| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1 |
|
30%
|
|
1000 |
| Assessment Notes |
| Duo presentations |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 3-6
GA: 1, 2, 5, 6, 7, 8 |
| Assignment 2 |
|
20%
|
|
1000 |
| Assessment Notes |
| Ensemble presentation and class participation |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 3-6
GA: 5, 6, 7, 8 |
| Assignment 3 |
|
30%
|
|
1000 |
| Assessment Notes |
| Solo presentations |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 3-5
GA: 1, 2, 5, 6 |
| Assignment 4 |
|
20%
|
|
1000 |
| Assessment Notes |
| Non-performance project |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1, 2
GA: 1, 2 |
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
This unit examines the training and role of the actor within theatre at an advanced level.
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| 2 |
Communication Skills
The primary focus of this unit is the skill of communication. Students will be taught oral and physical communication skills appropriate for a given situation. These skills will be practised and explicitly assessed in the 'presentation' assignments. The logbook and review will require students to present well reasoned arguments and skill in written communication.
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| 3 |
Global Perspectives
The actor training methods studied and employed in the unit are drawn from a number of cultures. One third of the practitioners investigated in the unit engage in comparative cultural studies. While not explicitly assessed, students will be able to demonstrate an awareness of the global context of performance training.
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| 4 |
Information Literacy
Students will locate, evaluate, manage and use information in their preparation for the performance assignments. They will need to access video footage and performance research material on the Web for their seminar and written tasks.
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| 5 |
Life-Long Learning
The unit teaches new skills which students are then required to apply to their independently conceived performance pieces. This assessable component, along with the duologue and major ensemble project, is designed to exercise students in identifying, evaluating and implementing personal learning strategies. The process of development through-to-performance constantly employs research, analysis and synthesis. Improvisation skills, which will be taught, practised and assessed, are the epitome of applying learned skills to new and unexpected situations.
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| 6 |
Problem Solving
The nature of bringing ideas to an audience is synonymous with problem solving. It is a critical issue in the theatre if the audience is not 'held' by the performance. This situation leads to conceptualising a problem and formulating a range of solutions. Students will be tutored in problem solving and will practice it in every class. The final assessment will come from their audience in the major ensemble project.
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| 7 |
Social Responsibility
The manner in which students are questioned in practical sessions requires them to acknowledge the significance of their 'stage' actions. Given that these will then be performed for a community - it follows that the business of conceptualising/creating/communicating is inextricably bound to the question of ethical action and social responsibility.
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| 8 |
Team Work
Two of the assessable tasks explicitly require students to work collaboratively with others. They are instructed in team work - they practise it in every class - it is a major assessment criterion for the unit. The class evaluates the 'performance' of the duologue teams. The class analyses their own work as an ensemble in the final major project. Each student takes responsibility and carries out agreed tasks. They take initiative as well as operate in a range of supportive roles.
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