| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Critical Studies In Theatre 2 |
| Unit ID: | PAATC1002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 100103 |
| Other Change: | |
| Brief description of the Unit |
Students will learn about the development of the performing arts in Australia from colonial times to the present. Students will reflect upon larger histories and cultural forces at work in society as they are expressed in theatre and performance. Students will consider their own place as self-reflexive artists, located in Australia and in an increasingly globalised world. They will work to develop a critical language around theatre and performance and to apply this to live performance and to their own practice. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify key developments of theatre from colonial times in Australia to the present. |
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| K2. | Explain the relationship between myth and culture and how that relates to performing arts in Australia and the role theatre plays in this. |
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| K3. | Understand the role of the performing artists in Australian society. |
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| K4. | Interpret how meaning is constructed in live performance. |
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| K5. | Identify key artists and movements relating to the performing arts in Australia |
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| Skills: |
| S1. | Demonstrate research skills relevant to studio practice and to analytical research. |
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| S2. | Practice verbal, written and performance based presentation practices. |
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| S3. | Show individual, self-organisational work practices. |
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| S4. | Encourage collaborative and co-operative work practices. |
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| S5. | Demonstrate an understanding of critical language relating to analysis of live theatre. |
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| Application of knowledge and skills: |
| A1. | Apply a language of critical analysis to live performance |
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| A2. | Identify key artists and movements relating to the performing arts in Australia. |
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| A3. | Apply dramaturgical thinking to the study of theatre and performance |
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| A4. | Evaluate the significance of performance history to current creative practice. |
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| A5. | Contextualise practical learning and aesthetic production, including project work. |
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| Unit Content: |
•The development of the performing arts in Australian culture from colonial times to the present.
•The role of theatre and music theatre in Australian society
•Significant practitioners (writers, performers, producers, choreographers, designers, composers etc) and the contribution they have made to the culture as a whole.
•Indigenous artists and their contributions to Australian culture
•Migrant cultures and the effect they have had on the performing arts.
•Roland Barthes’ notions of myth and culture as they apply to performing arts
•Critical and performative languages around performance practice in Australia
•Practical exploration of scenes and scenework |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K3, S1, A1, A2 | Essay based on research and on live performance: Research, critical analysis; referencing and writing skills | Research Essay | 20-40% | | 2. | K1, K5, S3, S5, A3, A4, A5 | Final presentation: scene work and exegesis | Scene work and presented exegesis | 20-40% | | 3. | K3, S4, A3 | Workshop participation and class attendance | Class engagement | 10-20% | | 4. | K2, K4, S2, S3, S4, A4 | Class presentation | Class presentation and group work | 20-30% |
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