KTB218 Curating Drama Experiences

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

This unit recognises performance makers, drama educators, directors, performers, dramaturgs and community arts workers all need to understand how to shape and lead engaging drama experiences for a range of performative contexts. Through theory and practice, this unit provides a foundational platform for the development of a process-driven performance practice, including the selection and sequencing of dramatic conventions, elements, and context to generate meaning and dramatic experiences. This unit challenges particular assumptions and widely held views about the way dramatic action is created, encountered and used by performance makers and audiences, operating in an environment keenly aware of diversity and sustainability as key components of all drama-based art practices.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Analyse and evaluate the processes and practices of dramatic experiences.
2. Create and communicate original dramatic experiences.
3. Demonstrate understanding of contemporary dramatic experiences for a range of performative contexts.

Content

Learning Approaches

The unit features a series of lectures and workshops, supplemented by experiential tutorials. During the unit you are required to engage with and reflect on key readings, which extend and amplify the understandings gained in the lectures and tutorials. Through a series of workshops, you will then examine the structural components and specific forms of process-driven performance making practices through tutor-led performative experiences, before being provided the opportunity to produce your own dramatic performance. Wherever diverse teaching and learning materials are utilised, the unit follows the First Peoples First principle. The unit also refers to the Australia Council's Protocols for producing Indigenous Australian performing arts where appropriate.

Feedback on Learning and Assessment

Throughout the unit, teaching staff will provide feedback to you which will inform all assessments items. Feedback in this unit is provided to you through comments on summative assessment work in addition to criteria sheets.

Assessment

Overview

There are three assessment items in this unit: two written assessments and one practical assessment. You will be given the opportunity to perform the skills that you have learnt in the workshops and synthesise these with the theoretical components learnt in the lectures. Assessment Item 1 is case study analysing a drama-based experience. Assessment Item 2 is an Essay and Assessment Item 3 is a demonstration of a dramatic experience. 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Case Study

A case study analysing a drama-based experience. 

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Essay

You will be provided with a provocation(s) related to a specific theme(s) concerning drama as experience, that you will then respond to in the form of an essay.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Demonstration

In groups you will demonstrate a dramatic experience.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

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.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement) 

For some students, this unit may also require a Tier 2 CIESJ Health and Safety Induction which is provided by the technician on site in the theatre, workshop or studio. 

Resources

Risk Assessment Statement

For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information. For CIESJ Tiers 2 and 3 Health and Safety requirements, you will be instructed on safe procedures and the required safety gear for all studio and workshop processes that are demonstrated.

As all performance-makers understand, creating a performance-based work potentially carries with it certain physical and/or emotional risks, both in the rehearsal room and in the theatre. Indeed taking risks is an integral component of the art form’s processes. Some rehearsal warm ups and exercises, and some performance events may include physically or emotionally strenuous activities. Managing this risk to ensure working conditions are safe, is always a high priority in the production process. It is therefore extremely important that if you are aware of personal physical or emotional vulnerabilities that make you feel unsafe or at risk in any way, you should immediately inform your tutor or director or stage manager, so that your situation can be evaluated and appropriate rectifying action can be taken.

Theatres and other performance spaces are also potentially dangerous places, particularly backstage during performances when low light conditions prevail. You will be warned by the stage manager, the production manager or the director of any specific risks that you will need to be aware of, when your project team first moves into the theatre. Whenever moving into a new performance space, you should always conduct your own risk assessment, and notify your team or director of any hazards you have personally identified. 

Every effort is made by Drama staff at QUT to ensure that you work in a safe environment. Conversely you are absolutely expected to follow all safety rules, procedures and directions, and to ensure that you do not put at risk the safety of others, or yourself, or of the highest artistic fulfilment of the project in any way.

Where substantial computer-based work is required, 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

CA01 Bachelor of Creative Arts

1. 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: ULO1, Case Study, Essay
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: ULO2, ULO3, Case Study, Demonstration
3. Communicate, represent, and promote your work in ways relevant to your creative field.
   Relates to: ULO3, Case Study, Demonstration
4. Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
   Relates to: ULO2, Demonstration