussion and artistic expression appropriate for Level 5 study.
In this, the last contextual study before students’ progress to Level 6, it is expected that students will be able to construct presentations and integrate dance, singing and acting styles to “flesh out” the meanings and sub-text of performance text.
To this end, further lectures in semiotics, structuralism and post-modernism work side by side with study of key musical text and the module culminates in two separate presentations by students that aim to add meaning and critical reading to established text.
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.
|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 to 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.|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Indicative content includes:
Historical understanding of key texts.
Exploration of critical theories – including post-colonialism, Marxism and feminism.
Socio-political contextual understanding of key texts.
Practical exploration of key and source material.
Development of analytical skill.
Development of practical presentation skills.
Development of academic writing skills.
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.
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.
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.
Reading list for CONTEXT 4 : http://aspire.surrey.ac.uk/modules/mut2021
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.