KTB133 Script and Performance Analysis
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| Unit code: | KTB133 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 2 2027, Kelvin Grove, Internal
| Unit code: | KTB133 |
|---|---|
| Credit points: | 12 |
Overview
This unit offers a rigorous exploration of dramatic texts and performance interpretation. You will engage with a range of genres and theatrical forms – which may include but not be limited to Realism, the post-dramatic and/or Theatre of the Absurd – developing skills in dramaturgy, theatre criticism, and scene study. The curriculum encourages reimagining extant texts through contemporary lenses as well as developing skills for writing new works, fostering innovation and critical reflection. Assessments include multimodal submissions and peer critique, promoting diverse modes of communication and analysis. Industry engagement is facilitated through live performance analysis and script development and performance workshops, providing you with practical experience in shaping and evaluating dramatic works.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically analyse dramatic texts and performances using dramaturgical frameworks and theatrical theory.
- Apply interpretive and collaborative skills to the staging of extant or original dramatic works.
- Demonstrate creative and critical thinking through the reimagining or development of dramatic material.
- Communicate dramaturgical insights and performance reflections using appropriate disciplinary language and multimodal formats.
- Engage professionally and respectfully in collaborative performance-making environments.
Content
You will examine dramatic structures, dramaturgical frameworks and styles (e.g., Realism, the Post‑dramatic, Theatre of the Absurd), applying these to extant texts and live/recorded performance. The unit develops scene analysis, dramaturgy, criticism and rehearsal room literacy, and encourages reimagining of texts through contemporary lenses as well as foundational skills in generating new writing. Multimodal analysis and peer critique support diverse communication.
Learning Approaches
The unit uses lectures, tutorials, and workshops in a modulated sequence to move learning from theory to practice. Lectures establish foundational concepts, tutorials deepen understanding through discussion and application, and workshops provide hands-on opportunities to translate ideas into creative outcomes. This progression ensures an integrated learning experience that builds knowledge and skills effectively.
In this unit, you will learn by engaging in the following:
Lectures connecting theory to analysis and dramatic contexts.
Tutorials and workshops to practise textual analysis, dramaturgical mapping and interpretive argument, testing reviews, interrogating program notes or dramaturgical briefs, with iterative peer feedback..
Table‑work and scene study where you test readings through performance choices and actor‑director collaboration.
Screenings/live performance visits (additional or prescribed where possible) with structured critical responses and comparative discussion.
Expectations: Complete weekly readings in advance, contribute to critiques, and schedule scene study and rehearsal outside class for scene work.
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 and structured peer-feedback through scene development.
Assessment
Overview
This unit combines analytical and practical assessments to develop your dramaturgical insight and performance-making skills. A1 introduces you to dramaturgical analysis by requiring a written critique of a dramatic text or performance using selected frameworks. This task builds your ability to interpret and evaluate theatrical works through informed critical language. A2 moves into creative application, asking you to direct and perform either a reinterpreted scene from an existing script or an original work you have written. This assessment develops your collaborative skills, interpretive choices, and capacity to translate analysis into practice, supported by peer critique and reflection. A3 evaluates your preparation, contribution, and respect for others throughout the unit, ensuring you demonstrate professional conduct and reflective practice in all learning environments. Together, these assessments scaffold your ability to integrate theory and practice, preparing you for advanced creative and analytical work in performance contexts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critique (written)
Analyse a dramatic text or performance using selected dramaturgical frameworks.
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: Performance
By negotiation direct and perform either (30%): a reinterpreted scene from a classical or contemporary script; or a new script they have written; followed by peer critique and reflection (20%).
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.
The late submission period does not apply and no assignment extensions are available.
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
Required Text
- Required reading will be available online through the unit's Canvas site.
Recommended References
- Other unit readings and reference material will also be available online.
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: Critique (written) - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: Critique (written), Performance - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: Performance, Participation and critical reflection - 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 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: Critique (written), Performance - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: Critique (written), Performance - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: Critique (written) - Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
Relates to: Performance, Participation and critical reflection - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: Performance - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: Performance, Participation and critical reflection - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: Performance, Participation and critical reflection
CA02 Bachelor of Creative Arts (Acting)
- 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: Critique (written) - Identify and demonstrate knowledge and practical application of the techniques and concepts underpinning your field of creative practice.
Relates to: Performance - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: Performance - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: Participation and critical reflection - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: Performance - Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
Relates to: Performance - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: Participation and critical reflection - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: Performance