KTB217 Story and Performance
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | KTB217 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Pre-2021 CSP student contribution | $957 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,320 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | KTB217 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Kathryn Kelly | kl.kelly@qut.edu.au |
Overview
This unit introduces concepts and techniques needed to develop storytelling and script writing skills, in a range of contexts including live performance. It develops professional dramaturgical proficiency in research, analysis, reflection and the giving and receiving of feedback. An understanding of storytelling forms and the development of scripts are fundamental communicative tools for artists. This unit introduces a suite of professional practice skills-sets, including understanding traditions of First Nations’ storytelling; dramaturgy in performance-making and writing for performance.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and discuss the contribution of First Nations traditions of storytelling, and engage with responsibility and respect in collaborative processes with Aboriginal and Torres Strait Islanders.
- Examine the social, historical and cultural contexts of performance, as they relate to a specific performance narrative.
- Demonstrate the ability to research, analyse, reflect, and give and receive constructive feedback in relation to performance writing and the creation of performance text.
- Apply the key concepts and techniques of performance-writing and dramaturgy within one or more contexts, namely playwriting, co-writing and/or devising.
Content
Through theory-infused practice, students will complete three modules that grow their professional practice skill-sets, including understanding the traditions of First Nations storytelling; dramaturgy in performance-making and writing for performance.
Students will have an opportunity to grow their cultural understandings of First Nations storytelling and to integrate this cross-cultural awareness back into their growing capacity to write for performance.
They will be introduced to a range of dramaturgical theorists and approaches to performance-writing that will contextualise the social, historical and cultural contexts of dramaturgy and performance narrative. They will develop and apply a range of practical skills that grow their capacity to research, analyse, reflect, and to give and receive feedback. Students will be introduced to basic concepts and techniques needed to develop performance texts and to apply these in the writing of their own script.
Learning Approaches
You will be introduced to perspectives on First Nations Performance and Storytelling traditions, dramaturgy and performance writing through a mixture of lectures, readings and tutorial based learning. The lectures will also support and contextualise assessment items. Tutorials are task and activity based and include exercises in storytelling, dramaturgy and scriptwriting. You will develop practical skills and approaches, drawing on significant ‘Toolkits’ that can assist in storytelling, dramaturgical and text analysis and scriptwriting, as well as perspectives on First Nations storytelling. The final weeks of the tutorial are dedicated to working on the performance writing text, receiving and giving feedback where required and the reading of the performance texts for Assessment 3.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative tasks and roles will be offered to facilitate progressive feedback to assist you in your learning
- comments on summative assessment work in addition to criteria sheets, both for group work and individual endeavour
- generic comments back to the cohort via QUT Canvas
- criteria sheet grading.
Assessment
Overview
In this unit there are two individual assessments and one group item. For the first assignment you are asked to give an oral presentation based on your learning about First Nations’ storytelling. Assignment 2 requires you to submit a written critique of selected texts explored over the first few weeks of semester. The final assessment is a creative work where you work collaboratively on a written task with others to develop an original playtext.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation (Oral)
For assessment 1 you are asked to share your learning about First Nations' storytelling, both from this unit and from previous units or life experiences, in the form of an oral presentation.
Assessment: Critique (written)
You will be asked to select from a range of texts, including plays, scripts and performance texts from Australia and overseas, in order to analyse them using the dramaturgical tools explored and practised during semester.
This is an assignment for the purposes of an extension.
Assessment: Creative Work
For assessment 3 you will write a script across a number of weeks giving and receiving feedback from your group members and tutors. You can select from three groupwork options:
(1) to complete a script with the collaboration between a writer and a dramaturg, or
(2) to co-write a script, or
(3) to devise a script collaboratively using the dramaturgical, storytelling and performance writing skills you have developed over the unit.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
Required Text and Equipment are listed in the Resource materials section. Other unit readings and reference material will be available online.
Resource Materials
Prescribed text(s)
Greig, Noel. Playwriting a practical guide for students of all ages. New York: Routledge, 2004.
Janke, Terri. “Indigenous Cultural Protocol and the Arts.” Sydney: Terri Janke & Company, Pty Ltd.
Turner, Cathy and Synne K Behrndt. Dramaturgy and Performance. London: Routledge, 2016.
Safety and protective equipment
Students are reminded that proper clothing appropriate for active studio work is required, including closed-in shoes.
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
Other required safety inductions will be conducted as required.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.KK34 Bachelor of Fine Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO2 - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO3, ULO4 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO3, ULO4 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: ULO4 - Work productively as a leader and collaborator in disciplinary and interdisciplinary creative practice.
Relates to: ULO4 - Demonstrate respect for cultural and social differences, and work with integrity across creative practice networks.
Relates to: ULO1 - Operate with initiative, ethical judgement and professionalism in creative practice, both alone and in groups.
Relates to: ULO1
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO2 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO3, ULO4 - Demonstrate technical expertise to support skills and knowledge within the Creative Industries.
Relates to: ULO3, ULO4 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO1 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO4 - Embody social and ethical responsibilities and exhibit well-developed judgement with resilience, integrity, curiosity and responsibility.
