Students must submit work for both assessments.

Assessment 1: A performance or practical demonstration for a specified audience, relating to a historical or contemporary theatre or dance practitioner/style/genre (LO 2, 3 & 4) (70%).

Assessment 2: The Reflective Learning Journal, illustrated and containing key performance milestones of the last hundred years, with reference to social, political and performance historical context, and including influential examples relating to own discipline: (LO 1, 2) (30%).

Library; books, journals, articles and ejournals
Learning Resource Centre; computers, internet and printing facilities
Access to digital video recorders & tripod

Brewhouse facilities; Drama studio, Loft Gallery, Corner studio. Auditorium to seat 300. Full backstage facilities, full lighting and sound facilities.

Students will be able to explore the artistic, social and political influences on dance and/or theatre arts over a significant period, in order to evaluate reasons for current trends in their specialist area. Students will gain an understanding of the impact of context on performance and use this understanding to inform their own work in relation to the cultural inheritance of the local audience. Diverse methods of communication will be utilised to express and justify their own performance decisions. They will develop research and study skills to enable them to work effectively.

Students will undertake a study of a performance practitioner, style or genre, carrying out research and writing an illustrated report about what they have learned and how it relates to current practice.

The Reflective Learning Journal will be used as a personal discussion tool, to consider their progress, reflect upon how their research informs their work, and evaluate their difficulties and successes in order to gain confidence and address problems.

Group work will allow the sharing of ideas, discussions of progress and learning from others. Students will be expected to contribute by volunteering information, supporting and responding to peers, and reflecting upon their own perspective in the light of new information.

Baines, S. Terpsichore in Sneakers. (1987) Wesleyan University Press
McFee, G. Understanding Dance. (1992) Routledge
Preston Dunlop & Sanchez-Colberg. Dance and the Performative. (2002) Verve Publishing
Strinati, D. An Introduction to the Theories of Popular Culture 2nd Ed. (2003) Routledge

Introductory briefing at onset of module: 1 hr
Series of lectures, visits and seminars relating to performance
history and context 35 hrs
Workshops developing journal content with studio tutorials 15 hrs
Group tutorials and critiques with formative feedback: 4 hrs
Individual tutorials: 1hr

Total contact time 56 hrs pr student