Dramatic performance is best described as a representation of  fictional characters and ‘real’ situations. It’s the kind of acting that you see most often in theatre and on TV and in films. It’s also often associated with plot and storytelling. We want to start you on this type of acting as you know what it looks like from watching it and you’re probably already familiar with some of the techniques needed. It also gives you a good basis to understand some of the other types of performance that you will be introduced to later in the first year, particularly post-dramatic performance in which there is less pretence that you are on stage in a fiction and often actors appear as themselves or make it clear they are acting a role. Many contemporary, post-dramatic styles still use dramatic techniques as part of their methodology so even when the piece doesn’t look ‘dramatic’ in a traditional sense, the principles are at work in the background. That’s why dramatic performance is so useful to know about and a good starting point for us. You will develop your dramatic acting skills through this project, and will collaborate with other students to create performance of  Holloway Jones by Evan Placey.

 | Friday 8^th October (week 1) noon | Deadline to email your casting preferences to Rob
| Monday 11^th October (week 2) | Casting and Rehearsal schedule released
| Thursday 21^st October (week 3) | Interim Performance and Viva assessments during classes
| Wednesday 3^rd November. | Evening Rehearsal 6pm – 10pm
| Thursday 4^th November | Public Performance 1 (assessed) 7:30pm (call 6pm)
| Friday 5^th November | Public Performance 2 (assessed) 7:30pm (call 6pm)

 

The module also begins to introduce you to some of the key ideas within arts management. Each week you will have a two hour seminar with Olwen Davies on Fridays, within which you will begin a short assessment task concerning Marketing & Management. This assessment will be completed after Christmas during the next module: PERF1052.

After the performance task has been completed in week 5, Tove Dalenius sees you in week 6 for an intensive week of video and film skills which you will need to make the most of this course. Her classes will use the PERF1051 performance of Holloway Jones as stimulus for a short video project.

This Module is assessed via 3 elements –

1.     Interim Performance – 30%

2.     Viva – 20%

3.     Final Performances – 50%

 

·      1 interim performance – each student will participate in a small group performance of one section from Holloway Jones. This will be approx. 5 minutes long and 

·      1 group viva -  held during the rehearsal process (week 3 or 4). This will be approximately 10 mins per group. A viva is a structured verbal discussion with a member of staff who will ask you questions about the work in progress. Your answers form the basis of the assessment grading. Sample questions will be circulated in advance.

These events will be filmed and take place during the week 3 timetabled classes on Thursday 21^st October

Performance - This specifically refers to the final public performances in week 5. 

1.     Demonstrate a commitment to the creative process in terms of effective time keeping, attendance, preparation and independent research

2.     Demonstrate required rehearsal skills as an individual and part of an ensemble.

3.     Demonstrate required textual analysis skills.

4.     Demonstrate required performance skills.

 

(LO= Learning Outcome above)

Interim performances 30%

·      Preparation to perform – inc. effective time keeping in lead up to interim performances, punctuality, lines / dialogue and stage action learnt, appropriate warm up (LO1, 2)

·      Application of performance skills (LO4): at this stage utilising relevant performance techniques, character development and stage collaboration (LO2) 

 

Viva   20%

·      Knowledge and understanding of the play text inc. roles, plotline, social context, themes and performance challenges (LO1, LO3)

·      Knowledge and understanding of dramatic acting techniques used during rehearsals, including their individual contribution to the ensemble (LO2)

·      Preparation to perform – inc. effective time keeping in lead up to performance, punctuality, lines / dialogue and stage action learnt, appropriate warm up (LO1)

·      Application of performance skills: at this stage demonstrating awareness of performer / audience dynamic (e.g. volume level and diction), utilising relevant performance techniques and ensemble skills (e.g. active listening, responding to dialogue, space and movement considerations) (LO4)

Feedback for all elements of this project will be presented to you after the final performance verbally via an individual 7-10 min meeting with Rob, the module leader. This could be online or in person and you be given instructions of how to book a slot for your feedback.

