Title Module code Credit rating Level Context of Theatre for Young Audiences TYA701 30(15 ECTS) credits Level 7 (Masters) 1. AIMS This module aims to: provide a context within which postgraduate students from a variety of cultures and educational and professional backgrounds develop a shared vocabulary of theatre for young audiences; explore workshop practice in working with young audiences and their application in educative theatre; introduce students to research methodology and modes of reflective practice; explore critically historical and contemporary notions of theatre for young audiences and its practical application. 2. BRIEF DESCRIPTION OF THE UNIT Module 1 aims to investigate and explore the methodologies, research and practical aspects of theatre for young audiences. It examines notions of research as practice and the importance of reflecting critically on individual and group performance. Theatre for Young Audiences is studied in both its historical, contemporary and international contexts and the literature on the subject surveyed. Through workshops in creativity, drama and role play students will research and explore how contemporary theatre techniques can be adapted to theatre for young audiences, the stylistic approach to communicating the theatrical message to young people and how the creative process, dramatic play gaming and participation can aid developmental learning. Through this notion of process drama students begin to examine issues related to negotiating the age ranges and pitching the drama depending on the constituency and considering theatre for young people, with young people and about young people. Notions of audience reception are key areas of consideration. 3. INTENDED LEARNING OUTCOMES Category of outcome Students should be able to: Knowledge and understanding evaluate theatre for young audiences in both historical and contemporary settings (A1); appreciate the role, contribution and responsibility of the individual within the creation of theatre for children and the younger audience (A2); Intellectual skills demonstrate critical self assessment in relation to their own development (B1, B3); understand the function and process of research methodologies
and reflective practice (B2, B4); Practical skills demonstrate an awareness of the contribution of others in creating theatre for children and the younger audience (C1); present focussed workshops for the younger audience (C2); Transferable skills and personal qualities 4. LEARNING AND TEACHING PROCESSES establish a personal mode of reflective documentation (C4); formulate a comprehensive response to designated tasks and assignments (D1, D2,); develop scholarly modes of presentation in written analysis and applied research involving cross media strategies and in approaches to referencing and bibliography (D3) A series of workshops, lectures and seminars that promote creativity and establish a framework for collaborative theatre-making for children and the younger audience culminate in a performative workshop. The module is a mixture of practice and classroom based study with reflective seminars scheduled as required. 5. ASSESSMENT Assessment task Length Weighting Performative Workshop Maximum of 30 minutes 60% Written: Critical reflection on practice 6. INDICATIVE BIBLIOGRAPHY 3,000 words 40% Barrett, E. and Bolt, B. (2010) Practice as Research: Approaches to Creative Arts Enquiry I B Tauris & Co Ltd Craswell, G. (2005) Writing for Academic Success, A postgraduate guide London Sage Dixon, L. (2003) Play Acting: A Handbook of Theatre Workshops for Actors, Teachers and Directors Methuen Drama Freeman, J. (2010) Blood Sweat and Theory: Research Through Practice in Performance Libri Publishing Jackson, A. (2007) Theatre, Education and the Making of Meanings: Art or Instrument? Manchester University Press Keller, B. (1991) Improvisations in Creative Drama: Programme of Workshop and Dramatic Sketches for Students Meriwether Publishing, U.S Piaget, J. and Inhedler B. (2000) The Psychology of the Child Basic Books. Ranjit, R. (2005) Research Methodology London: Sage Publishing. Reason, M. (2005) Young Audiences and Live Theatre: An Investigation into Perceptions of Live performance. York St John University. Schonmann, S. (2006) Theatre as a Medium for Children and Young People: Images and Observations Dordrecht: Springer. Way, B. (1981) Audience Participation: Theatre for Young People Walter H Baker Co.
