KTB126 Drama Practice: Collaboration
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: | KTB126 |
|---|---|
| Equivalent(s): | KTB102 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| 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 2 2024, Kelvin Grove, Internal
| Unit code: | KTB126 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KTB102 |
| Coordinator: | David Megarrity | d.megarrity@qut.edu.au |
Overview
This introductory unit addresses practical and theoretical understandings of processual, improvised and devised dramatic form. It introduces collaborative practice and play building that is at the heart of the BFA Drama coursework. The unit presents different techniques and processes of content generation and form exploration and develop a language around creative inquiry, taking concepts to action and applying form and genre to original ideas. It offers a descriptive and analytical vocabulary to underpin the application of performance making in preparation for 2nd and 3rd year practical units. Ultimately, this unit will provide a solid foundation for the academic and professional skills of observation and analysis, teamwork, creative leadership and collaboration to explore ideas or generate content.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an introductory knowledge of the theory and context behind the structuring of dramatic action.
- Demonstrate the ability to shape purposeful theatrical form through collaborative practice.
- Describe, analyse and critique collaborative processes from the point of view of the performance maker.
Content
You will be introduced to principles of group work and models of collaborative performance making, including theories of collaboration, historical antecedents of group-devised theatre, and its unique implications for narrative structure. In your tutorial/workshop, you will experience different forms and technique of content generation and development.
From these foundations you will be guided by a professional teacher/director to create a short original group performance that demonstrates facility in collaborative technique. You will undertake research, personal reflection and documentation of the process.
Learning Approaches
In the highly charged environment of a collaborative process, your investigation of your personal artistry will be augmented by theoretical and practical exploration of the power of collaborative creativity. Theory will be introduced, and then embodied in the workshops under the guidance of your tutor. You will actively participate in the development of the artwork (often in multiple roles) while developing the critical ability to stand outside the process as a reflective practitioner.
Feedback on Learning and Assessment
Throughout the progress of workshops and rehearsals, tutors and other nominated staff will provide feedback to you which will inform all assessments items. It is recommended that you keep a Journal/Workbook as a record of your discoveries and feedback through the course of your study and as a resource for future performance endeavour.
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
- generic comments back to the cohort via QUT Canvas
- criteria sheet grading.
Assessment
Overview
Collaboration in and contribution to the group devised process is important, including attendance and participation in the workshops, work in progress showing and performance. You are required to keep a journal in which you record and reflect upon in-class activities. You may draw from this journal to substantiate your summative assessment tasks.
Group collaboration requires attendance at all rehearsals and performances for which you are called. Permission to be absent from rehearsals should not be sought except on strong medical or compassionate grounds. The unit coordinator reserves the right to withdraw all your roles should you absent yourself from rehearsals; in such a case, you will be unable to meet the unit objectives and therefore will be deemed to have failed the unit, assessment items notwithstanding.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
A written, academic response to a set question on theoretical knowledge of processual, devised and/or improvised dramatic forms.
This is an assignment for the purposes of an extension.
Assessment: Demonstration
A performative demonstration of a scene/section of a processual, devised and/or improvised dramatic creation.
Assessment: Critique
A response to the process and product resulting from Assessment Item No. 2.
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.
Resources
Required Text/Equipment
Required reading will be available online.
Students are reminded that proper clothing appropriate for active studio work is required, including closed-in shoes.
Recommended References
Other unit readings and reference material will be available online.
Risk Assessment Statement
All students and staff are required to complete the Tier 1 CIF General Health and Safety Induction for access to campus buildings and facilities. This must be completed online.
This unit also requires a Tier 2 CIF Health and Safety Induction which is provided by the technician on site in the theatre, workshop or studio. Not all students are required to complete the Tier 2 induction.
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 in to 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.
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: ULO3 - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1, ULO2 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO1, ULO3 - Discern, critically analyse and synthesise knowledge in complex creative practice settings.
Relates to: ULO2 - Work productively as a leader and collaborator in disciplinary and interdisciplinary creative practice.
Relates to: ULO2 - Formulate and apply an independent perspective through reflection and by acting on the informed critique of others.
Relates to: ULO3 - Operate with initiative, ethical judgement and professionalism in creative practice, both alone and in groups.
Relates to: ULO2