 

Other things to make a note of -

 Think about the following –

 

Preparation and engagement – prepare for any class or rehearsal that you have for the creation of the play. Preparation tasks may include reading sections of a book with acting theory in it, seeing a recommended play or learning lines. Be positive and pro-active when you are in sessions – do you offer ideas to the group? Do you offer positive critical feedback? Are you on time and do you have the right materials with you?

 

Understanding and application of ideas into practice - focus on your ability to translate ideas into practice. In this project, you will learn new ideas about dramatic performance from the text, from tutors, watching performance and reading new theories. You will be assessed on your ability to comprehend these ideas and embed them in your dramatic practice.

Explore the material – In essence this comes down to your ability and motivation to be inquisitive with the new ideas and the text and be prepared to try new exercises out without holding back. But it also means that you need to learn from each new experience and develop your practice, improving your acting skills in terms of voice, physicality and interaction on stage.

Progress up to interim performance and on to the final piece – You will all start this project with different levels of ability in dramatic acting. What matters is your ability to make progress and demonstrate development. You will be assessed in the interim performance on how your acting has improved over the duration of the project leading up to (but not including) the final performance/s.

This rehearsal log will also be a useful source of information to draw upon when compiling your PORTFOLIOS and REFLECTIONS for Perf 1053 and 1054. 

Consistent, high levels of attendance are vital for success on your degree and in the workplace once you graduate. (You may want to take a look at BBC staff attendance / sickness policy to see how stringent the professional world is:http://downloads.bbc.co.uk/foi/classes/policies_procedures/health_sickness_absence_policy.pdf)  

To support you in developing these key skills we have a basic set of attendance and punctuality requirements/strategies for each module throughout the year. For PERF1051, they are as follows –

 

·  Aim for 100% attendance and punctuality. 

·  Be pro-active - If you cannot attend on a given day or know in advance you have to miss a session then you must contact staff immediately via emails provided in handbooks.

·  If you record 3 unauthorized absences (see below for definition **) you transfer from main group performance assessment into a solo monologue assessment. You will be involved in all group activities (warm ups etc.) but will not rehearse or perform in group pieces for public performance in week 5. This still entails full attendance in order to attain a pass grade.

·  2 x late = 1 unauthorised absence. i.e. 6 x late = 3 unauthorized* absences = transfer from main group performance assessment into a solo monologue assessment.

·  Continued unauthorized absences and lates – If the pattern persists (even when on the monologue assessment) you will be warned that your attendance and punctuality problems are jeopardizing the potential to pass the assessment. Sustained poor attendance and punctuality is likely to lead to failure in assessments (graded below 40%) and if this sustains as a long-term pattern throughout the year this may jeopardize progression on to the 2^nd year of the course.

**Unauthorized absence – when the student fails to inform staff prior to (or within 24 hrs. if unavoidable) of the session why there was an absence, (medical proof will be necessary in certain circumstances for it to be classed as authorized). 

Late – you will be deemed to be late to a session after 10 minutes have elapsed from the start of the class (on the hour) and you arrive thereafter with no authorized reason (contacting the lecturer beforehand to explain). Leaving a class early with no authorized explanation will also be deemed equivalent to a Late.

 

 

Sustained authorized absence - If for some unexpected but justifiable reason, you are having difficulty attending (e.g. COVID, long term mental or physical health condition or family issue) please come and discuss this with us as soon as possible. It may mean that you are better off on the individual assessment pathway for the time being as it allows you more flexibility and less stress. If unauthorized absences or lates occur very close to the performance date, it may not be possible to implement the procedures outlined above, but students must note that such action will impact significantly on their assessment grading and for any fellow student this behaviour impacts upon this will be taken into account with their grading.

Note – there will be an exception for week 1, session 1 in terms of Late as we appreciate its difficult orientating yourself in a new building etc.