Semester 1
This semester will introduce students to the genre of Documentary and Verbatim Theatre, a form which was developed by Peter Cheeseman at the Victoria Theatre, Stoke on Trent to forge links with the local community that has become a style of theatre that is now practiced internationally. This part of the module will examine the work of a range of practitioners and their differing documentary forms and will introduce students to the ethos and techniques of documentary research. Students will investigate, collect and collate original source material for their practical project in Semester 2.

Semester 2
Working as a theatre company, a practical project will give students the opportunity to apply the theoretical and practical knowledge acquired in the first semester. The aim is to enable students to use the research material gathered in the first semester to devise, write and present their own Documentary Theatre piece. They will study and explore documentary scripting and verbatim theatre rehearsal and performance techniques. The various roles and responsibilities of the writer or director, performer or specific technical or production team member will be examined and students will have the opportunity to undertake and put into practice, one or more of these roles during the rehearsal, preparation and presentation of the completed work.

A PORTFOLIO (50%) [Learning Outcomes 1, 2&3]
Containing;-
A Research Folder (includes a preliminary group presentation of research findings)
A Scripted Verbatim Theatre Scene 1000 words

A PRACTICAL PROJECT (50%) [Learning Outcomes 1, 3, 4 & 5 ]
Consisting of;-

Continuous Assessment - During the rehearsal period the understanding and use of professional documentary theatre practices and methodologies will be assessed, this will include a willingness to engage and collaborate creatively with other students and to work as a member of the ensemble and/or production team and a professional attitude to attendance and punctuality.

Performance of the Project (30 minutes) - During the final week the student will participate in technical and dress rehearsals and perform an acting part or a production role during the public presentation of several Documentary and Verbatim Theatre pieces of their own devising. Although this is a group project and will include an involvement in the presentation of the documentary work of other students , each student will be marked individually.

Key Information Set Data:
50% coursework
50% practical (skills assessments and presentations)

SEMESTER 1
Lectures, readings and screenings will introduce the students to examples of documentary and verbatim theatre practice and practitioners. Students will also be given guidance and support in research and interview techniques. The topic/s for research will be selected in consultation with the tutors and students will research and compile folders of primary and secondary source material using archives, newspapers, the internet and library facilities and/or oral interviews. During the research period students will be supported by weekly progress/feedback group tutorials with the tutor. The individual folders of research material will then be analysed in relation to their potential dramatic content during a group presentation - and later submitted for individual assessment as part of the student's portfolio.

SEMESTER 2
A Documentary and Verbatim Theatre production will be developed and created from the research material gathered by the students during the first semester. During an initial scripting period, the material will be collated and the Documentary and Verbatim Theatre piece will be compiled and devised from individual scenes edited and written by the students. (The students will submit their original scripted scene for assessment as part of their portfolio.) Once working rehearsal texts have been developed, the attention of the group will focus on rehearsals, production and staging. The final documentary or verbatim theatre piece will be presented before a public audience. In addition to the final performance, punctuality, attendance and preparedness for work during the project will be part of the continuous assessment of the student's understanding of the importance of creative collaboration.

Key Information Set Data:
20% scheduled learning and teaching activities
80% guided independent learning

Cheeseman P. (1970) "The Knotty" (Methuen)
Cheeseman.P. (1977) "Fight for Shelton Bar" (Methuen)
David M. (1998) True and False, Heresy and Common Sense for the Actor: (Faber & Faber)
Freakley V. (2005) Business in the Performing Arts:Hodder and Stoughton
Hammond & Stewart. (2008) "Verbatim Verbatim":Oberon
Ingham R. (1992) The Costume Designer's Handbook:Heineman
Leonard J.A. (2001) Theatre Sound: A & C Black
Maccoy, Peter.(2004) Essentials of Stage Management (Crowood press)
Mitter S. (1992) Systems of Rehearsa:Routledge
Moran N (2007) Performance Lighting Design:A & C Black
Oddey A. (1994) Devising Theatre: a practical and theoretical handbook:Routledge
Paget, D. True Stories? (1990) (Manchester University Press,)
Swain. R (2012) Directing Documentary theatre (Methuen)
Taylor D. (1996) Directing Plays:A & C Black
Taylor V. (2002) Stage Writing: A practical guide:Crowood Press
Thorne, Gary. (2008) Stage design, A practical Guide (Crowood Press)

Also - (From the New Victoria Theatre Archive)
Documentary and Verbatim Theatre Sourcebook.
The Vic Archive Documentary File.
(containing - journal and newspaper articles and interviews with practitioners)

Library (Including secondary source material and video recordings from the Victoria Theatre Archives.)
IT Software (e.g. word processing, internet access)
Blackboard virtual learning environment.
Lecture room, (with smartboard and video playback)
Seminar room
Portable interview recording equipment
Rehearsal and Studio Theatre space.
Lighting and sound design software (e.g Wysiwyg, Pro-tools and Q-lab)
Stage Lighting, Sound and Image Projection equipment