Wisker G. (2001) The Postgraduate Research Handbook London: Palgrave. Date of current version 30 April 2010
Title Module code Credit rating Level Writing and Storytelling for Young Audiences TYA702 30 (15 ECTS) credits Level 7 (Masters) 1. AIMS This module aims to: to give students a critical overview of selected major playwrights contributing to theatre for young audiences ; enable students to develop a critical vocabulary and a range of theoretical and practical strategies for writing and storytelling for the younger audience; explore the language of young people in storytelling and writing for and constructing theatre for children and the younger audience; afford the opportunity to test theory and analysis in relation to theatre practice. The methodologies adopted provide a further source for research and reflection, and a basis for critical commentary. 2. BRIEF DESCRIPTION OF THE UNIT This module examines the theory and practice of writing and storytelling for young people. It considers plays, scripts and adaptations for young audiences and dramaturgical issues, (including interrogating the ethical issues involved in writing for young audiences), and developing narrative and using the language of young people in constructing compelling theatrical experiences for the younger audience. The broad context of storytelling is considered through the range of media available, (e.g. text, song, mood creation, design), appropriate to the student s individual discipline (performance, writing, technical etc). Lectures, workshops and master classes aim to develop students skills in dramatic writing and in critically analysing scripted and devised work for young people. 3. INTENDED LEARNING OUTCOMES Category of outcome Students should be able to: Knowledge and understanding understand the methods and techniques used by specific writers for young audiences and to explore these innovations and test theories in practice (A1, A3); understand the systems and structures within which theatre for young audiences takes place in the UK (A2); Intellectual skills evaluate the role and legacy of the particular practitioners and writers in contemporary theatre for young audiences (B2); show critical awareness of the range of working contexts of the professional practitioner (B3); Practical skills produce effective and innovative writing and storytelling for the younger audience (C1); prepare completed scripts and creative ideas for rehearsal and presentation (C2, C3); Transferable skills and undertake systematic research and deploy appropriately
personal qualities documented supporting evidence (D2); present structured argument and communicate effectively in writing and other appropriate modes (D3). 4. LEARNING AND TEACHING PROCESSES The module is taught through a series of lectures, seminars, practice-based workshops and research focused visits. 5. ASSESSMENT Assessment task Length Weighting Written: Dramatic piece targeted at the younger audience. In this context the piece could take a variety of forms related to the individual student s discipline. It could therefore be a short scripted play or adaptation, an original story or an interpretative design. For example, in the case of a designer or lighting designer this could be the submission for a proposed installation interpreting a story or script The written submission should be for a piece that would be of 15 minutes duration. 60% Written: Research informed reflection on process 3,000 words 40% 6. INDICATIVE BIBLIOGRAPHY Barker, C., Bicat T. & Balwin C (2002) Devised and Collaborative Theatre: A Practical Guide The Crowood Press Ltd Edgar D. (2009) How Plays Work: A Practical Guide to Playwriting Nick Hern Books. Goldberg, M. (2006) TYA: Essays in the Theatre for Young Audiences Anchorage Pr Plays. Graham, J. (1988) Professional Theatre for Young Audiences Arizona State University. Johnston, Keith (2007) Impro (Improvisation and the Theatre). London: Methuen. Schonmann, S. (2006) Theatre as a Medium for Children and Young People: Images and Observations Dordrecht: Springer. Wilson, M. (2005) Storytelling and Theatre: Contemporary Professional Storytellers and Their Art (Theatre & Performance Practices Palgrave Macmillan. Wood, D. (1999) Theatre for Children: Guide to Writing, Adapting, Directing and Acting. Chicago: Ivan R. Dee. Date of current version 30 April 2010
Title Module code Credit rating Level Visual and Object Performance Practices TYA703 30(15 ECTS) credits Level 7 (Masters) 1. AIMS This module aims to: develop a practical understanding of the materialities relating to the staging of theatre for young audiences; interrogate and analyse theatre for young audiences through an exploration of visual, puppet, mechanical, figurative and object and other media; develop an understanding and proficiency of their own creative processes within the field TYA 2. BRIEF DESCRIPTION OF THE UNIT Module 3 explores the practical issues in making theatre for young audiences and the range of material elements, (e.g. music, design, scenography), related to the development and form of the staged product. The vehicle for this exploration may centre on the production of puppet, mechanical, figurative and object theatre, or work for children in other formats, (such as film, TV, radio,) in order to demonstrate the range of alternative forms for dramatic expression and storytelling being expressed through these materialities. Practical development will be assessed through a short performative demonstration (appropriate to the student s discipline) followed by a critical seminar presentation where the student will reflect on practice as it relates to the module s themes. 3. INTENDED LEARNING OUTCOMES Category of outcome Students should be able to: Knowledge and understanding demonstrate a critical understanding of visual and object based materialities and their semiotic impact on the young audience (A3); analyse the dramatic and artistic setting in which the a range of visual and object based work can be produced (A2); Intellectual skills synthesise a range of theatrical techniques and materialities appropriate to producing theatre for young audiences (B1, B2); contextualise new and existing skills with the framework of a range of visual and object based disciplines (B3, B4) Practical skills manage a range of practical techniques to produce object and visual-based theatre for young audiences (C1, C2); verbally articulate their practice to a range of audiences (C4); Transferable skills and personal qualities undertake relevant research to support practice (D2, D3).
