This module is an option for all level 6 Drama students. It builds on students' learning in the core Level 5 module DA5004, Modernism and the Stage and, in reflecting on the breakdown of boundaries between different theatre and performance forms in the late 20th century, draws together learning from a wide range of other modules. Its focus is on avant garde conceptions of performance and how these have altered and developed from the mid twentieth century to the present day. A key concept is that of the movement from 'acting' to 'performance'. The module begins with key influences from late Modernism, such as Brecht's Alienation Effect and the Theatre of the Absurd, then moves on to explore the variety of ways in which late 20th and early 21st century avant garde practice has responded to and challenged thinking about theatre and performance. Postmodern cultural theory and Hans Thies Lehman's notion of the 'postdramatic', provide the context for studies of a range of performance practices which might include the experimental approaches to textual interpretation of companies such as the Wooster Group, site-specific and autobiographical performance, and live art. The module mixes practice with theory, allowing students to apply the principles underpinning work by significant innovators to their own creative practice.
This module aims to:
On completion of this module students should be able to:
The module is delivered in a two hour class each week. Teaching and learning styles are a mixture of lecture-presentation, seminar discussion and workshop exercises. Lectures and seminars embed knowledge and understanding of relevant contexts and arguments, which is then extended and debated in seminar discussions. Workshops enable students to experiment with ideas in practice, developing their experiential grasp of the principles and approaches under investigation and encouraging their confidence to innovate creatively. Students' capacity to research and present their findings, and to engage articulately in critical debate will be developed through independent and group-based tasks set on a regular basis so that, as the module progresses, they become increasingly responsible for their own learning and can follow their particular interests.
Definitive UNISTATS Category | Indicative Description | Hours |
---|---|---|
Scheduled learning and teaching | 8 X 1 hour Lecture-presentations | 8 |
Scheduled learning and teaching | 8 X 1 hour seminar discussions | 8 |
Scheduled learning and teaching | 8 X 2 hour workshops | 16 |
Guided independent study | Individual research | 100 |
Guided independent study | Group-based research and rehearsal | 168 |
Total (number of credits x 10) | 300 |
The summative assessment has two components: the first is a 20 minute, group based performance essay (50%); for the second, students can choose between an essay or a creative response (50%). Essays are 3000 words, creative responses are 3000 words or equivalent.
The performance essay takes place mid way through the module. It is a group presentation, created in response to a question decided by the students and agreed with the tutor which combines theory and practice. This encourages students to grasp the links between these two elements and enables them to present material in imaginative and performative ways. Groups should be between 3 and 6 students. Each student also submits a short document that details their individual contribution to the group presentation.
Giving students a choice between essay and creative response in the second component allows them flexibility in the way they direct their interest and present their learning. Both essay and creative response should engage critically with debates around performance but where the former might be an in depth study of a playwright or practice, the latter could take the form of a script or performance.
Formative preparation for the performance essay and essay takes the form of research tasks set by the tutor on a regular basis which require students to gather and present information verbally to the group. Formative preparation for the creative response is through work in progress presentations.
Learning Outcome | Assessment Strategy |
---|---|
Demonstrate knowledge and understanding of key critical debates concerning the nature of the Avant Garde in theatre from the mid twentieth century to the present | Formatively in research tasks; summatively in performance essay and essay/creative response |
Demonstrate knowledge and understanding of significant theatrical genres and practices such as Epic Theatre, the Theatre of the Absurd and various forms of Postdramatic Performance | Formatively in research tasks; summatively in performance essay and essay/creative response |
Analyse playtexts and performance practices in relation to these debates and generic definitions | Formatively in research tasks; summatively in essay/creative response |
Articulate the relationships between critical debates and their socio-political, cultural and aesthetic contexts | Formatively in research tasks; summatively in performance essay and essay/creative response |
Develop their own critical or creative practice in relation to the principles and arguments studied (KS: Creativity and problem-solving) | Formatively in research tasks and work in progress presentation; summatively in performance essay and essay/creative response |
Work effectively in groups to research, prepare and present information and ideas (KS: Interpersonal, Management and Leadership) | Summatively in performance essay |
Description of Assessment | Definitive UNISTATS Categories | Percentage |
---|---|---|
PRC | Performance essay | 50 |
Coursework | Essay or creative response | 50 |
Total (to equal 100%) | 100% |
It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module.
Auslander, P. (2005) From Acting to performance: essays in Modernism and Postmodernism. London, Routledge
Lehmann, H-T. (2006) Postdramatic Theatre. London, Routledge
Bial, H., and Martin, C. (1999) Brecht Sourcebook. London, Routledge
Birch, A. and Tompkins, J. (eds) (2012) Performing Site Specific Theatre. Basingstoke, Palgrave Macmillan
Fuchs, E. (1996) The Death of Character: perspectives on theater after Modernism. Bloomington, Indiana University Press
Gontarski, S.E.(ed) (1993) The Beckett Studies Reader. Gainesville, University Press of Florida
Heddon, D. (2007) Autobiography and Performance. Basingstoke, Palgrave Macmillan
Huyssen, A. (1988) After the Great Divide: Modernism, mass culture, postmodernism. Bloomington, Indiana University Press
Innes, C. (1993) Avant Garde Theatre. London: Routledge
Lane, R. (ed) (2002) Beckett & Philosophy. Basingstoke, Palgrave Macmillan
Ley, G. (1999) From Mimesis to Interculturalism: readings of theatrical theory before and after 'Modernism'. Exeter, University of Exeter Press
Pattie, D. (2000) The Complete Critical Guide to Samuel Beckett. London, Routledge
Pavis, P. (1996) The Intercultural Performance Reader. London, Routledge