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You are to select one of the following briefs in which to create you next creative task

You must ensure you

Select the one most relevant to what you would like to do for your FMP

Research, Research, Research

Plan, Plan and Plan

Review, adapt, change

Do not settle on your first idea you must develop as you go

Reflect and evaluate

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You are required to create a performance suitable to entered into the National Student Drama Festival (This years theme, or previous years if not available)

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You are required to create a performance suitable for the Edinburgh Fringe Festival (Upcoming theme or previous years theme if not available)

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1. Select a stimulus- You are not being given one for this task, you should decide the starting point for your project

2. You need to select a practitioner , or performance company style in which to base your performance. You must research and discuss their techniques within your portfolio

3. Research- research into previous projects of this nature, discuss and evaluate what has worked and how it can influence your project

4. Pitch- Pitch your performance idea to the correct standard (as you would with an FMP) discussing the points covered.

5. Develop the performance- This should be a trail and error, what works what doesn't. Video evidence of the development. Scripts, material, choreography etc.

6. Present the material- You will present the material next week to the group. You will present this as a Live performance

7. Group Critique- You will critique each others performance and if it met the brief.

8. Reflect- Using the reflection process discussed previously

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1. How effectively did the performer engage the audience throughout the solo performance?

2. Did the performer demonstrate strong technical skills and mastery of their chosen performance medium?

3. How well did the performer communicate the intended emotions and themes of their piece?

4. Were there any notable moments of originality or innovation in the performance?

5. Did the performer effectively utilize stage space and movement to enhance the overall presentation?

6. How well did the performer handle any unexpected disruptions or mistakes during the performance?

7. Was the performer's physicality or movement in sync with the style, genre, or character they were portraying?

8. Did the performer effectively use vocal dynamics, tone, and articulation in their delivery?

9. Were there any moments of creative risk-taking or experimentation in the performance?

10. Was there a clear and coherent structure or narrative arc in the solo performance?

11. How effectively did the performer engage with any props, costume, or set design elements?

12. Did the performer effectively respond to and collaborate with any accompanying music, sound effects, or lighting cues?

13. How well did the performer demonstrate a connection with the material or context of the piece?

14. Did the performer exhibit a strong sense of presence and connection with the audience?

15. Was the performer's performance consistent and sustained throughout the piece?

16. Did the performer effectively convey the intentions and objectives of the character or concept they were portraying?

17. Did the performer's facial expressions and body language enhance the overall performance?

18. Were there any technical elements, like microphone or sound levels, that could be improved?

19. Did the performer demonstrate a clear understanding of pacing and rhythm within the piece?

20. Based on the performance, what areas do you think the performer should focus on improving?

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•What was the brief?

•How did you plan the project?

•Who was your target audience?

•What roles and responsibilities were given?

•How did you execute the project?

•How did you time manage?

•What was successful about the project?

•What needs improvement?

•How would you develop the project further?

•Would this make an interesting FMP?

•Evaluate the project as a whole - how does the project sit in the current digital era?

•Reflect and provide own opinion and state whether this has inspired you for your own ideas surrounding FMP.

•Include photo and video evidence.

•Plan ideas for future projects that link to this one - possible ideas?

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.

This site was created by John Morley.

Academic Phrasebank is the Intellectual Property of the University of Manchester.

Copyright © 2023 The University of Manchester

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ).

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You will be given time to finalise your performance, this should include.

Performance material (dance, acting etc.)

Technical requirements (music, lights, etc.)

Audience requirements (in the round, standing, sitting)

Performance duration and running time.

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Excellent knowledge and understanding of the issues and methodologies, concepts, theories and/or data and its inter-relationship with other fields of study; clear awareness of the limits of knowledge. Very good presentation of qualitative and quantitative data.

Excellent analysis displaying independent thought and strong and well-organised argument, competent application of evidence and theory to solve problems.

Highly effective communication skills appropriate to the level of study, task, audience and discipline. Extremely good demonstration of managing own learning and initiative, learning ability, qualities or skills necessary for employment.

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You are required to create a movement piece that will be shown at the next BSDC OPEN DAY on November 27th to promote the Performing Arts Degree programme.