module specification

SM5019 - Theatre Production (2022/23)

Module specification Module approved to run in 2022/23
Module title Theatre Production
Module level Intermediate (05)
Credit rating for module 30
School School of Art, Architecture and Design
Total study hours 300
219 hours Guided independent study
81 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Practical Examination 40%   Production Process
Coursework 30%   Essay (2,000-2,500 words)
Practical Examination 30%   Production Outcome
Running in 2022/23

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Spring semester North Friday Morning
Spring semester North Thursday Afternoon
Spring semester North Thursday Morning
Spring semester North Friday Afternoon

Module summary

This is a 30 credit module that runs over one semester. The ethos and approaches explored in Autumn Semester in Acting and Performance Skills 2 are applied to the creation of a staged production, led by the assigned Director. The group functions as a company, each member taking on specific roles and working towards a collaborative result. The production will be rehearsed over 15 weeks one day a week (whole day). The production models a professional process and the final performance is open to the public.  Whilst the Director leads the process, students will be expected to engage in every part of the process of making the piece of theatre.

The module will facilitate the exploration of systematic approaches to rehearsal in the creation of a mid-scale production, professional relations and dynamics within the context of a company and develop methods of working collaboratively under artistic direction.

Prior learning requirements

Completion and pass (120 credits) of previous level.


Depending on the text/ stimulus explored as well as on the directorial ethos used, each production will create its own weekly schedule.

During the rehearsal process, each student will be assigned two roles.

Creative role: this includes performing as well as any creative contribution to the devising process.

Production role: this may include options such as costume, props, set, production assistant, tech, marketing (roles are dependent upon the nature of the production itself).

Directors will provide set texts, bibliographies and weekly course outlines as appropriate.

Most sessions will include:
- a vocal and movement workshop (including student-led activities);
- rehearsals and production development, led by the Director as well as independently;
- a production meeting, chaired by the Director or the Production Manager.

Learning Outcomes LO1, LO2, LO3

Balance of independent study and scheduled teaching activity

Scheduled teaching ensures that independent study is effective and addresses the learning outcomes and assessment tasks. Students are expected to (and to have the opportunity to) continue with their studies outside of scheduled classes. There will be a range of learning strategies deployed and individual learning styles will be accommodated. The module’s learning outcomes, its contents and delivery, have been scrutinised and will be regularly reviewed to ensure an inclusive approach to pedagogic practice.

The module and course utilise the University’s blended learning platform to support and reinforce learning, to foster peer-to-peer communication and to facilitate tutorial support for students. Reflective learning is promoted through assessment items and interim formative feedback points that ask students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. Throughout the module, students build a body of work, including reflections on progress and achievement.

The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.

The following learning and teaching strategies are employed in the course of this module:

• rehearsals (continuously assessed);
• multi-media lectures;
• student-led seminars;
• online activities through blended learning approaches;
• practical creative tasks (occasional practical workshops, creative writing, design, photography and videography);
• one formal essay (assessed);
• live performance presentations (assessed).

Learning outcomes

On completion of this module students will be able to:

1. apply techniques and skills related to working on a production both on stage and backstage;

2. undertake research and development towards a practical performance project, whilst responding to artistic direction;

3. demonstrate advanced skills in realising and tailoring performance work, open to the public.

Assessment strategy

Assessment will take place according to the following items:

• Production Process is evaluated through continuous assessment, looking at the student’s engagement with the whole process, understanding of its ethos and response to artistic direction. Such process may involve set tasks, including seminar presentations, giving students the opportunity to articulate their response to the module. Reliability, attendance and punctuality are also considered as part of this.
• A 2,000-2,500 word essay, which explores one of the questions provided by the directors, in relation to the specific topic and/or the creative process utilised (where possible, making connections between the two). This task is assessed in terms of engagement with the topic and depth of discussion, research evidence and academic form.
• Production Outcome is the practical result of the creative process, focusing both on the performance dates and broadly on the production week (including tech and dress rehearsals). Looking at both the student’s creative and production roles, the assessment focuses on the delivery of the work to the public and under the pressure of deadlines.


The individual director will recommend readings specific to the text/ stimulus explored in the production.

Core reading:

Burnett, R. and Storck, D. (2013) Ensemble theatre-making, London: Routledge
Harvey, J. and Lavender, A. (2010) Making Contemporary Theatre, Manchester: MUP
Lehmann, H. (2006) Post-dramatic Theatre, London: Routledge
Mermikides, A. (2010) Devising in Process, Basingstoke: Palgrave Macmillan
Mudford, P. (2000) Making Theatre: from text to performance, London: Athlone
Nicholson-Weber, A. (2006) Upstaged: making theatre in the media age, NY: Routledge
Radosavljevic, D. (2013) Theatre-making, NY: Palgrave Macmillan
Radosavljevic, D. (2013) The contemporary ensemble : interviews with theatre-makers, NY: Routledge

Online Resources: