| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Critical Studies in Theatre 4 |
| Unit ID: | PAATC2004 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 100103 |
| Other Change: | |
| Brief description of the Unit |
This unit follows the development of Naturalism and Realism from the C19th to C21st, in theatre in Europe, the US and Australia. Students examine what it means to ‘act naturally’ and consider the limits of a style of theatre that aspires to hold the ‘mirror up to nature’ and reflect real life on stage. Students research the broad social contexts and philosophical shifts that underpin the development of naturalism and realism in the theatre. As a result of this unit students analyse and reflect upon the continuing dominance of realism in theatre to contemporary times. Key theorists, playwrights and plays will be studied along with the rise of the director. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| 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. | Define the development of naturalism in writing and performance from the 19th century to the 21st century. |
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| K2. | Recognise significant playwrights, practitioners, teachers, theorists, companies and their contribution to the development of naturalism/realism. |
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| K3. | Recognise the key elements and developments in the system of performing formulated by Stanislavsky and his followers. |
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| K4. | Identify the philosophical, social, cultural and economic forces contributing to the development of ideas expressed in Naturalism and Realism on stage. |
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| Skills: |
| S1. | Apply methods of research, response, discussion, collaboration and reflection, as a basis for lifelong learning |
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| S2. | Demonstrate critical and analytical thinking, oral and written expression and contemporary research approaches |
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| S3. | Show evidence of individual, self-organisational work practices |
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| S4. | Display collaborative and co-operative work practices |
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| Application of knowledge and skills: |
| A1. | Apply Stanislavsky’s system to rehearsal texts |
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| A2. | Analyse scripts, rehearsal and production processes for live performances |
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| A3. | Contextualise practical learning and aesthetic production within the history of naturalism/realism in theatre from the 19th Century to the 21st century |
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| A4. | Evaluate the contribution of key artists and theorist and the relationship of their work to the history of naturalism/realism. |
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| A5. | Apply self-reflexive reflection and decision making to the creative process |
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| A6. | Apply critical analysis to live performance in the context to naturalism and realism |
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| Unit Content: |
Topics may include:
1. The development of Naturalism and Realism from the C19th to C21st, in play/script writing and staging in Europe, America and Australia.
2. Changing notions of ‘reality’ through modernity into contemporary times.
3. The philosophical, economic, technical, social and political threads running through and influencing the development of realism.
4. Playwrights such as Ibsen, Chekhov, O’Neill, Miller, Williams, O’Casey, Pinter, contemporary drama, post drama and documentary theatre.
5. The rise of the director, particularly the methods and influence of Stanislavsky.
6. The ‘marketplace’ in which theatre is created |
| 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | S1, S3, S4, A5 | Tutorial participation, completion of hurdle tasks as required and class attendance as measured by written notes brought to class | Tutorial participation, completion of hurdle tasks as required and class attendance as measured by written notes brought to class | 5-15% | | 2. | K1 | Reflective critical essay on Naturalism including annotated bibliography. | Individual research with performance analysis | 30-50% | | 3. | K1 | Researched group presentations during tutorials with written notes to be handed in. | Oral presentations | 10-30% | | 4. | K1, A3, A4 | Short answer test | Short answer test | 20-40% |
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