KTB110 Plays that Changed the World
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: | KTB110 |
|---|---|
| Equivalent(s): | KTB101 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| 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 1 2024, Kelvin Grove, Internal
| Unit code: | KTB110 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KTB101 |
| Coordinator: | Kathryn Kelly | kl.kelly@qut.edu.au |
Overview
This unit investigates theatre and performance from Greek Theatre to Postmodernism and embraces socio-cultural/political/historical perspectives. It provides foundations in academic writing skills as required in the discipline of drama. It addresses the major movements in the evolution of performance in theatrical history while encouraging critical enquiry, debate and research through study and performance of seminal plays that shaped theatre. An understanding of the evolution of the theatrical form and its relationship with contemporary contexts is vital to a sound knowledge of performance. The facility to identify theatre traditions, the key junctures in the progress of content and form, and the advancement of theatre as an art-form, is foundational to the contemporary practitioner.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge of form, content and context to communicate meaning of plays through rehearsed scenes.
- Critically analyse play texts and performances in both form and content, with sensitivity to their contexts in history and ideology.
- Employ written and communication skills for drama contexts, demonstrating appropriate academic writing conventions.
Content
Concentrating on a series of dramatic texts that had a significant impact on shaping theatrical movements, this course will chart the progression of theatre from its origins to the advent of postmodern drama. Since theatre does not exist in a void, a consideration of the social, cultural, political, and scientific milieu of each era studied will be included in the unit. The unit combines theory and practice.
Learning Approaches
The unit is delivered predominately through an inclusive format that Drama has termed a performative lecture. This format uses a combination of guest lectures, group activities and discussion inside the lecture time, and a weekly student-rehearsed play reading of the focus play text. You are expected to read the nominated play-script, enabling full participation in performative lectures. At key points in the lecture series a focus on academic communications skills will support your written assessment program.
The student-rehearsed play reading component of this unit is a cooperative activity, and you must be available to work in small teams outside normal class time, with sufficient flexibility to coordinate your rehearsal availability with that of others in your group.
Feedback on Learning and Assessment
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
The assessment for this unit includes one group performance and two individual written tasks. For the group performance you will work with peers to bring a short playtext to life through a staged reading. You will receive extracts for performance a week prior and work with your group to deliver a live or pre-recorded staged reading. Of the two written tasks, the first requires you to attend a pre-recorded or live theatre performance and to write a critique. The second written task is an essay requiring research and a response to two play texts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Performance
Short rehearsed group performance of a pre-determined play script. Each group will present their performance in a nominated time through the lecture series.
Assessment: Critique
This assessment is a critical review of a pre-determined, pre-recorded live theatre performance or live theatre performance. You will be required to engage in a live performance of a play and write a critique of the work, integrating and referencing concepts and ideas from the lecture series and readings.
This is an assignment for the purposes of an extension.
Assessment: Essay
This assessment is an argumentative essay. It will reflect your detailed research of two play texts studied during the semester in the performances within the lecture series. Your essay is expected to be reflective and respond to ideas raised by the lectures and readings.
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.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 CIF General Health and Safety Induction. 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. If you are completing your group performance online and do not require room bookings, the Tier 2 CIF Health and Safety Induction is not necessary.
Resources
Required texts and equipment are listed in the Resource materials section.
Other required and recommended texts and readings will be available online.
Resource Materials
Safety and protective equipment
Proper clothing appropriate for active studio work is required, including closed-in shoes.
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 CIF General Health and Safety Induction. Tier 2 CIF Health and Safety Induction is provided by the technician on site in the theatre, workshop or studio. If you are completing your group performance online and do not require room bookings, the Tier 2 CIF Health and Safety Induction is not necessary.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
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 teaching staff or the director or stage manager, so that your situation can be evaluated and appropriate rectifying action can be taken.
For students attending live performances: 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.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: ULO2 - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO1, ULO3 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: 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: ULO1 - Formulate and apply an independent perspective through reflection and by acting on the informed critique of others.
