KTB221 Theatre and Performance Futures

Unit Outline: Semester 2 2027, Kelvin Grove, Internal

Overview

This unit prepares you to become entrepreneurial leaders in the performing arts. It covers essential skills in producing, budgeting, grant writing, and project management, framed within the ecological and social contexts of theatre-making. You will respond to real industry briefs, developing immersive pitch presentations using digital, online and other technology-enabled to present and share their creative contributions. Ethical AI use is embedded throughout, with alternative pathways for you if you opt out. Guest lectures where possible, for example from funding bodies and successful practitioners, provide insight into sustainable career strategies and innovative production models.

Learning Outcomes

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

1. Develop and communicate compelling performance project concepts in response to industry briefs, using digital tools and ethical creative strategies.
2. Prepare professional grant applications and promotional materials that demonstrate strategic thinking and audience awareness.
3. Deliver immersive pitch presentations using intermedial formats to articulate creative vision, feasibility, and engagement strategies.
4. Demonstrate professional conduct, preparation, and respectful collaboration in creative producing environments.

Content

Learning Approaches

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

Lectures connecting theory to industry practices.

Tutorials on producing, budgeting and grants with exemplars and scaffolded templates, including digital exemplars/tools where relevant.

Guest insights (where available) from funding bodies and practitioners to connect classroom learning with current industry practice.

Expectations: Bring draft figures and references to workshops, meet interim deadlines, and maintain a professional standard of documentation.

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

This unit focuses on developing Your skills in creative producing, concept pitching, and professional communication for performance projects. Assessments emphasise strategic thinking, digital literacy, and collaborative practice. In A1, you will deliver a pitch for their performance concept using intermedial formats (e.g., Canva, FigJam). The presentation must include an audience engagement strategy and a budget overview, demonstrating clarity, creativity, and feasibility. In A2, you will prepare a mock grant application accompanied by promotional materials for a proposed performance project. This task assesses their ability to articulate a compelling concept, address funding criteria, and use digital tools for marketing. Ethical use of AI tools is optional. For 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 processes.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Presentation

In small groups present a live pitch a performance concept using intermedial formats (e.g., Canva, FigJam), including audience strategy and budget overview.

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: Proposal

Construct a mock grant application and create promotional materials using digital tools. Ethical AI use 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: Proposal
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: Presentation
3. Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
   Relates to: Presentation, Proposal
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: Presentation
5. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: Proposal
6. Communicate, represent, and promote your work in ways relevant to your creative field.
   Relates to: Presentation, Proposal
7. Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
   Relates to: Presentation, Proposal
8. Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
   Relates to: Participation and Critical Reflection
9. Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
   Relates to: Presentation
10. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
    Relates to: Presentation, Proposal
11. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
    Relates to: Proposal, Participation and Critical Reflection