Relates to: ULO1
Unit Outline: Semester 1 2024, Online
| Unit code: | KTB217 |
|---|---|
| Credit points: | 12 |
Overview
This unit introduces concepts and techniques needed to develop storytelling and script writing skills, in a range of contexts including live performance. It develops professional dramaturgical proficiency in research, analysis, reflection and the giving and receiving of feedback. An understanding of storytelling forms and the development of scripts are fundamental communicative tools for artists. This unit introduces a suite of professional practice skills-sets, including understanding traditions of First Nations’ storytelling; dramaturgy in performance-making and writing for performance.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain and discuss the contribution of First Nations traditions of storytelling, and engage with responsibility and respect in collaborative processes with Aboriginal and Torres Strait Islanders.
- Examine the social, historical and cultural contexts of performance, as they relate to a specific performance narrative.
- Demonstrate the ability to research, analyse, reflect, and give and receive constructive feedback in relation to performance writing and the creation of performance text.
- Apply the key concepts and techniques of performance-writing and dramaturgy within one or more contexts, namely playwriting, co-writing and/or devising.
Content
Through theory-infused practice, students will complete three modules that grow their professional practice skill-sets, including understanding the traditions of First Nations storytelling; dramaturgy in performance-making and writing for performance.
Students will have an opportunity to grow their cultural understandings of First Nations storytelling and to integrate this cross-cultural awareness back into their growing capacity to write for performance.
They will be introduced to a range of dramaturgical theorists and approaches to performance-writing that will contextualise the social, historical and cultural contexts of dramaturgy and performance narrative. They will develop and apply a range of practical skills that grow their capacity to research, analyse, reflect, and to give and receive feedback. Students will be introduced to basic concepts and techniques needed to develop performance texts and to apply these in the writing of their own script.
Learning Approaches
You will be introduced to perspectives on First Nations Performance and Storytelling traditions, dramaturgy and performance writing through a mixture of lectures, readings and tutorial based learning. The lectures will also support and contextualise assessment items. Tutorials are task and activity based and include exercises in storytelling, dramaturgy and scriptwriting. You will develop practical skills and approaches, drawing on significant ‘Toolkits’ that can assist in storytelling, dramaturgical and text analysis and scriptwriting, as well as perspectives on First Nations storytelling. The final weeks of the tutorial are dedicated to working on the performance writing text, receiving and giving feedback where required and the reading of the performance texts for Assessment 3.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative tasks and roles will be offered to facilitate progressive feedback to assist you in your learning
- comments on summative assessment work in addition to criteria sheets, both for group work and individual endeavour
- generic comments back to the cohort via QUT Canvas
- criteria sheet grading.
Assessment
Overview
In this unit there are two individual assessments and one group item. For the first assignment you are asked to give an oral presentation based on your learning about First Nations’ storytelling. Assignment 2 requires you to submit a written critique of selected texts explored over the first few weeks of semester. The final assessment is a creative work where you work collaboratively on a written task with others to develop an original playtext.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation (Oral)
For assessment 1 you are asked to share your learning about First Nations' storytelling, both from this unit and from previous units or life experiences, in the form of an oral presentation.
Assessment: Critique (written)
You will be asked to select from a range of texts, including plays, scripts and performance texts from Australia and overseas, in order to analyse them using the dramaturgical tools explored and practised during semester.
This is an assignment for the purposes of an extension.
Assessment: Creative Work
For assessment 3 you will write a script across a number of weeks giving and receiving feedback from your group members and tutors. You can select from three groupwork options:
(1) to complete a script with the collaboration between a writer and a dramaturg, or
(2) to co-write a script, or
(3) to devise a script collaboratively using the dramaturgical, storytelling and performance writing skills you have developed over the unit.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
Required Text and Equipment are listed in the Resource materials section. Other unit readings and reference material will be available online.
Resource Materials
Prescribed text(s)
Greig, Noel. Playwriting a practical guide for students of all ages. New York: Routledge, 2004.
Janke, Terri. “Indigenous Cultural Protocol and the Arts.” Sydney: Terri Janke & Company, Pty Ltd.
Turner, Cathy and Synne K Behrndt. Dramaturgy and Performance. London: Routledge, 2016.
Safety and protective equipment
Students are reminded that proper clothing appropriate for active studio work is required, including closed-in shoes.
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.
Other required safety inductions will be conducted as required.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.KK34 Bachelor of Fine Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO2 - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO3, ULO4 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO3, ULO4 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: ULO4 - Work productively as a leader and collaborator in disciplinary and interdisciplinary creative practice.
Relates to: ULO4 - Demonstrate respect for cultural and social differences, and work with integrity across creative practice networks.
Relates to: ULO1 - Operate with initiative, ethical judgement and professionalism in creative practice, both alone and in groups.
Relates to: ULO1
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO2 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO3, ULO4 - Demonstrate technical expertise to support skills and knowledge within the Creative Industries.
Relates to: ULO3, ULO4 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO1 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO4 - Embody social and ethical responsibilities and exhibit well-developed judgement with resilience, integrity, curiosity and responsibility.
Relates to: ULO1