BA Drama
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title |
BA Drama |
Final Award |
Bachelor of Arts |
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Programme Code |
DRA-BA-S |
UCAS Code |
W400 |
HECoS Code |
100069 |
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ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Single Honours |
Length of Programme |
3 Academic Year(s) |
Total Credits for Programme |
360 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Queen's University Belfast |
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School/Department |
Arts, English and Languages |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
Dance, Drama and Performance (2015) |
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Accreditations (PSRB) |
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REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations None |
Programme Specific Regulations At Level 2 a student may substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed. |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
Drama Studies, in accordance with the University's Mission Statement, aspires to be a broadly-based, research-driven unit with a dynamic world-class research and education portfolio and strong international connections and to promote the widest possible access to this portfolio of excellence in an environment of equality, tolerance and mutual respect, fully embracing its role in Northern Ireland and beyond. Within this context, the Drama Studies programme aims: to deliver an innovative, broadly-based, flexible curriculum, in accordance with the QAA Benchmark Statement for DDP, that reflects the diverse field of scholarship and practice within Drama Studies. Where possible, the curriculum will be informed by the unique political-cultural context of Northern Ireland and inflected by the research specialisms of staff, as well as consistently interrogating the complex interplay between theory and practice; to facilitate the study of Drama through an integrated balance of practice and theory whereby practical-based modules are placed within a critical, interrogative framework, and more theoretical modules are taught and assessed through praxis; to attract students from local, national and international contexts through various entry routes, and to provide them with the best possible learning and teaching experience; to provide all students with the widest possible opportunity to pursue and extend their knowledge and understanding of Drama through a variety of learning methods; to enable students to: develop advanced critical, analytical and physical skills, as well as their creative and imaginative skills; to improve their self-confidence, powers of concentration, understanding of group dynamics, and communication skills through a variety of oral, written, visual and performance media. to introduce new areas of teaching and implement new pedagogical techniques and technologies in response to advances in scholarship technology, and educational research, student feedback, as well as the interests and aptitudes of staff members; to provide a supportive and stimulating learning environment that enables learners with a variety of entrance qualifications to fulfil their potential and develop their capacity for motivated independent learning; to provide appropriate learning resources, including suitable facilities for live performance and to supplement library provision by exploiting the possibilities offered by online learning; to foster mutually beneficial connections with the professional theatre in order to facilitate student learning; to enrich students' learning experience by exploring possible interdisciplinary linkages /collaborations with other cognate and non-cognate subject areas within the School; to embed a diverse range of generic and transferable skills in our pathways, and thus prepare students for a variety of academic and professional careers.
to deliver an innovative, broadly-based, flexible curriculum, in accordance with the QAA Benchmark Statement for DDP, that reflects the diverse field of scholarship and practice within Drama Studies. Where possible, the curriculum will be informed by the unique political-cultural context of Northern Ireland and inflected by the research specialisms of staff, as well as consistently interrogating the complex interplay between theory and practice;
to facilitate the study of Drama through an integrated balance of practice and theory whereby practical-based modules are placed within a critical, interrogative framework, and more theoretical modules are taught and assessed through praxis;
to attract students from local, national and international contexts through various entry routes, and to provide them with the best possible learning and teaching experience;
to provide all students with the widest possible opportunity to pursue and extend their knowledge and understanding of Drama through a variety of learning methods;
to enable students to: develop advanced critical, analytical and physical skills, as well as their creative and imaginative skills; to improve their self-confidence, powers of concentration, understanding of group dynamics, and communication skills through a variety of oral, written, visual and performance media.
