SM5020 - Performance, Art and Film Ideas 2 (2023/24)
| Module specification | Module approved to run in 2023/24 | ||||||||||||||||
| Module title | Performance, Art and Film Ideas 2 | ||||||||||||||||
| Module level | Intermediate (05) | ||||||||||||||||
| Credit rating for module | 30 | ||||||||||||||||
| School | School of Art, Architecture and Design | ||||||||||||||||
| Total study hours | 300 | ||||||||||||||||
|
|||||||||||||||||
| Assessment components |
|
||||||||||||||||
| Running in 2023/24(Please note that module timeslots are subject to change) |
|
Module summary
Developing concepts and ideas investigated in Performance, Art and Film Ideas 1, this module investigates social and cultural issues that are both enacted and questioned by established texts (“texts” in the broader sense of the term, to include works in theatre, cinema and fine art). Informed by critical theory perspectives, a key emphasis is on social interactions, as explored in the communication strategies between artwork and spectator, in the social function of a work, and in the political and ideological context depicted in this or embedded in its creation. The module will also establish a sociological study of performance institutions and their organisation within the professional industry.
The aims of this module are to evaluate the social context of performance, art and film, as it is consciously depicted or latently inherent to a work; to refer to a variety of theoretical perspectives, ranging from critical theories to sociological concepts, in the analysis of such practices. The learning strategy and indicative syllabus will promote innovative ways of exploring the subject in question, making use of inter-disciplinary, blended learning, field research and creative practice.
Prior learning requirements
Pre-requisites for the module: SM4019
Available for Study Abroad? YES
Syllabus
The earlier phases of this module will explore how contemporary social and critical perspectives can be used to analyse texts. A selection of critical theory theoretical concepts and perspectives, (such as post-structuralism, post-modernism, materialism, feminism, psychoanalytic theory and post-colonialism) will be investigated and applied to a variety of performance examples.
The latter part of the module explores how the various institutions of performance reflect our broader social and cultural context, in relation to a selection of theme such as how the performing arts respond to issues like globalisation, education, climate change, capitalism and civil rights. Students will then activate this learning by applying their conceptual understanding to an imagined practical work.
Balance of independent study and scheduled teaching activity
Scheduled teaching provides the guidance and foundation to ensure that independent study is effective in addressing the module’s learning outcomes and assessment tasks.
In-class activity makes use of varied student-centred approaches such as active, flipped and blended learning, so that a range of learning strategies is deployed, and individual learning styles are accommodated. Information is provided through a range of means and sources to minimise and remove barriers to successful progress through the module. The course team seeks to embed the University’s Education for Social Justice Framework in fostering learning that is enjoyable, accessible, relevant and that takes account of the social and cultural context and capital of its students.
Activities foster peer-to-peer community building and support for learning. Reflective learning is promoted through interim formative feedback points that ask students to reflect on their progress, receive 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 written reflections on progress and achievement.
The School’s programme of employability events and embedded work-based learning within the curriculum supports students’ personal and career 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:
• multimedia lectures;
• student-led seminars;
• online activities through blended learning approaches;
• practical creative tasks (occasional practical workshops, creative writing, design, photography and videography);
• visits to relevant points of interest;
• interviews with professionals in the industry;
• interviews with professionals in the industry;
• an interdisciplinary research project;
• live presentations
• essay
Learning outcomes
On completion of this module you will be able to:
Cognitive intellectual abilities
LO1: demonstrate an advanced understanding of the cultural and ideological implications of performance, art and film, whether consciously raised or latently embedded in this, and the ability to analyse and sustain arguments in relation to this;
Knowledge and understanding
LO2: apply the methods of research explored to a variety of performance related contexts, including dramatic texts, performative events, live art, performance institutions and applied performance practices;
Transferable skills
LO3: engage with the above contexts on both a critical and creative level, initiating and carrying out written and oral projects;
Subject specific skills
LO4: extend knowledge in relation to the performance industry and its broader cultural context and significance.
Assessment strategy
The assessment modes utilised in this module are intended to promote and test the development of broad academic skills as well as subject specific knowledge and interdisciplinary awareness.
Essay: students write a close analysis of a chosen performance text (e.g. a text or production) and reflect on its theoretical and ideological implications, with reference to the critical theories studied on the module. They will demonstrate their ability to sustain arguments in relation to the ideological implications of the case study and apply relevant theoretical perspectives and research methods.
Live presentation: this is a group-led task, in which students apply the theories and techniques employed in class to the exploration of a range of works proposed by their tutor. Students will be assessed on the ability to critically and creatively engage with such a concept/theme and communicate these through a range of selected applications (e.g. examples from productions, texts, practitioners and institutions) as well as through practical demonstrations.
Research project: students select an arts organisation of their own choice (e.g. a venue, a company, a festival or a particular initiative) and propose a project appropriate to its social/cultural/artistic ethos. Advancing on the complexity of the previous two assessment tasks, emphasis is placed on applying a variety of methods of research (potentially including statistical analysis and interviews) and communicating this through a written critical evaluation and other disciplines, to be featured in the appendix of the work (e.g. photographic and videographic documentation, creative writing etc.).