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Acting and Not Acting: The Dialectics of Performance

Module description

The module comprises three main sections:

1. PLAY. An introductory practical explanation of, and study related to, topics such as children's games, sensory exercises, improvisation and theatre games.
2. PLAYS. Carrying forward the sense of 'play', we expand our definition of 'plays' beyond verbal texts to include such models as sound and/or movement compositions, structured improvisations, visual scripts and image-based theatre pieces.
3. DEVISING. You will devise a piece of theatre or structured 'play', based on your own chosen subject matter, drawing on practices and study encountered earlier in the module. 

Module aims - intentions of the module

This option module will:

• Introduce you, through both group practice and individual practice, to Drama as a process and to Acting as a craft
• Explore some of the uses, ideas, theoretical material, and training strategies that relate to both of these activities

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Work imaginatively and confidently, with focus and clarity, in a group-orientated, studio-based learning environment
• 2. Research, plan and lead theorised workshops for other students
• 3. Understand and analyse the role and significance of 'play' in the development of 'plays'
• 4. Expand any limited definition of a theatrical 'play' beyond the staging of a verbal, dialogue-driven text
• 5. Operate effectively and reliably, as part of a team, in a devising context

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 6. Develop the ability to relate to others in theatrical processes and performances - to work effectively with others in small task-orientated groups, and to initiate and sustain straightforward creative, analytic and interpretative work (within strict time limits)
• 7. Utilise basic research tools effectively and to begin to understand how to translate theory into practice
• 8. Develop basic library and IT skills (in independent self-directed research)
• 9. Develop confidence in the ability to contribute research to small groups in effective presentations and to evaluate visual evidence (and analyse, critique and manipulate complex material)
• 10. Engage critically and analytically with physical discipline, and develop a basic understanding of physicalisation in performance
• 11. Begin to learn how to explore theoretical concerns through practice, and vice versa, and to synthesise findings in simple practical and written tasks

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 12. Develop basic personal research skills - to identify and evaluate at a basic level personal learning strategies
• 13. Develop group co-operation skills, including the ability to give and receive constructive critical feedback, and to develop confidence in (or improve) communication skills and simple analytic abilities in discussions
• 14. Develop confidence in basic performance skills and presentation, both of dramatic practice and researched material
• 15. Express and communicate straightforward creative ideas and images - to develop the ability to initiate and sustain creative work, both group and solo
• 16. Learn to collaborate in various groups and group sizes, develop confidence in aspects of teamwork and presentation
• 17. Begin to develop the ability to balance self-direction and collaborative work - to demonstrate basic self-management and collaborative working skills, undertake basic problem solving and critical analysis - to learn to value one's own and others ideas and beliefs

Syllabus plan

Whilst the content may vary from year to year, it is envisioned that this module will:

• Use an integrated series of studio exercises and seminars to explore and introduce an analysis of play, game-structure and narrative, the performer's resources, actor-audience relationships, and rehearsal skills.
• Exercises and seminars, including the presentation of a 'practical seminar' and the guiding of studio exercises by each student, culminating in the presentation of a devised performance at the end of the module. You will keep an analytic log-book of your process.
• PLAY: The first section of the module focuses on the practical exploration of, and study related to, topics such as children's games, sensory exercises, improvisation and theatre games. These sessions provide an important foundation for later work. In tandem with the timetabled studio sessions, a self-directed group study project (the 'practical seminar') is shared between a small group of 3-4 students. It involves researching a designated book concerned with ideas and practices associated with the term 'play', and drawing on the book to create an informative, 45-60 minute workshop for a group of about 20 students.
• PLAYS: The second section of the module focuses on the practical exploration of, and study related to, 'plays'. Carrying forward the sense of 'play' from the first stage of the module, the module expands its definition of 'plays' beyond verbal texts to include such models as sound and/or movement compositions, structured improvisations, visual scripts and image-based theatre pieces. In tandem with the timetabled studio sessions, self-directed time is set aside in order that small groups of 6-7 students can begin to prepare for the final devising task.
• DEVISING: The third section of the module focuses on the students (in groups of 6-7) devising a piece of theatre or structured 'play', drawing on practices and study encountered earlier in the module. Staff and peer feedback is offered during the devising process. The practical section of the module culminates in a series of shared performances and critical feedback.
• CREATIVE ANALYSIS: Each student writes a creative analysis, which focuses on the synthesis of material encountered during the PLAY and PLAYS sections of the module. The aim is to make connections between ideas and practices encountered in practical seminars, those explored in staff-led sessions, and those encountered in the students' own reading, theatre-going and personal research.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.

Indicative learning resources - Basic reading

• Barker, Clive, Theatre games: a new approach to drama training. London: Methuen, 1977.
• Boal, Augusto, trans. Adrian Jackson, Games for actors and non-actors. London: Routledge, 1992.
• Hahlo, Richard & Peter Reynolds, Dramatic Events: How to Run a Successful Workshop. London: Faber, 2000.
• Heddon, Deirdre & Jane Milling, Devising performance: a critical history. Basingstoke: Palgrave Macmillan, 2005.
• Huizinga, Johan, Homo ludens: a study of the play-element in culture. London: Routledge & Kegan Paul, 1949.
• Johnston, Chris, House of games: making theatre from everyday life. London: Nick Hern, 1998.
• Johnstone, Keith, Impro: improvisation and the theatre. London: Eyre Methuen, 1981. Oddey, Alison, Devising theatre: a practical and theoretical handbook. London: Routledge, 1994.
• Opie, Iona & Peter, Children's games in street and playground. Oxford: Clarendon Press, 1969.
• Schechner, Richard, Performance studies: an introduction. London: Routledge, 2002.
• Spolin, Viola, Improvisation for the theater: a handbook of teaching and directing techniques. Evanston: Northwestern University Press, 1983.
• Tufnell, Miranda & Chris Crickmay. Body space image: notes towards improvisation and performance. London: Dance Books, 1993.

Indicative learning resources - Web based and electronic resources

• ELE – https://vle.exeter.ac.uk/course/view.php?id=609

Indicative learning resources - Other resources

Library-based video documents by Exeter graduate theatre companies, who use devising techniques to create work across a range of genres:

• Speak Bitterness and Making Performance Educational Video by Forced Entertainment
• Shelf Life and The Night Before Christmas by Theatre Alibi
• Six Dead Queens and Pushing Daisies by Foursight Theatre
• Devised performances at Exeter Phoenix and the Northcott Theatre.

Key words search

drama, theatre, acting, not-acting, play, plays, devising, actor training