UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Physical Theatre 1 (DR663)
2.
School or partner institution which will be responsible for management of the module
Arts
3.
Start date of the module
September 2008 (revised assessment pattern from September 2010, further revisions from
September 2014)
4.
The number of students expected to take the module
54
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
I
7.
The number of credits and the ECTS value which the module represents
30 (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
Stage 1 compulsory modules
10. The programmes of study to which the module contributes
Single Honours MDrama & Joint Honours Drama with another subject and VPA
11. The intended subject specific learning outcomes
11.1. Developed a practical understanding of the skills required by the physical performer.
11.2. Learnt a variety of approaches for training and developing those skills.
11.3. Acquired knowledge of safe and appropriate ways to warm up oneself and a group
11.4. Developed skills in articulating one’s observations of somatic practice both verbally in class
and in writing.
11.5. Developed a broad understanding of the theoretical, philosophical and historical context
from which Physical Theatre emerged at the end of the twentieth century.
11.6. Developed further insight into the relationship between training and performance.
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UNIVERSITY OF KENT
12. The intended generic learning outcomes
12.1. Undertaken autonomous and independent working practices, exercising initiative and
personal responsibility and undertaken independent research.
12.2. Demonstrated a range of communication skills through writing, discussion and practicebased work.
12.3. Worked collaboratively in groups, utilising team structures and working methods
12.4. Identified health and safety and ethical issues and undertaken risk assessments
12.5. Reflected on personal learning, identifying strategies for revisions and development
12.6. Presented coherent arguments verbally and in writing
13. A synopsis of the curriculum
This module studies different approaches to physical training for performance. It covers examples
from around the world, though developments in Europe during the twentieth century provide a focus
for the module. The module is oriented towards training for ‘physical theatre’ – a term which emerged
at the end of the twentieth century and refers to a shift away from script, playwright and linear
narrative. As such naturalism and the work of Stanislavski do not fall within the remit of this module,
and are covered by ‘Acting’ in Stage II.
Students will gain valuable practical experience of physical training in weekly workshops where they
will explore the fundamental principles of training the body. These include:
Posture, centre, balance, energy, space, tension, relaxation, sound within the body.
Precision and clarity in movement
Presence, spontaneity and improvisation
The module makes elementary investigations into the relationship between training and performance
composition, an aspect which will be further explored in Physical Theatre 2(DR664).
Practice will be contextualised by historical and theoretical reading that explores the landscape from
which the term ‘Physical Theatre’ emerged in the twentieth century. Key historical figures include:
Jacques Copeau, Antonin Artaud, Edward Gordon Craig, Jerzy Grotowski, Eugenio Barba, Rudolph
von Laban and Jacques Lecoq, among others. Grotowski’s term ‘Poor Theatre’ is a crucial starting
point for the module, and we explore how a performer might be prepared for a performance style that
focuses so fully on the performer’s body in space, and the demands that come with that style.
Eugenio Barba’s ideas about ‘pre-expressivity’ and the study of performer training across different
cultures and disciplines are also important.
14. Indicative Reading List
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Artaud, Antonin, The Theatre and Its Double, Calder and Boyars Ltd, 1970 (original
translated publication is trans. Mary Caroline Richards, Grove Press, 1958)
Barba, Eugenio A Dictionary of Theatre Anthropology, Routledge, 1991
Grotowski, Jerzy Towards a Poor Theatre,(edited by Eugenio Barba), Methuen, 1976
Hodge, Alison, Actor Training, 2nd ed., Routledge, 2010
Lecoq, Jacques, Theatre of Movement and Gesture, trans. David Bradby, Routledge 2006
Oida, Yoshi, and Marshall, Lorna, The Invisible Actor, Methuen, 1997 (new on list)
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study
hours which will be expected of students, and how these relate to achievement of the intended module
learning outcomes
3 hr weekly workshop x 12 weeks = 36 hours (11.1,2,3 and 4, 12.4 above)
3 hr weekly lecture/ workshop x 12 weeks = 36 hours (11.2, 4-6 and 12.2,5-6 above)
Total Contact Time = 72 hours
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UNIVERSITY OF KENT
Additional independent research time will involves reading and preparation of performances for class
as well as submission of written work in the form of an essay. (11.5,6, 12.1-3,5, 6)
Total Independent Study = 228 hours
Total Learning Hours = 300 hours
16. Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
100% Coursework:
40% Written Assessment (3,000 words) testing learning outcomes 11.2, 4, 5, 6; 12.2, 5, 6
20% Preparation and Class Contribution, based on Participation in practical exercises; collaboration
during group exercises; independent development of material during practical sessions; evidence of
advancement of physical techniques taught in practical sessions; evidence of reading assigned
materials prior to class sessions (to be controlled through brief written summaries); contribution to
in-class discussions testing learning outcomes 11.1-4, 6; 12.1-6
40% Performance, consisting of an average final mark composed of:
20% Solo etude of material devised from and elaborating on class content
20 % Group performance. In groups of 4 or 5, collaboratively prepare and perform a 15-20 minute
piece in which material from the Solo études shown previously (ungraded) is further elaborated.
Each group will also produce a single-sided document detailing thematics, compositional techniques,
and the overall coherence of the piece made, testing learning outcomes 11.1, 2,5, 6; 12.1-4
17. Implications for learning resources, including staff, library, IT and space
A sprung floor is required, and therefore access to Jarman 1 or 2.
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within this
module we will make reasonable adjustments wherever necessary, including additional or substitute
materials, teaching modes or assessment methods for students who have declared and discussed
their learning support needs. Arrangements for students with declared disabilities will be made on an
individual basis, in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered:
If the module is part of a programme in a Partner College or Validated Institution, please complete
the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
................................................................
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the module
and, where the module is proposed by School staff, will be responsible for its resourcing"
.................................................................
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated February 2013
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