Sch Director Teaching & Learning; Sr Lecturer

Drama - UH-000437

The University’s policy for admissions is outlined in section D of the Regulations for Awards handbook which is available online at:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards">http://www.hud.ac.uk/registry/regulationsandpolicies/awards</a>
 
<ul>
<li>Candidates (over 17.5 years of age) will normally provide evidence, where possible, of previous study at an appropriate level in (and a serious engagement with) the academic discipline of Drama or English. Performance in examinations (normally at A-level or BTec National Diploma level), previous experience and achievements, personal statements, references, previous work and a workshop-based interview are all  considered by the admissions tutors.</li>
</ul>
School/college leavers who have reached 17.5 years on admission should normally have a total of at least 300 points on the UCAS tariff.
<ul>
<li>Mature applicants (over 21) without formal qualifications will be considered on an individual basis.</li>
<li>Applicants with prior learning or prior experiential learning will be considered individually by the School Accreditation and Validation Panel to assess whether it is appropriate to grant general of specific credit towards the course.</li>
<li>Applications from international students will be considered on an individual basis, and with advice from the University’s International Office. Where necessary, applicants will be expected to demonstrate their spoken and written English language skills by achieving a minimum IELTS score of 6.0 including 5.5 in all elements and at least 6.0 in Writing.</li>
<li>All home applicants will be invited to attend a Selection Day, at which they will participate in a workshop by way of audition. Some applicants may also be invited to interview.</li>
</ul>
The course conforms to the University’s equal opportunities policy in all respects, including admissions.

UH-000437 - Drama

Foundation Core

Foundation Optional

Foundation Compulsory

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Honours Compulsory

Honours Core

Honours Optional

Honours Level

Structure

Bachelor of Arts with Honours

awareness and understanding of current theory, practice and debate in a range of areas of drama, theatre and performance

utilise their knowledge of theatrical, cultural and performance examples in understanding, and challenging, theoretical perspectives


understanding of specific texts, practices or other materials used as the starting point for the generation of performance material

approach unfamiliar theatrical, cultural, and performance examples from a secure base of knowledge and understanding


make thorough and creative use of practical experimentation and use this skill to contribute to research, performance, or the creation of a performance-related artefact  (script, design, course, etc)


insight into the complexities of various creative and performative processes

the ability to reflect critically on individual decisions, strengths and weaknesses 

the ability to acquire and apply specialist terminologies

the ability to make thorough and creative use of libraries, archives, performances, 
workshops and other sources of primary and secondary material (including IT) 
and to use these skills to contribute to research


knowledge and understanding of broad areas of contemporary drama, theatre and performance, seen within their political, historical, social, philosophical, cultural and aesthetic contexts

knowledge and understanding pertaining to dramatic and post-dramatic forms, and to approaches to the analysis of live performance

understand dramatic and theatrical meanings and conventions, values, codes and artefacts in relation to their cultural environments

identify and use appropriate strategies for the study of theatrical phenomena and of professional practice, and express and communicate the results of academic and practical research in writing, verbally and through performances and/or presentations


the ability to discern how cultural contexts influence the creation and reception of drama, theatre and performance 

the ability to question and test assumptions and received theories or models

use and share developed skills as a practitioner to contribute to group processes and productions


the ability to work flexibly, imaginatively and creatively when faced with a variety of tasks

articulate the theory underpinning their own practice and that of others

the ability to exercise appropriate individual skills, relevant to the creation of performance, in an area such as writing, directing, acting, stage management, lighting, design. 


identify, analyse and reflect upon pertinent elements within their practical experiences


the ability to articulate an independent perspective based on analysis, interpretation and synthesis

sensitivity to formal conventions and to the shaping effects upon communication of circumstances, authorship, production, context and audience;

comprehension of the complex nature of performance languages, forms and practices 

use and understand appropriate technical vocabulary in relation to a range of issues facing contemporary practitioners and theorists in Drama, Theatre and Performance


the ability to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives.

the ability to communicate complex ideas and arguments clearly in oral  presentations  and performances 

use their individual skills as a practitioner and/or a researcher to communicate effectively within performances and/or written reports or theses

the ability to work independently and efficiently within the constraints of resources and time through the setting of priorities, organisation, self and project-management 

in-depth knowledge of a specific area of current practice and/or research

awareness of contrasting examples and possible models of the relationship between performance and audience

knowledge and understanding of specific and exemplary practitioners, texts, writers, theorists and examples of practice

understanding of the theoretical and practical considerations crucial to a range of performance-based experiences

the ability to analyse how different social and cultural contexts affect the nature of performance and the generation of meanings

the ability to work interdependently and collaboratively as part of a team, and to communicate sensitively and effectively with others


the ability to think creatively and to develop practical strategies for problem-solving


the ability to communicate complex ideas and arguments clearly in written 
language, with  accurate referencing

The University’s Teaching and Learning Committee has the ultimate responsibility for quality and standards of teaching and learning in the University. Full details of the methods for evaluating and improving the quality and standards of teaching and learning can be found in the University of Huddersfield’s Quality Assurance Procedures for Taught Courses handbook, which is available online at:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa/">http://www.hud.ac.uk/registry/regulationsandpolicies/qa/</a>
 
<ul>
<li>Each course and module is evaluated on an annual basis, a short report is considered by the Course Committee and reported to the Annual Evaluation Committee.</li>
<li>Staff appraisals. Staff development priorities in the University are based on achieving excellence in learning, teaching and scholarship;</li>
</ul>
·         The Student Panel meets twice a year and matters of concern are reported to the Course Committee.
<ul>
<li>The University strongly encourages student representation on all major committees within the University;</li>
</ul>
<ul>
<li>Peer Observation of Teaching</li>
</ul>

UAH0000021

<ul>
<li>Review of School of Music, Humanities and Media with subject review of Drama in 2012.</li>
<li>National Student Survey</li>
<li>University Course Evaluation Survey</li>
<li>Guardian and Times Higher League Tables</li>
<li>QAA Institutional Audit 2010</li>
</ul>
 
Please note: This specification provides a concise summary of the main features of the Course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the module handbooks and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.   
 
<ul>
<li>Course Document</li>
<li>Module Documents</li>
</ul>

<ul>
<li>All students have a Personal Tutor for pastoral and academic support.</li>
<li>An Induction Programme introduces staff and services within the University, including the Learning Centre.</li>
<li>Details of academic and personal support are listed in the Student Handbook.</li>
<li>Staff have weekly office hours, posted along with contact information on their office doors.</li>
<li>Module Tutors are responsible for monitoring students’ performance and engagement within a particular module, and bringing any problems to the attention of the Course Leader and/or Personal Tutor as appropriate. </li>
<li>The Personal Development Plan is integrated into the Personal Tutor system at Foundation level, and embedded in core modules at all levels. PDP takes the form of encouraging students to reflect on their learning, to supplement their curriculum work with as much related activity as possible and to keep good records of that activity as the basis for a CV.</li>
<li>Induction activities include Health &amp; Safety Training to ensure that students develop into fully aware professional practitioners.</li>
</ul>

This course is run from the School of Arts and Humanities which has dedicated Academic Skills Tutors who deliver a range of skills based sessions on academic skills, writing, language and research. You will also be supported by our student guidance team on non-academic related matters.
The School operates a Personal Academic Tutor System (PATS) which provides you with access to a personal tutor. This system is designed to give you’ academic and pastoral support. Your Personal Academic Tutor may also refer you for specialist support and assessment e.g. for dyslexia.
Across the School’s facitlities you can access excellent a wide range of industry standard software, equipment and specialist workshops resource and school technicians to support a breadth of digital and physical fabrication methods.