BA Theatre and Performance(For students entering from September 2023 onwards)

Year 3

(Award available for year: Bachelor of Arts)

Learning outcomes

1. Demonstrate a coherent and detailed knowledge of theatre and performance, integrating recent research and scholarship in the creation of an extended research-based project.
2. Analyse and articulate the social, political, and cultural factors affecting the performance and cultural industries, within a particular area of practice of interest.
3. Critically engage with performance texts, techniques, processes, and perspectives, acknowledging the limitations and ambiguities of knowledge within the discipline.
4. Initiate and execute performance opportunities that engage critically with theoretical and methodological frameworks, demonstrating a capacity for independent and group work.
Skills Learning Outcomes
5. Work autonomously and collaboratively to develop and manage extended projects, demonstrating professional competencies and adherence to ethical standards.
6. Navigate professional boundaries and norms within the theatre and performance discipline, appreciating the uncertainty and creative potential of the field.
7. Reflect on personal and professional development throughout the programme, preparing for engagement with the cultural industries and performance-related sectors.
Competence Standards
8. Synthesize detailed subject knowledge with recent research to execute a substantial research-based project.
9. Execute complex performance projects independently and within teams.
10. Critically evaluate the social, ethical, and professional impact of performance work.
11. Lead collaborative efforts in complex projects, demonstrating high-level management skills.
12. Communicate complex ideas and arguments using various professional mediums.
13. Reflect on the ethical and social implications of performance, demonstrating responsible practice.

Assessment

The assessment of learning outcomes and skills at level 3 builds on previous years, with students demonstrating greater independence in their approaches to assessment through modules that allow students a greater degree of choice or to take different assessment pathways depending on their interests and strengths.