CART11013 - Contemporary Approaches to Acting
Term 2 - 2017


All details in this unit profile for CART11013 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, you will explore the wide range of established methodologies that inform contemporary acting. This commences with the fundamental contributions of Stanislavski and Brecht (as differences in acting techniques) before moving on to the methodologies of later theorists who have influenced contemporary acting such as Grotowski, Strasberg, and Meisner. You will explore the assumptions about acting underlying each method, explore the development of these methodologies, and apply their approaches in practical tutorials.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Cairns

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 35%
2. Practical Assessment 65%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

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On successful completion of this unit, you will be able to:
  1. Explain the assumptions underlying the major approaches to acting of the twentieth century
  2. Apply some of these techniques in practical demonstrations and exercises
  3. Demonstrate the major approaches to acting in performance.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment  
2 - Practical Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work      
6. Information Technology Competence      
7. Cross Cultural Competence      
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment        
2 - Practical Assessment        

Corrections

Date Updated Information
20-Jun-2017 10:20

Task Descriptor.

THIS WILL BE THE SECOND SENTENCE.

You have also been introduced to a number of practitioners in your field through the Creative Industries Forum.

You will.

4,Consider how these techniques have been used by practicing artists in your field.

19-Jun-2017 12:09

TASK DESCRIPTOR

THIS NEEDS TO BE ADDED AS THE SECOND SENTENCE OF THE WRITTEN ASSESSMENT

You have also been introduced to a number of practitioners in your field through the Creative Industries Forums.

THIS IS THEN ADDED TO THE "YOU WILL" SECTION

You will:-

4. Consider how these acting techniques may have been used by any of the professional actors you have met in the forums.

Prescribed Textbooks

Approaches to Acting: Past and Present
Author/s: Daniel Meyer-Dinkgräfe Year: 2005
Edition: Publisher: Continuum
City: London
Country: UK
View textbooks at the CQUniversity Bookshop
Note:

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKaren Crone (k.crone@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

The origins of Acting and the Theatre

This week we look at the origins of the theatre, beginning with comedy and tragedy found in Greek theatre.

Chapter 1

Week 2 17-07-2017

The foundations of Western approaches to acting.

This week we will look at the elements used by the Greek theatre that are still found today. The use of:-

Mask

Chorus

The tragic and the comic

We will also consider the connection between church and threatre.

Chapters 2 and 3

Week 3 24-07-2017

The twentieth century.

Now we look at the playwrights who turn away from the mystical and who begin to explore the natural. We also look at the emergence of Stanislavski and the system he devised for realistic and natural acting.

Chapter 5

Week 4 31-07-2017

The techniques of Stanislavski and Brecht.

These men of the new age of acting set about building a framework for actors to create characters from. We will begin to play with their techniques and apply some of them to our work across our study.

Week 5 07-08-2017

The techniques of Stanislavski and Brecht.

We will continue to explore these two men, their similarities and their differences.

We will improvise movement to music, and play with colouring our voices using intonation, enunciation, expression and imagination.

Vacation Week 14-08-2017
Week 6 21-08-2017

Infuences on Brecht. A man of his time.

We will investigate Brecht's Epic Theatre and some of his favourite actors. We will look at scenes from :-

Caucasian Chalk Circle

Mother Courage

Threepenny Opera

Week 7 28-08-2017

Non-Western approaches to acting

We will look at other approaches to acting fro the Chinese, Japanese and Indian theatres. We will look at :-

The Peking opera

Kabuki Theatre

Puppet theatre.

Have these styles influenced the likes of Brecht and Stanislavski?

We will continue to play with various techniques applying this to our class work.

Chapter 6

Week 8 04-09-2017

Applying acting techniques.

We have been looking at the different approaches to acting. Different principles and tenets for actors to call on as tools of the trade. Each actor is different, and as such choose different styles to create their characters. For the remainder of the term we will play with these various techniques, attempting to find the one that fits you best. Remember this will change as you change, so it is not necessary to make a life decision on this.

Scene work from playwrights discussed this term.

Playing with these techniques in developing characters

Week 9 11-09-2017

Continuing our play

Playing is the best form of learning. We need to make mistakes to understand what to correct. This is so true for the actor.