4. LEARNING AND TEACHING PROCESSES The module is taught through a series of lectures, seminars, practice-based workshops and research focused visits. 5. ASSESSMENT Assessment task Length Weighting Practical demonstration/performance Maximum of 30 minutes 60% Critical seminar presentation reflecting on practice 20 minutes 40% 6. INDICATIVE BIBLIOGRAPHY Aston, E. and Savona, G. (1991) Theatre as Sign-system: A Semiotics of Text and Performance Routledge. Berger, J. (2008) 2nd ed Ways of Seeing Penguin Classics. Currell, D. (1999) Puppets and Puppet Theatre The Crowood Press Ltd. Elam, K. (2002) The Semiotics of Theatre and Drama (New Accents) Routledge. Reason, M. (2005) Young Audiences and Live Theatre: An Investigation into Perceptions of Live performance. York St John University. Reynolds, J. Acting with Puppets and Objects Performance Research, Dec2007, Vol. 12 Issue 4, p132-142 van de Water M. TYA as Cultural Production: Aesthetics, Meaning, and Material Conditions Youth Theatre Journal, Volume 23, Issue 1 2009, pages 15-21 Date of current version 30 April 2010
Title Module code Credit rating Level Internship and Special Study TYA704 30(15 ECTS) credits Level 7 (Masters) 1. AIMS This module aims to: allow students to develop an area in their professional practice within the context of a professional company; evaluate business models for work within the creative and cultural industries; further develop critical and analytical reflection upon practice. 2. BRIEF DESCRIPTION OF THE UNIT Module 4 is a personal study module and is based around a focussed placement with a Children s Theatre Company. The exact nature of the placement is subject to negotiation between the student, the company and the College. This could be in the UK or where practical, be work-based study abroad widening the international dimension of the student experience. In preparation for the placement, students will explore the broader context of the creative and cultural industries in which theatre for young audiences take place, the role of cultural entrepreneurship and the business models common to the arts organisation. Students will focus on a particular area of interest within the broad scope of Children s Theatre and are expected to integrate personal research alongside the placement. 3. INTENDED LEARNING OUTCOMES Category of outcome Students should be able to: Knowledge and understanding maintain a systematic understanding and a critical awareness of issues in contemporary theatre practice in relation to theatre for young audiences (A1, A2, A3); Intellectual skills develop and sustain enquiry, analysis and research through their own practice B1, B2, B4); Practical skills acquire new or develop existing skills in the appropriate discipline and related areas (C1, C2); demonstrate advanced practical understanding of their own Transferable skills and personal qualities creative processes in the discipline (C3); exercise independence and initiative in undertaking and completing tasks to an advanced level and under specific chosen professional conditions (D1, D2); demonstrate self-motivation in taking responsibility for monitoring their continual professional development (D5);
present structured argument and communicate effectively in writing and other appropriate modes (D3). 4. LEARNING AND TEACHING PROCESSES The module is based around self-directed study, research into the industry and work-based learning with tutor led context lectures at the beginning of the module. Students are supported in seeking appropriate work-based learning opportunities either with the College s creative partners or other appropriate companies working in the field of theatre for young audiences. The work-based element complies with the College s policy on placements and work-based learning 5. ASSESSMENT Assessment task Length Weighting Written presentation of industry focussed research 4,000 words 60% Oral presentation on placement 20 minutes 40% 6. INDICATIVE BIBLIOGRAPHY Brown, R. (2004) Performing Arts Entrepreneurship Palatine, PACE Project. Hesmondhalgh, D. (2002) The Cultural Industries Sage. Leadbeather C. and Oakley K., (1999) The Independents: Britain s New Cultural Entrepreneurs Demos. Wilson, J. (2009) A Good Practice Guide for Placement and Other Work-based Learning Opportunities in Higher Education: v.2 Aset Publications. Date of current version 30 April 2010