PERF08035 2019 Theatre Design 3 Design for Performance Adv
This module is designed to challenge the learner's interpretative and collaborative abilities. By engaging with a major Shakespearian play,Shakespeare offers an opportunity for both critical and creative thinking; learners will design a major play by Shakespeare or equivalent playwright. They reflect constructively on their strengths and weaknesses by interrogating the text from a spatial, imaginative, cultural, visual and philosophical perspective.The relationship of director and designer and the nature of the creative collaboration is examined. Problem solving requiring technical, imaginative and aesthetic responses is broadened. Evidence of research into the political, social, historical, cultural and psychological background of the selected text, along with clear professional, presentation and communication skills, will form an integral part of the project design.
On completion of this module the learner will/should be able to;
Devise and present a design project based on a major play expressed through a chosen performance related discipline in collaboration with a professional director
Explore and expand boundaries of visual communication through interrogation of selected text.
Deliver visual and oral presentations of design ideas to justify approaches and choices.
Assess the technical and creative requirements of their project and harness the resources available to them for the production of their project.
Module Assessment Strategies
Reflective journal of research and process.
Presentation: Full model box/design solution, moment drawings, technical drawings, evidence of visual research, set and costume presentation, lighting approach.
Shakespeare: How to read a Shakespeare play. Research across the spectrum of Shakespeare in contemporary culture, from the historical context, visual history of Shakespearean representation, through to contemporary relevance. In all cases examining both critical thinking and approaches to problem solving.
Collaboration with professional director/practitioner: practical experience, nature of collaboration. direction of project. Ideas and approach to production, costume, set, lighting, props. Choice of form, e.g. film, theatre etc. Choice of venue/location. Dynamic with contemporary audience. Professional lighting designer to discuss scenographic approach.
Presentation: finished project work, visual, oral, integrated research, communication skills.
Digital media, develop skills, integrate into project through documentation and/or production for film
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Continuous Assessment Continuous assessment costume design||Continuous Assessment||UNKNOWN||20 %||OnGoing||1,2,3,4|
|2||Continuous Assessment Scenography||Continuous Assessment||UNKNOWN||40 %||OnGoing||1,2,3,4|
|3||Design Presentation Scenography||Continuous Assessment||UNKNOWN||40 %||OnGoing||1,2,3,4|
Full Time Mode Workload
|Design Projectwork||Design Studio||project||3||Weekly||3.00|
|Design Projectwork||Design Studio||costume||3||Weekly||3.00|
|Practical||Design Workshop||film production||4||Weekly||4.00|
Howard. Pamela What is Scenography? Second edition
Routledge Press 2009
Hearn.Karen .Editor Dynasties. Painting in Tudor and Jacobean England 1530-1630
Tate Gallery Press 1995
Burnell. Kate. Editor Collaborators. UK Design For Performance 2003-2007
The Society of British Theatre Designers
Baugh. Christopher Theatre Performance and Technology. The Development of Scenography in the 20th Century
Orgal.Stephen Imagining Shakespeare.
Palgrave Macmillan 2008.
Brocket, Mitchell and Hardberger, Making the Scene: A history of stage design and technology, Tobin Theatre Arts Fund, 2010
Collins, Jane and Nisbet, Andrew eds., Theatre and Performance Design: A reader in scenography, Routledge, 2010
art materials, model making and technical drawing tools and equipment
camera, projector and computer facilities
resources for field trips and attending performances