KTB115 Devising Drama
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: | KTB115 |
|---|---|
| Equivalent(s): | KTB226 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,164 |
| Pre-2021 CSP student contribution | $996 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 | $4,356 |
| International unit fee | $4,668 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | KTB115 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KTB226 |
| Coordinator: | David Megarrity | d.megarrity@qut.edu.au |
Overview
This unit introduces models of devising to create a new performance work under the guidance of a tutor/director. The work will be devised in groups and performed at the end of semester. Past and present practitioners have proven that key creatives of many kinds can lead the creation of dramatic works through collaborative models of performance making, which often aspire to include a range of voices, innovating in both form and content.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse and critique approaches to devising drama in theory and practice.
- Define and apply key principles of creative collaboration.
- Realise a new performance through collaborative creative practice.
Content
This unit provides opportunities for practical experience of many of the processes, techniques, and strategies in generating an original performance work. Under the guidance of a teaching director, students in groups will research, analyse, and create a short work and then prepare it for live performance. This task includes being cast in a role (performing, management or leadership), meeting the technical needs of the work, workshops, classes and rehearsals, personal research and reflection, group discussion, role preparation, and participation in the live performance event.
Learning Approaches
Learning in this unit is facilitated through a series of lectures and workshops. In addition, there is an emphasis on your individual learning responsibilities, both to yourself and to the group. Attention and commitment is expected to the whole process of mounting a production, and the actual on-stage performance outcome is considered only a part of what ‘devising drama’ implies. You will work in groups, with an assigned facilitator, and will engage in both directed and autonomous workshops and other production activity that will culminate in a season of performance projects. These performances will test and develop your work against immediate audience responses. There will be opportunities for close contact with, and feedback from teaching staff.
Feedback on Learning and Assessment
Throughout the progress of workshops and rehearsals, teaching staff will provide feedback to you which will inform all assessments items.
Feedback in this unit is provided to you in the following ways:
- comments on summative assessment work in addition to criteria sheets, both for group work and individual endeavour
- criteria sheet grading
Assessment
Overview
There are 3 assessment items for this unit. Assessment Item 1 is an essay, where you critique selected models of collaborative practice supported by research into both theory and practice. Assessment Item 2 is an in-progress demonstration, where you will be asked to present an aspect of your developing work, with particular attention paid to connecting the creative practice with relevant theoretical notions and theorists. Assessment Item 3 is a performance, devised with the guidance of an experienced teacher/artist.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
An essay critiquing selected models of collaborative practice supported by research into both theory and practice.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Demonstration
In groups, you will present a formal in-progress demonstration of your developing devised work. The demonstration may take the form of an in-development showing, a planned and rehearsed presentation or another demonstrative event as negotiated with your tutor/unit coordinator.
Assessment: Performance
A performance, devised with the guidance of an experienced teacher/artist.
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
Unit guidance and readings provided via Canvas and QUT Readings
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
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative 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: ULO1, Essay - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO2, ULO3, Essay, Demonstration, Performance - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO3, Demonstration, Performance - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO2, ULO3, Essay, Demonstration, Performance - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: ULO3, Demonstration, Performance - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, Essay, Demonstration, Performance - Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
Relates to: ULO2, ULO3, Essay, Demonstration, Performance - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO2, Essay, Demonstration - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO2, ULO3, Essay, Demonstration, Performance - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO2, ULO3, Essay, Demonstration, Performance