Singapore (Keith Tucker) These standards are set up for a series of upper level, 2-year courses in the arts—a nice way to approach it, but certainly not our way! Certain concepts are perhaps useful to our finished project, but the approach just does not fit well with our assignment. Below is their set of core standards. Many of these might be useful to us later when we address individual course groupings and their goals. Knowing what to expect always helps to create measurable outcomes.
III. CORE SKILLS AND LEARNING OUTCOMES A course in TSD should equip a TSD student with the following skills and learning outcomes: • Analytical skills - The ability to analyse a play text in relation to its social context and performance conditions - The ability to examine a text for its thematic meaning, larger symbolic meaning and cultural significance • Interpretive skills - The ability to understand play texts in relation to dramatic theory, and historical and cultural backgrounds - The ability to respond to and transform a dramatic text into performance - The ability to perform a dramatic role or create a dramatic sequence in a particular way that conveys understanding of the playwright’s ideas and awareness of audience • Evaluative skills - The ability to analyse the different ways in which plays might be interpreted by different directors, designers, performers and audiences - The ability to critically appreciate and assess the literary and dramatic qualities of plays and other performance scripts • Writing skills - The ability to produce a cogent and reasoned argument for a particular reading of the play text - The ability to write creatively and critically for self-expression and to communicate meaning according to purpose, audience, context and culture • Creative, devising and improvisation skills - The ability to interpret and illuminate play scripts and other theatrical texts imaginatively - The ability to explore and experiment with a variety of ideas and recognise rejection as part of the whole creative process - The ability to solve practical problems of performance through a variety of approaches - The ability to develop ideas generated during workshops into theatrical concepts • Communication skills - The ability to articulate and express ideas in a cogent and meaningful way - The ability to use language, gestures, movement and emotion to convey meaning - The ability to use or modify dramatic and theatre conventions to convey ideas • Collaborative skills - An awareness and understanding of the dynamics of working together - The ability to make group decisions - The ability to share ideas, and to give and accept criticism • Performance skills - The ability to use acting devices explored in the course - The ability to improvise to create character, mood and sense of style - The ability to use a variety of theatrical styles - The ability to use the body and the voice as a means of communicating feelings of varying intensity - The ability to use, explore and develop the acting methods inspired by theatre practitioners • Problem-solving skills - The ability to solve practical problems of performance through a variety of approaches - The ability to negotiate and resolve conflict and disagreement during the creative process • Design skills - The ability to understand, interpret and translate a dramatic idea/vision into a design concept - The ability to express a design concept through material and other tangible means (e.g. costume, set, sound, lighting, make-up) • Directorial skills - The ability to interpret a play text including its themes, characters, style, mood, structure and context - The ability to identify various stages of development from rehearsal to performance - The ability to use relevant technical or theoretical devices to enhance a presentation • Research skills - The ability to conduct library research into specific historical and social contexts of play texts - The ability to acquire knowledge and skills in an experiential way from performers in a professional setting
(Keith Tucker)
These standards are set up for a series of upper level, 2-year courses in the arts—a nice way to approach it, but certainly not our way! Certain concepts are perhaps useful to our finished project, but the approach just does not fit well with our assignment.
Below is their set of core standards. Many of these might be useful to us later when we address individual course groupings and their goals. Knowing what to expect always helps to create measurable outcomes.
III. CORE SKILLS AND LEARNING OUTCOMES
A course in TSD should equip a TSD student with the following skills and learning outcomes:
• Analytical skills
- The ability to analyse a play text in relation to its social context and performance conditions
- The ability to examine a text for its thematic meaning, larger symbolic meaning and cultural significance
• Interpretive skills
- The ability to understand play texts in relation to dramatic theory, and historical and cultural backgrounds
- The ability to respond to and transform a dramatic text into performance
- The ability to perform a dramatic role or create a dramatic sequence in a particular way that conveys understanding of the playwright’s ideas and awareness of audience
• Evaluative skills
- The ability to analyse the different ways in which plays might be interpreted by different directors, designers, performers and audiences
- The ability to critically appreciate and assess the literary and dramatic qualities of plays and other performance scripts
• Writing skills
- The ability to produce a cogent and reasoned argument for a particular reading of the play text
- The ability to write creatively and critically for self-expression and to communicate meaning according to purpose, audience, context and culture
• Creative, devising and improvisation skills
- The ability to interpret and illuminate play scripts and other theatrical texts imaginatively
- The ability to explore and experiment with a variety of ideas and recognise rejection as part of the whole creative process
- The ability to solve practical problems of performance through a variety of approaches
- The ability to develop ideas generated during workshops into theatrical concepts
• Communication skills
- The ability to articulate and express ideas in a cogent and meaningful way
- The ability to use language, gestures, movement and emotion to convey meaning
- The ability to use or modify dramatic and theatre conventions to convey ideas
• Collaborative skills
- An awareness and understanding of the dynamics of working together
- The ability to make group decisions
- The ability to share ideas, and to give and accept criticism
• Performance skills
- The ability to use acting devices explored in the course
- The ability to improvise to create character, mood and sense of style
- The ability to use a variety of theatrical styles
- The ability to use the body and the voice as a means of communicating feelings of varying intensity
- The ability to use, explore and develop the acting methods inspired by theatre practitioners
• Problem-solving skills
- The ability to solve practical problems of performance through a variety of approaches
- The ability to negotiate and resolve conflict and disagreement during the creative process
• Design skills
- The ability to understand, interpret and translate a dramatic idea/vision into a design concept
- The ability to express a design concept through material and other tangible means (e.g. costume, set, sound, lighting, make-up)
• Directorial skills
- The ability to interpret a play text including its themes, characters, style, mood, structure and context
- The ability to identify various stages of development from rehearsal to performance
- The ability to use relevant technical or theoretical devices to enhance a presentation
• Research skills
- The ability to conduct library research into specific historical and social contexts of play texts
- The ability to acquire knowledge and skills in an experiential way from performers in a professional setting