to introduce new areas of teaching and implement new pedagogical techniques and technologies in response to advances in scholarship technology, and educational research, student feedback, as well as the interests and aptitudes of staff members;
to provide a supportive and stimulating learning environment that enables learners with a variety of entrance qualifications to fulfil their potential and develop their capacity for motivated independent learning;
to provide appropriate learning resources, including suitable facilities for live performance and to supplement library provision by exploiting the possibilities offered by online learning;
to foster mutually beneficial connections with the professional theatre in order to facilitate student learning;
to enrich students' learning experience by exploring possible interdisciplinary linkages /collaborations with other cognate and non-cognate subject areas within the School;
to embed a diverse range of generic and transferable skills in our pathways, and thus prepare students for a variety of academic and professional careers.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Demonstrate critical awareness of the main research methods used to collect and analyse data |
Teaching/Learning Methods and Strategies Specific teaching methods include tutor-led, student-led, self-directed study Methods of Assessment Essays submitted to a deadline |
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Understand the interplay between practice and theory in the discipline |
Teaching/Learning Methods and Strategies Resource-based learning, including library work and attendance at performances, workshops and rehearsals Methods of Assessment Individual presentations |
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Analyse and critically examine diverse forms of discourse and their effects on representation in the arts, media and public life |
Teaching/Learning Methods and Strategies Specific teaching methods include tutor-led, student-led, self-directed study Methods of Assessment Individual interviews and essays |
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Think reflexively and independently |
Teaching/Learning Methods and Strategies Classroom discussion and online interactions Methods of Assessment Edited commentaries on learning logs |
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Understand group dynamics and implement them in practical contexts |
Teaching/Learning Methods and Strategies Group work in performance and classroom presentations Methods of Assessment Assessed group presentations and performances |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Demonstrate critical, analytical and physical skills |
Teaching/Learning Methods and Strategies Specific teaching methods include tutor-led, student-led, self-directed study Methods of Assessment Essays submitted to a deadline |
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Demonstrate creative and imaginative skills as shown through the realisation of practical research projects |
Teaching/Learning Methods and Strategies Resource-based learning, including library work and attendance at performances Methods of Assessment Continuously assessed group presentations |
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Communicate in a variety of oral, written, visual and performance media |
Teaching/Learning Methods and Strategies Online teaching methods Methods of Assessment Summative group presentations |
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Sustain concentration and focus for extended periods |
Teaching/Learning Methods and Strategies Workshops and rehearsals Methods of Assessment Individual presentations |
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Show an awareness of inter-disciplinary approaches to study, and the capacity to engage with different theories or paradigms of knowledge |
Teaching/Learning Methods and Strategies Contact with working professionals in all relevant specialisms (eg actors, director, designers, lighting designers, critics) Methods of Assessment Individual interviews |
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Develop ideas and construct arguments and present them in appropriate ways |
Teaching/Learning Methods and Strategies Practical performance, participation as appropriate in the process from initial research to engagement with an audience Methods of Assessment Scene-work and performance |
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Handle creative, personal and interpersonal issues |
Teaching/Learning Methods and Strategies Group work in performance and classroom presentations Methods of Assessment Participation and engagement |
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Negotiate and pursue goals with others |
Teaching/Learning Methods and Strategies Group work in performance and classroom presentations Methods of Assessment Assessed group presentations and performances |
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Manage personal workloads and meet deadlines |
Teaching/Learning Methods and Strategies Assigned essays and presentations with hard deadlines Methods of Assessment Assigned essays and presentations with hard deadlines |
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Produce written work with appropriate conventions |
Teaching/Learning Methods and Strategies Essays marked for grammar, presentation and content Methods of Assessment Essays submitted to a deadline |
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Demonstrate information retrieval skills, involving the ability to gather, sift, synthesise and organise material independently and critically evaluate its significance |
Teaching/Learning Methods and Strategies Assigned essays and presentations Methods of Assessment Assigned essays and presentations |
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Demonstrate information technology skills such as word processing, electronic mail, and accessing electronic data |
