KTB316 Drama Practice: Generation
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: | KTB316 |
|---|---|
| Prerequisite(s): | KTB226 or KTB205 |
| Equivalent(s): | KTB303 |
| 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 1 2024, Kelvin Grove, Internal
| Unit code: | KTB316 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | KTB226 or KTB205 |
| Equivalent: | KTB303 |
| Coordinator: | David Megarrity | d.megarrity@qut.edu.au |
Overview
This practice-led advanced unit integrates previous drama practice units, Leadership Dynamics in Performance and Radical Theatre Forms, into a collaborative capstone experience. In consultation with experienced practitioners, this unit activates a process of investigation and generation and employs the theory, skills and practice gathered through the course. You will generate, research, experiment, conceptualise and propose a potentially interdisciplinary work that responds to bigger critical and creative conversations. Indeed, the development of a self-determining practice is dependent on various factors: a mature relationship with collaborators; confidence informed by a sense of personal creative purpose and knowledge; an understanding of the function of research in creating performances with integrity; and a commitment to creating and communicating a shared vision.
Learning Outcomes
On successful completion of this unit you will be able to:
- Communicate concepts clearly and coherently in a work in progress setting.
- Work productively as a collaborator in the process of researching, designing, prototyping and proposing a new creative work.
- Contribute productively to experimenting, developing and realising ideas and dramatic action in a collaborative environment.
- Formulate and apply an independent perspective on your creative contribution through research, reflection and critique.
Content
This unit gives you practical experience in the conceptual development of a creative work. This process includes the application of creative development models that focus on research, interrogation of creative ideas within collaborative environments and documentation of a performance plan/script to handover to associated creatives. The learning experience will culminate in a Work in Progress showing that displays the content, form and purpose of the proposed performance.
Learning Approaches
In the first half of the semester, you will learn through a series of lectures and explore concepts and practices in large group workshops. In the second half of semester, you will work in small to medium groups to explore and develop work in more depth. You will engage in both directed and autonomous creative development workshops across the semester, culminating in a Work In Progress showing at the end of the semester. There will be opportunities for close contact with, and feedback from teaching staff and your peers. There is an emphasis in this unit on demonstration of self reliance, teamwork and leadership and in a collaborative performance-making environment.
Feedback on Learning and Assessment
Throughout the progress of workshops teaching 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
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
The formulation of a personal manifesto of creative practice, substantiated with research into craft or critical theory.
This is an assignment for the purposes of an extension.
Assessment: Presentation
A proposal that describes the research, generation and potential presentation of a concept for a new creative work or original adaptation for performance.
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 teaching staff, 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.
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: ULO1 - Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
Relates to: ULO1, ULO3 - Demonstrate technical proficiency in at least one area of your field of creative practice.
Relates to: ULO3 - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO1, ULO4 - 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: ULO4 - Demonstrate respect for cultural and social differences, and work with integrity across creative practice networks.
Relates to: ULO2, ULO3 - Operate with initiative, ethical judgement and professionalism in creative practice, both alone and in groups.
Relates to: ULO3