Research Project Development
| Module title | Research Project Development |
|---|---|
| Module code | DRAM039 |
| Academic year | 2019/0 |
| Credits | 45 |
| Module staff | (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
Module description
This module offers you two challenges. Firstly to locate your work within the landscape of current research in the discipline, by defining the field of your work and how it relates to the broader vista of research within Drama, Performance Studies and beyond. The second challenge is to articulate a defined research project. Both tasks are primarily achieved through careful reference to bibliography. You will make two presentations on your response to these challenges, and write up their approach to defining a research project in the light of peer feedback from seminars and discussions.
Module aims - intentions of the module
This module aims to support you to:
- Identify a research field within the discipline of drama, and define an individual research project
- Explore the meaning of a research culture in the seminar from specific examples of current projects presented by the lecturers and other staff and postgraduates of the department
- Research and present an outline of your chosen field and project to the seminar group, and to deliver a researched paper on a chosen project
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify a research field within the discipline, and define a specific research inquiry, at the forefront of the discipline
- 2. Demonstrate both a systematic knowledge of the research field and specialist research knowledge of a specific area
- 3. Acquire a comprehensive understanding of methodologies applicable to your own work
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Evaluate and analyse complex, incomplete or contradictory areas of research, and apply that understanding to the coherent formation of your own research interests
- 5. Develop a critical awareness to synthesise information in innovative ways
- 6. Demonstrate initiative and act autonomously in problem-solving tasks at a professional or equivalent level
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Develop a sophisticated appreciation of the research work of others through listening and dialogue
- 8. Develop the capacity for providing and receiving sensitive criticism at a professional level, and the capacity for self-reliant, independent inquiry
- 9. Engage confidently in academic and professional discourse
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- Introduction to research inquiry and project development
- Presentation of research projects by staff and postgraduates
- Seminars on the definitions of research fields
- Research project outline: introduction
- Seminar discussion of research project outlines
- Researched presentations
- Concluding discussion and feedback
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 428 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 22 | Seminars |
| Guided independent study | 428 | Private study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| 1 research field outline presentation | 25 minutes | 1-9 | Oral feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| One analytical definition of a research field | 25 | 2500 words | 1-9 | Written feedback |
| One research project outline presentation | 25 | 30 minutes | 1-9 | Oral feedback |
| One analytical definition of a research project | 50 | 4000 words | 1-9 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| One analytical definition of a research field | One analytical definition of a research field | 1-9 | Referral/Deferral period |
| One research project outline presentation | Presentation or piece of written work | 1-9 | Referral/Deferral period |
| One analytical definition of a research project | One analytical definition of a research project | 1-9 | Referral/Deferral period |
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 50%) you will be required to submit a further literature review. The mark given for a re-assessment taken as a result of referral will count for 100% of the final mark and will be capped at 50%.
Indicative learning resources - Basic reading
- L.Laughlin and C.Schuler, eds, Theatre and Feminist Aesthetics (London: Associated University Presses, 1996)
- G.Ley, From Mimesis to Interculturalism (University of Exeter Press, 1999)
- G.Ley, Composing a History: the British Asian theatre research project at Exeter, Studies in Theatre and Performance 30.2 (2010)
- 225-32 T.Postlewait and B. McConachie, eds, Interpreting the Theatrical Past (Iowa City: University of Iowa Press, 1989)
- J.Reinelt and J.Roach, eds, Critical Theory and Performance (Ann Arbor: University of Michigan Press, 1992)
- S.Riley and L.Hunter (eds.) Mapping Landscapes for Performance as Research (Basingstoke: Palgrave,, 2009)
- A.Solomon and F.Minwalla, eds, The Queerest Art: essays on lesbian and gay theatre (New York: New York University Press, 2002)
- M.Twycross, ed., Festive Drama (Cambridge: D.S.Brewer, 1996)
- D.Williams, ed., Collaborative Theatre (London: Routledge, 1999)
- W.B.Worthen and P.Holland, eds, Theorising Practice: Redefining Theatre History (Basingstoke: Palgrave, 2004)
- T.Postlewait, ed., The Cambridge Introduction to Theatre Historiography (Cambridge: 2009)
Indicative learning resources - Web based and electronic resources
- ELE – https://vle.exeter.ac.uk/course/view.php?id=2098
- Reference to online material on research council websites, including those run by AHRC, HEFCE, SSHRC (Canada), ARC (Australia)
Indicative learning resources - Other resources
- Exeter Digital Archives
- Video and DVD recordings (to be detailed during module)
| Credit value | 45 |
|---|---|
| Module ECTS | 22.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 2011 |
| Last revision date | 19/11/2018 |