Scene work

Monologues

Character development

Week 10 18-09-2017

Contemporary acting styles. Meisner, Strasberg and Method.

Many great actors have acknowledged the work of Meisner, Strasberg and the Actors studio with the Method technique. We will investigate the actors who are currently working in the industry to see the effects of the application of these techniques.

Continuing playing with the various techniques.

Rehearsing monologues

Rehearsing scenes

Viewing work of various jobbing actors currently using the techniques we have been studying.

Week 11 25-09-2017

Rehearsing scenes and monologues

Continuing our rehearsals of scenes and monologues utilising techniques learned this term.

Written assessment due

Analyse a technique you have studied over the term. Due Friday (29 Sep 17) 11:00 PM AEST
Week 12 02-10-2017

Rehearsing scenes and monologues

Continuing our rehearsals of scenes and monolgues for performance.

Assessment of monologues

This practical assessment will have you applying contemporary acting techniques to your development of character. Due Thursday (05 Oct 17) 02:00 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Analyse a technique you have studied over the term.
Task Description

This assessment will take the form of a written work of 1500 words.

During the term you have investigated various acting techniques that have been developed over the last couple of centuries. In consultation with you lecturer, you will choose a recognised technique and analyse the effect it has had on your work. You will:=

1.Investigate the origins of the technique

2. Analyse the technique and its application - is it effective or not.

3.Discuss how you could untilise this technique in your development of character.

Assessment Due Date Week 11 Friday (29-Sep-2017) 11:00 PM AEST
This written assessment will be due on Friday the 22nd of September 2017
Return Date to Students Week 12 Friday (06-Oct-2017)
The written assessment will be returned to students on Friday the 28th September 2017
Weighting 35%
Assessment Criteria

Criterion High Distinction Distinction Credit Pass High Fail Mid Fail Low Fail
Thesis Statement Thesis is clear and well developed. The thesis identifies the question and evaluates the relevance of the issues addressed. Thesis is well developed. The thesis mostly identifies the question and mostly evaluates the relevance of the issues addressed. Thesis is partially developed, but only superficially address the significance of the issues raised in the thesis statement. Thesis is generally underdeveloped and does not always directly address the significance or relevance of the issues raised in the thesis statement Thesis is underdeveloped and does not directly address the issues raised in the thesis statement Thesis merely paraphrases the assessment statement and never directly addresses the issues raised. No show
Analysis and supporting information Essay uses highly appropriate relevant information and facts to effectively analyse the effects specific techniques have impacted on the craft. Essay uses appropriate information and facts to sometimes effectively analyse the effects specific techniques have had on the craft. Essay uses some information and facts to analyse the effects different techniques have had on the craft Essay has limited supporting information and facts and only uses analysis sparingly Essay has little or no supporting information or facts and contains generalisations Essay contains no supporting information or facts and lacks any sense of anaysis No show
Organisation Essay is clearly organised with a logical structure that supports the analysis of the poser. Transitions are smooth and highly effective. Essay is often organised clearly with a structure that for the most part supports the analysis of the poser. Transitions are often smooth with some effect. Essay is organised but lacks consistency of structure which no always supports the poser..Limited analysis. Transitions are present but at times awkward. Essay is not well organised and the structure weakly supports the poser. Almost no analysis. Transitions are not used to good effect. Essay is badly organised and the structure is barely evident. Analysis is lacking.transitions virtually non existent. Essay has no organisation or structure. No effort has been made to analyse anything. No show
Sentence structure,grammar, and spelling. Sentences are well constructed and have varied structure and length. No errors in grammar, mechanics and or spelling. Most sentences are often well constructed and vary in structure and length. Very few grammatical or spelling errors. Sentences lack consistency of structure and mostly are the same in structure and length. Mostly correct use of grammar and spelling. Sentences are not well constructed and lack variety of structure and length. Many spelling and grammatical errors. Sentences are badly constructed and there is little or no evidence of variety. Incorrect spellling and use of grammar highly impedes communication Sentences sound awkward and are often repetitive. Mostly sentences are difficult to understand.Numerous spelling and grammatical mistakes. No show


Referencing Style Harvard (author-date)
Submission Online

Written assessment will be submitted online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Apply some of these techniques in practical demonstrations and exercises

3. Demonstrate the major approaches to acting in performance.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy



2 Practical Assessment

Assessment Title This practical assessment will have you applying contemporary acting techniques to your development of character.
Task Description

Performance of chosen sonnets, monologues and scene work.

