A critical analysis of a performing arts product or range of products using a key theoretical framework(s), presented in a suitable format, which may be:
An essay, report, presentation, blog, podcast, review, moving image with accompanying audio commentary, or an alternative negotiated with the module leader. Your submission must be representative of 3000 words or equivalent.
[Learning Outcomes 1, 2, 3 & 4]

Formative assessment:
Presentation to peers justifying both your choice of film text and the format you have selected to present your analysis

The performing arts encompass a range of disciplines, from dance to music, acting to circus productions and so much more. In all of these areas the routes to audience are varied, sometimes interrelated and overlapping, sometimes site and audience-specific. As a professional you will need to speak with confidence about your own discipline and be able to refer to precedents in your field, so that it is clear you are well informed and have insights into the sector. This module enables you to do this by developing your understanding of the way that the performing arts are formally considered, strengthening your ability to discuss and critically debate ideas about performance in a professional way.

You will be expected to watch and/or read a wide range of material from the performing arts so that you can apply theoretical concepts to different products. This will help you make sense of the choices made in the creation of performances pieces. Through discussions with peers and tutors, as well as your own independent studies, you will be able to rehearse your understanding of the conventions and language used to express what performances mean.

You will be exploring the wider context of the creation of performance products so that you can develop your understanding of particular products. One of the unexpected outcomes of your study is that you will never see a performance in the same way again. You will start to think about the creative intentions of the work you are considering, whether it is in written, visual or audio form. For example, is a play or piece of music meant to persuade you of particular views or generate a particular emotional response (which you may not have held before), or are there cultural references that are short-cuts to creating particular impressions, such as hoody-wearing teenagers, or the use of violins to generate a sense of romance. You will see how the language of performance can be harnessed to generate your own impressions, and the more you are able to discuss this using appropriate language to discuss other people’s work, the better informed your own work will be.

The areas you will be looking at will relate to the way performances and the associated materials are presented, the audience it is intended for, and the social and political context that has influenced and continues to influence the way performance takes place. It helps if you are able to compare different products for different audiences, so you will be expected to explore (with tutor support and individually) performances and their materials (such as scripts, lyrics and libretti, performance platforms and venues, technical influences etc.) from different times and across the world.

The formal elements that give you the language to evaluate these products include the areas below. This is just a sample of what you will be investigating, to give you an indication of the areas you will be learning about, in a way that you can see clearly relates to your own work as well as that of others.

Stylistic choices - genre, narrative, preferred reading, iconography, mise-en-sc¿ne, aesthetics
Technical choices – use of media, lighting, audio, costume and make-up
Socio-political choices – representation of different groups, external influences, legislation, target audience, platforms for dissemination

Through your exploration of the theoretical frameworks that support the development and interpretation of the performing arts, you will develop your own ability to take particular texts (by which we mean the actual performance and the associated materials) and discuss them in meaningful ways. You will be involved in group discussions where you each identify different products and use the accepted concepts and terminology to evaluate how they work and what the deeper meaning is. Building on this you will be able to write about a given product in depth, using appropriate language and references .

You will explore Advanced Performance Studies through the following strategies:
• Initial briefing outlining the module requirements, including assessment explanations
• Viewing and reading of performances and associated materials
• Lectures in theory illustrated by exemplars from the performing arts
• Presentation workshops
• Seminars discussing different frameworks for performance concepts
• Formative peer presentations, using a range of material
• Visits to the theatre, gigs, performances

Video projector
Wide range of clips
Seminar room
Performance studio

Carlson M. (2003) Performance: A Critical Introduction: Routledge
Counsell C. (2001) Performance Analysis: An Introductory Coursebook: Routledge
Fortier M. (2002) Theory/Theatre: An Introduction: Routledge
Salzman E. & Desi T. (2008) The New Music Theatre: Seeing the Voice, Hearing the Body: Oxford University Press
Schechner R. (2013) Performance Studies: An Introduction: Routledge
Storey J. (2012) Cultural Theory and Popular Culture: An Introduction: Routledge
Strinati D. (2004) An Introduction to Theories of Popular Culture: Routledge

1. DEMONSTRATE SOUND KNOWLEDGE OF THE CONCEPTS AND PRINCIPLES OF A RANGE OF THEORETICAL FRAMEWORKS THROUGH THE CONSIDERATION OF A RANGE OF PERFORMING ARTS PRODUCTS.
[Knowledge and Understanding]

2. EVALUATE A RANGE OF PERFORMANCES AND ASSOCIATED TEXTUAL MATERIALS AND EXPRESS INSIGHTS INTO ALTERNATIVE MEANINGS USING A RANGE OF THEORETICAL APPROACHES.
[Analysis]

3. EXPRESS COMPLEX IDEAS USING APPROPRIATE FORMAL LANGUAGE TO DISCUSS AND CRITICALLY DEBATE THE MEANING OF PERFORMING ARTS PRODUCTS, THEIR CREATIVE INTENTIONS AND THE INFLUENCE OF SOCIAL CONTEXT.
[Communication]

4. RELATE THEORETICAL CONCEPTS TO ACTUAL PERFORMING ARTS PRODUCTS AND SELECT APPROPRIATE APPROACHES TO EXPRESS IDEAS ABOUT THE MEANING OF A SELECTED PRODUCT IN A COHERENT AND PERSUASIVE WAY.
[Problem solving]