Relates to: ULO1
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO1, ULO2 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO1, ULO3 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO3 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO1, ULO2
Unit Outline: Semester 1 2024, Online
| Unit code: | KTB110 |
|---|---|
| Credit points: | 12 |
| Equivalent: | KTB101 |
Overview
This unit investigates theatre and performance from Greek Theatre to Postmodernism and embraces socio-cultural/political/historical perspectives. It provides foundations in academic writing skills as required in the discipline of drama. It addresses the major movements in the evolution of performance in theatrical history while encouraging critical enquiry, debate and research through study and performance of seminal plays that shaped theatre. An understanding of the evolution of the theatrical form and its relationship with contemporary contexts is vital to a sound knowledge of performance. The facility to identify theatre traditions, the key junctures in the progress of content and form, and the advancement of theatre as an art-form, is foundational to the contemporary practitioner.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge of form, content and context to communicate meaning of plays through rehearsed scenes.
- Critically analyse play texts and performances in both form and content, with sensitivity to their contexts in history and ideology.
- Employ written and communication skills for drama contexts, demonstrating appropriate academic writing conventions.
Content
Concentrating on a series of dramatic texts that had a significant impact on shaping theatrical movements, this course will chart the progression of theatre from its origins to the advent of postmodern drama. Since theatre does not exist in a void, a consideration of the social, cultural, political, and scientific milieu of each era studied will be included in the unit. The unit combines theory and practice.
Learning Approaches
The unit is delivered predominately through an inclusive format that Drama has termed a performative lecture. This format uses a combination of guest lectures, group activities and discussion inside the lecture time, and a weekly student-rehearsed play reading of the focus play text. You are expected to read the nominated play-script, enabling full participation in performative lectures. At key points in the lecture series a focus on academic communications skills will support your written assessment program.
The student-rehearsed play reading component of this unit is a cooperative activity, and you must be available to work in small teams outside normal class time, with sufficient flexibility to coordinate your rehearsal availability with that of others in your group.
Feedback on Learning and Assessment
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
The assessment for this unit includes one group performance and two individual written tasks. For the group performance you will work with peers to bring a short playtext to life through a staged reading. You will receive extracts for performance a week prior and work with your group to deliver a live or pre-recorded staged reading. Of the two written tasks, the first requires you to attend a pre-recorded or live theatre performance and to write a critique. The second written task is an essay requiring research and a response to two play texts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Performance
Short rehearsed group performance of a pre-determined play script. Each group will present their performance in a nominated time through the lecture series.
Assessment: Critique
This assessment is a critical review of a pre-determined, pre-recorded live theatre performance or live theatre performance. You will be required to engage in a live performance of a play and write a critique of the work, integrating and referencing concepts and ideas from the lecture series and readings.
This is an assignment for the purposes of an extension.
Assessment: Essay
This assessment is an argumentative essay. It will reflect your detailed research of two play texts studied during the semester in the performances within the lecture series. Your essay is expected to be reflective and respond to ideas raised by the lectures and readings.
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.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 CIF General Health and Safety Induction. 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. If you are completing your group performance online and do not require room bookings, the Tier 2 CIF Health and Safety Induction is not necessary.
Resources
Required texts and equipment are listed in the Resource materials section.
Other required and recommended texts and readings will be available online.
Resource Materials
Safety and protective equipment
Proper clothing appropriate for active studio work is required, including closed-in shoes.
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 CIF General Health and Safety Induction. Tier 2 CIF Health and Safety Induction is provided by the technician on site in the theatre, workshop or studio. If you are completing your group performance online and do not require room bookings, the Tier 2 CIF Health and Safety Induction is not necessary.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
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 teaching staff or the director or stage manager, so that your situation can be evaluated and appropriate rectifying action can be taken.
For students attending live performances: 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.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: ULO2 - Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
Relates to: ULO1 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO1, ULO3 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: 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: ULO1 - Formulate and apply an independent perspective through reflection and by acting on the informed critique of others.
Relates to: ULO1
KK43 Bachelor of Creative Industries
- Demonstrate broad and coherent theoretical and practical knowledge required for creative enterprise, career development and interdisciplinary collaborations, supported by depth in at least one creative disciplinary area.
Relates to: ULO1, ULO2 - Demonstrate well-developed cognitive and ideation skills to identify, analyse and evaluate opportunities to address authentic complex problems.
Relates to: ULO1, ULO3 - Communicate effectively in a range of forms across multiple media modes, for sharing and disseminating knowledge, skills and ideas, and collaborative practice and navigation of social networks.
Relates to: ULO3 - Apply and adapt creative disciplinary knowledge and skills with agility in a range of industry, community and intercultural contexts.
Relates to: ULO1, ULO2