You will be required to present a monologue of your own choice, as well as a scene from any of the plays discussed this term. This will be done in consultation with your lecturer. You will be expected to apply acting techniques also studied in the unit. You will.

1. Present a monologue of your own choice.

2. Present a scene from one of the works studied this term. (this will be in consultation with you lecturer)

3. Apply a contemporary acting technique studied this term.

The assessment will be presented in a theatre or another theatrical space. It will be presented to a panel of no less than two assessors.

Assessment Due Date Week 12 Thursday (05-Oct-2017) 02:00 PM AEST
Practical assessment due on the Thursday of week 12 at 2PM
Return Date to Students Review/Exam Week Thursday (12-Oct-2017)
Students will receive their assessment and critique on the Thursday of review/exam week.
Weighting 65%
Assessment Criteria

Criterion High Distinction Distinction Credit Pass High Fail Mid Fail Low Fail
Character development Characters motivation is well defined. Depth and range of emotion is expansive. Life and world of character is illuminated brilliantly through actors performance. Characters motivation is mostly defined. Depth and range of emotion is appropriate. Life and world of character is somewhat superficial but is more than adequately displayd through the actors performance Characters motivation is somewhat defined. Depths and range of emotion is adequate. Life and world of the character is mostly superficial and this is erratic through the performance Characters motivation is lacking. There is little depth or range of emotion. Life and the world of the character is not clearly illuminated by the actors performance. Character has no obvious motivation. There is no depth of emotion. Life and the world of the character is not evident at all in the actors performance Character lacks any motivation and there is no sign of emotional connection. No life or world for the character has been created. No show
Voice Student consistently uses their woice expressively and articulately. The student projects their voice clearly. Student utilses the variations of pitch, pace, volume and tone consistent with their character Student mostly uses their voice expressively and articulately. The student mostly projects their voice clearly. The student mostly utilises pitch, pace, volume and tone effectively for their character Student uses thier voice somewhat expressively. The student somewhat projects their voice and at times uses pitch, pace, volume and tone to good effect. Student lacks in vocal expression. The student was unable to project the voice consistently. Student did not use pitch, pace, volume and tone effectively. Student attempts expression but overall has little effect. Lacks effective projection and vocal variations. student lacks expression and does not attempt to project. Is unable to use vocal variations. No Show
Movement Student highly effectively employs physicality to enhance character. The student uses both gesture and facial expressions masterly. Students movement always reflects the characters purpose. Student effectively employs physicality to enhance character. The student uses both gesture and facial expressions mostly to good effect. The students movements mostly reflect the characters purpose. The student uses physicality somewhat effectively. The student employs gesture and facial expressions somewhat effectively. The students movements somewhat reflect the characters purpose. The student lacks physical expression, and is limited with their movements. The student is limited with gesture and facial expressions that support the character. Rarely does the movement reflect the characters purpose. The student attempts physicalisaion of character but this has little if no effect. The student lacks gesture facial expressions. The movement does not support the characters purpose. The student did not attempt physicalisaion and did not use effective gesture and faical expressions. The movement has no connection to the character and impedes the characters purpose No show
Apply contemporary acting technique The student was completely immersed in their chosen technique and never broke focus The student was mostly immersed in their chosen technique and rarely broke focus The student was somewhat immersed in their chosen technique and sometimes drops in and out of focus The students was rarely using a technique and often dropped in and out of focus The student did not employ a technique to any affect.The student easily loses focus and often creates focus issues with the other members of the company. The student does not attempt an acting technique and is never focussed. The student often is the cause of other members losing focus No show
Referencing Style Harvard (author-date)
Submission Hard copy

This is a practical assessment, and will be viewed by at least two assessors.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain the assumptions underlying the major approaches to acting of the twentieth century

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy




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