BA (Hons) Drama

1. Identify and evaluate the variety of approaches and critical traditions taken within the discipline
2. Demonstrate comprehension and intelligent engagement with forms, practices, traditions and histories of performance and of theoretical explanations of those histories.
3. Demonstrate comprehension and intelligent engagement with the work of key practitioners and practices and/or theorists and their cultural and/or historical contexts.
4. Demonstrate comprehension and intelligent engagement with the key components of, and the processes by which performance is created and realised.
5. Demonstrate comprehension, and creative and intelligent engagement with a range texts and/or scores, and how transitions from page to stage may be effected.
6. Demonstrate comprehension, and creative and intelligent engagement with group and collective processes and the interplay between the performers conscious and subconscious resources in the realisation of performance.
7. Demonstrate comprehension and intelligent engagement with the interplay between practice and theory within the field of study; be able to demonstrate comprehension and intelligent engagement with appropriate interdisciplinary elements of Drama and Performance and how to apply knowledge, practices, concepts
8. Apply critical terminology and, where appropriate, methodological, linguistic, stylistic, and/or formal terminology to an understanding of the discipline; utilise appropriate bibliographical style.

It is a fundamental aim of the Drama programme that all its students should develop an understanding of performance skills alongside a critical and imaginative engagement with the social, historical and cultural contexts of theatre. Interest and involvement in contemporary performance are central. The programme encourages this both as a subject of study and as a practical experience through performance and community based activities. Most of the teaching and learning is undertaken in the various studios that are our main teaching spaces.

A1-8 are acquired through learning activities throughout the programme: Staff-led group/ collaborative and individual studio exercises, rehearsals, training workshops; Staff-led technical workshops, practicals and lectures; Staff-led interactive lectures, seminar discussions, problem-solving exercises, practical classes, use of subject-specific and generic technology; Student-led group/collaborative and individual seminar presentations, workshop exercises, independent research projects, illustrative performances, public performances, restricted audience performances, work-in-progress showings. The degree of specialization of subject knowledge increases during the programme.

Your learning is further developed through engagement with assessments, following guidance from tutors and lecturers and through feedback on work submitted.

The assessment of these skills is through a combination of critical and analytical essay writing, critical and reflective portfolio writing, self-assessment and analysis of process and performance product in portfolio, dissertation, research report/scrapbook/project other written reports/projects, performance projects, workshop projects, continuous assessment of process through observation of studio/workshop activity, presentations in seminar and studio, viva voce. The assessment criteria pay full recognition to the importance of the various skills outlined.

9. Describe, interpret and evaluate performance texts, production techniques and disciplines and performance events sensitively, and to engage creatively and critically with a range of critical and theoretical perspectives.
10. Engage creatively and critically with the skills and processes of production, design and rehearsal by which performance is created, and have an ability to select, refine and present these in performance.
11. Engage creatively and critically with the possibilities for performance implied by a text or score and, as appropriate, to realise these sources sensitively through design and performance, and through a sensitive understanding of appropriate performance vocabularies, techniques, structures and working methods.
12. Engage creatively and critically in appropriate independent research, whether investigating past or present performances or as part of the process of creating new performance.
13. Identify and interpret critically the cultural frameworks that surround performance events and on which these events impinge.
14. Communicate effectively, command a broad range of vocabulary and an appropriate critical terminology.
15. Apply bibliographic skills appropriate to the discipline, including accurate citation of sources and consistent use of conventions in the presentation of scholarly work.

These skills are developed throughout the programme in all modules, with the emphasis becoming more complex as students move from stage to stage. They are developed through lectures and seminars, written work, and oral work (both in presentation and seminar discussion), and reinforced through the range of modules across all stages.

The assessment of these skills is through a combination of critical and analytical essay writing, critical and reflective portfolio writing, self-assessment and analysis of process and performance product in portfolio, dissertation, research report/scrapbook/project other written reports/projects, performance projects, workshop projects, continuous assessment of process through observation of studio/workshop activity, presentations in seminar and studio, viva voce. The assessment criteria pay full recognition to the importance of the various skills outlined.

16. Apply advanced literacy and communication skills in appropriate contexts including the ability to present sustained and persuasive written and oral arguments.
17. Analyze and critically examine diverse forms of material, both textual and visual.
18. Acquire and interrelate substantial quantities of complex information of diverse kinds, in a structured and systematic way, and involving the use of the distinctive methodological and interpretative skills of the subject areas.
19. Apply research skills for the retrieval of historical material, and develop the ability to gather, sift and organize this material independently and critically, evaluating its significance.
20. Interrogate and apply a variety of theoretical positions, and weigh the importance of alternative perspectives in a critical and self-reflective manner.
21. Exercise independent thought and judgment.
22. Engage with others through the presentation of ideas and information in groups, and work towards the collective negotiation of solutions.
23. Plan and execute written and other forms of project-work over both short and long timescales.
24. Complete tasks under time-constrained conditions and effectively manage deadlines and targets.
25. Employ information-technology skills, including the ability to access and assess electronic data via the internet and
26. Adapt and transfer the critical methods of the disciplines into unfamiliar contexts, including a variety of working environments.

Personal and key skills are delivered through all modules, and developed in lectures, workshops, study groups, tutorials, work experience and other learning activities throughout the programme.

The assessment of these skills is through a combination of critical and analytical essay writing, critical and reflective portfolio writing, self-assessment and analysis of process and performance product in portfolio, dissertation, research report/scrapbook/project other written reports/projects, performance projects, workshop projects, continuous assessment of process through observation of studio/workshop activity, presentations in seminar and studio, viva voce. The assessment criteria pay full recognition to the importance of the various skills outlined.

Outcomes C16-21 are also strongly developed in the course of the portfolio of assessed essays and other written work produced through the programme. These assessments work on the principle of offering formative feedback to support the development of your written work within as well as between modules. Feedback on one assignment is intended to inform the next piece of work you undertake on the module; the next piece of work on the programme, or the future learning of graduates.

Outcome C22 is associated especially with the range of group performance and presentation taking place in modules during the programme. This assessment brings into focus an important range of skills for students, including sharing workloads, responsibility for tasks, team-working, collaborative and communicative skills. Individual contributions to group work are also assessed individually, most often in the form of a reflective presentation report.

C23-25 are also accomplished in the course of ‘real-time’ formal assessments such as presentations, performance and exam, which occur in all levels of the programme.

C26 is particularly related to the optional module ‘Humanities in the Workplace’, and to the study abroad element of the programme