KTB220 Directing, Leadership and Performance

Unit Outline: Semester 1 2027, Kelvin Grove, Internal

Overview

This advanced unit focuses on the art and craft of directing within collaborative performance environments. You will develop rehearsal strategies, leadership techniques, and aesthetic vision through practical directing labs and peer-led projects. The unit integrates observation and feedback-giving as core competencies, supported by reflective writing and the option to experiment with AI-assisted visualisation and creative expression tools. Industry engagement includes a focus on prominent and guest directors where possible, and identifying industry opportunities for practice, enabling you to refine their skills in professional contexts. The unit fosters independent thinking and strategic planning, preparing you for leadership roles in the performing arts and across their careers and multitudinous career paths.

Learning Outcomes

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

1. Plan and lead rehearsals that communicate a clear artistic vision and foster collaborative performance-making.
2. Demonstrate professional conduct, preparation, and respectful collaboration in rehearsal and performance environments.
3. Articulate a directorial process through visual, written, and reflective documentation, demonstrating strategic and creative thinking.
4. Apply observation and feedback-giving techniques to support peer learning and refine artistic outcomes.
5. Experiment with digital and AI-assisted tools to support creative development and visualisation in directing practice.

Content

Learning Approaches

In this unit, you will learn by engaging in the following:

Lectures that explore core ideas, contexts and vocabularies across a range of directing and creative leadership scenarios.

Directing rotations in studio to plan, run and reflect on rehearsals, including approaches to blocking, timing, intention and offer‑taking.

Masterclasses, talks or case examples focused on notable directing practices and industry expectations.

Optional digital visualisation workflows (e.g., mood boards, concept decks) aligned with the course’s creative and technology strategies.

Expectations: Attend all classes and rehearsals where possible, coordinate out‑of‑class practice, and model respectful leadership and ensemble care.

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 as well as peer feedback through the iterative creative process that also involves critical self-feedback by virtue of in-class discussion and reflections. 

Assessment

Overview

This unit develops your practical and reflective skills in directing and leading creative processes. Assessment tasks are designed to evaluate creative leadership, conceptual thinking, and professional practice within a group context. In A1, you will rotate through directing roles within a group performance scene. This task assesses their ability to plan and lead rehearsals, communicate a clear artistic vision, and provide constructive feedback to peers. In A2, you will submit a portfolio that articulates their directorial vision and process. The portfolio must include a vision statement supported by visual aids, rehearsal documentation, and strategies for engaging audiences. You may optionally integrate AI tools to support their creative idea. In A3, you will be assessed on their preparation, contribution, and collaboration throughout the unit. This includes effective communication, respect for others, and reflective practice on their learning and creative practices.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Performance

Undertake directing roles in a group performance scene, demonstrating rehearsal planning, leadership, and giving and receiving feedback.

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

The late submission period does not apply and no assignment extensions are available.

Assessment: Portfolio

Develop and present a vision statement supported by visual aids, rehearsal notes, and audience engagement strategies. AI tools optional.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

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

Assessment: Participation and Critical Reflection

Demonstrate critical reflection. preparation, contribution, collaboration, communication and respect for others in the learning environment.

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

The late submission period does not apply and no assignment extensions are available.

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 also 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 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. 

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: Portfolio
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: Performance
3. Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
   Relates to: Performance
4. Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
   Relates to: Performance
5. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: Performance
6. Communicate, represent, and promote your work in ways relevant to your creative field.
   Relates to: Performance
7. Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
   Relates to: Portfolio
8. Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
   Relates to: Performance
9. Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
   Relates to: Performance, Participation and Critical Reflection
10. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
    Relates to: Performance, Portfolio, Participation and Critical Reflection
11. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
    Relates to: Performance, Portfolio, Participation and Critical Reflection

CA02 Bachelor of Creative Arts (Acting)

1. Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
   Relates to: Performance
2. Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
   Relates to: Portfolio
3. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: Participation and Critical Reflection
4. Communicate, represent, and promote your work in ways relevant to your creative field.
   Relates to: Performance
5. Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
   Relates to: Performance
6. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
   Relates to: Performance
7. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
   Relates to: Performance