Teaching/Learning Methods and Strategies Assigned essays and presentations, interactive internet forums with required student interaction, communication with lecturer and other students Methods of Assessment Assigned essays and presentations, marked contributions to internet forums |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Demonstrate a wide knowledge and understanding of local and international drama and theatre practice and the cultures and societies from which this has arisen, including an understanding of: |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials Methods of Assessment Essays submitted to a deadline |
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Demonstrate a thorough knowledge of contemporary technologies and their relationship to drama, theatre, performance, and academic research. |
Teaching/Learning Methods and Strategies Resource-based learning, including library work, DVD and other recordings Methods of Assessment Individual presentations and marked essays |
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Demonstrate an understanding of how to analyse and discuss the conventions and practices involved in producing and performing dramatic work on stage |
Teaching/Learning Methods and Strategies Attendance at performances Methods of Assessment Individual Interviews and marked essays |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Demonstrate a high level of specific skills including the reading of written texts and how to effect transitions from page to stage |
Teaching/Learning Methods and Strategies Tutor-led, student-led, self-directed study Methods of Assessment Continuously assessed group presentations |
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Read, analyse, document and/or interpret performance |
Teaching/Learning Methods and Strategies Online teaching methods Methods of Assessment Scene-work and performance |
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Demonstrate the performance and production skills necessary to communicate to/with an audience |
Teaching/Learning Methods and Strategies Workshops and rehearsals Methods of Assessment Participation and engagement |
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Participate in group processes in the creation of original work |
Teaching/Learning Methods and Strategies Contact with working professionals in all relevant specialisms (eg actors, director, designers, lighting designers, critics) Methods of Assessment Edited commentaries on learning logs |
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Understand the interplay between the performers’ conscious and subconscious resources in the realisation of performance |
Teaching/Learning Methods and Strategies Assigned readings for classroom discussion Methods of Assessment Contributions to learning logs and online forums; assessed essays |
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Understand processes by which performance is created, realised, and managed, such as the processes of rehearsal, writing, scoring, devising, scenography, improvisation, choreography, performer training techniques, and production arts |
Teaching/Learning Methods and Strategies Workshops and rehearsals; performances Methods of Assessment Assessed performances |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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| S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
| Writing About Theatre: Theory, Criticism and Performance | DRA1001 | 1 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
| Introduction to Performing | DRA1003 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Introduction to Acting for Stage and Screen | DRA1004 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Theatre Now: Contemporary Performance | DRA1005 | 1 | 20 | YES | 12 weeks | N | YES | 50% | 50% | 0% | ||
| Production Practices | DRA1006 | 1 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Devising Theatre | DRA2005 | 2 | 20 | YES | 12 weeks | N | YES | 60% | 40% | 0% | ||
| The Art of the Actor | DRA2003 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| American Theatre | DRA2045 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Introduction to Arts Management | SCA2002 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Educational Drama | DRA2007 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Acting Shakespeare | DRA2022 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Directing and Design for Stage and Screen | DRA2013 | 2 | 20 | YES | YES | 12 weeks | N | YES | 100% | 0% | 0% | |
| Radio Drama | DRA2014 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Troubles Drama, 1961-1998 | DRA2015 | 2 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Dissertation | DRA3025 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
| Postconflict Drama: Performing the NI Peace Process | DRA3042 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Theory and Practice of Adaptation | DRA3056 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Drama, Health and Social Care | DRA3057 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
| Dance Theatre | DRA3060 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| The Theatre of Brian Friel | DRA3010 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Performing the Classics | DRA3061 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
| Work-based Learning | AEL3001 | 3 | 20 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Notes
Level 1 students choose their sixth module from another subject area, with approval of their Adviser of Studies
Level 2 Students select any six modules, provided that they balance their workload across the year. Practice-oriented modules are subject to restriction based on numbers, and when oversubscribed, students may be apportioned based on balance of practice-oriented modules. Students may also be permitted to take up to 40 CATS outside Drama with permission from the Advisor of Studies.
Level 3 Students select any modules totalling 120 CATS, provided that they balance their workload across the year. Practice-oriented modules are subject to restriction based on numbers, and when oversubscribed, students may be apportioned based on balance of practice-oriented modules. Students may also be permitted to take up to 40 CATS outside Drama with permission from the Advisor of Studies.