DIGITAL PERFORMANCES - 2017/8
Module code: THE2018
Guildford School of Acting
ANDREWS S Dr (GSA)
Number of Credits
FHEQ Level 5
Module cap (Maximum number of students)
Overall student workload
Independent Study Hours: 128
Tutorial Hours: 22
|Assessment type||Unit of assessment||Weighting|
|Coursework||ESSAY (INDIVIDUAL) 2500 WORDS OR EQUIVALENT||100%|
Prerequisites / Co-requisites
This module aims to develop student understanding of mediated and virtual performance practice. The module engages students in the opportunities and implications for performance in everyday life, performance in and between physical spaces and for performers and participants. The assessment asks students to reflect critically on forms and issues of digital performances.
To introduce social, cultural, historical and/ geographical contexts for the augmentation of/intervention in social and/or artistic performance
To identify performance and cross-disciplinary theories and practices that may inform understandings of augmenting performance
To enable students to develop awareness of methods/processes of analysis/enquiry
To articulate a project with attention to specific conditions and criteria
|Identify social, cultural, historical and/ geographical implications for augmentation of/intervention in social and/or artistic performance|
|Apply performance and cross-disciplinary theories and practices to examples of augmented performance|
|Apply methods/processes of analysis/enquiry to create and articulate a project with attention to specific conditions and criteria|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
The emphasis is on facilitating student understanding of digital performance and using this to create new understandings of what creates a digital performance. The following technologies may be looked at, but not exclusively:
Mobile Phone applications
Students may be encouraged to develop ideas that can be continued, in varying ways, following the module.
Methods of Teaching / Learning
The learning and teaching strategy is designed to: provide students with knowledge within a field of study. Throughout this, students will be challenged to analyse work with which they are particularly interested.
The module advises that a reading / literature review network be set up. Read something, understand it, tell people about it.
Students will be involved in weekly presentations designed to give feedback on their ability to link theory and practice
The learning and teaching methods include:
These are indicative:
22 hrs class time (seminar / lecture) (2x 11hrs)
Student led research / activity (128 over the semester)
The assessment strategy is designed to provide students with the opportunity:
To identify specific work that is appropriate for contemporary analysis of digital performance
To critically engage with theoretical writing and related performance practice.
To articulate a critical response that is appropriate to a contextual field
Module: Digital Performance
Submission Type: Essay
Format of Submission: Written
Word Count: 2500
Submission: Monday 16th January 2017 (by 4pm)
The summative assessment for this module consists of: 2500 Word Essay: 10% over or under the word count will be accepted.
Picking up one or more of the chosen topics within taught sessions, students are encouraged to “imagine” digital objects which may augment, create, or inspire theatrical performance.
Work should neatly link theory and professional practice to inform performance analysis.
Students are encouraged to start researching their essay from the beginning, documenting ideas and writing notes from reading, class activities and making their own responses to this.
Indicative Formative Assessment
Formative assessment and feedback
For certain weeks, students will either work as individuals or in groups to deliver a presentation based on the week’s topic and reading. Within the presentations students should identify:
1 theoretical idea within the written text
1 Current practitioner working in an arts field that uses these ideas / theories or could be seen as doing so
Demonstrate how the work of the practitioner helps inform and perhaps extend ideas in the reading.
Become a form of formative assessment
Ensure students understand the written material
Enable students to find links between theory, practice.
Indicative Delivery Activities
Essay Break out sessions:
At one or more points, students should bring journals, notes, quotes and pictures gathered from the module. Student will have a chance to speak about their design project, articulate theories that have become working methodologies or frameworks, identify problems. These sessions are intended for students to learn from each other, and to help find links to inform their enquiry.
Reading list for DIGITAL PERFORMANCES : http://aspire.surrey.ac.uk/modules/the2018
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.