Introductory description

TH326-30 Dramaturgy

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Dramaturgy is a practice-based module that uses a hands-on approach to understanding the dramaturgical process. Students will interrogate the connection between the script (in the broadest sense of the term) and the live performance(s) and will explore different methods of performance analysis of both written plays and non-text-based performance forms that result in various possible interpretations and page-to-stage approaches. Students will work on various dramaturgical techniques in and out of class. These exercises will receive oral feedback in class. They are structured to be preparation for the practice-based assessment and final project.

Autumn:
Week 1 Introduction: What is Dramaturgy?
Weeks 2-5 Strategies of play analysis: understanding special world of the play and designing the
research process for the necessary background research, including formative
assessments
Week 6 Reading Week
Weeks 7-8 Strategies of play analysis: dramatic structure, including formative assessments
Weeks 9-10 Strategies of play analysis: Character and language, including formative assessments

Spring:
Weeks 1-2 Strategies of play analysis: Themes, including formative assessments
Weeks 3-5 Creating a Programme
Week 6 Reading Week
Weeks 7-10 Creating a Study Guide

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate an understanding of dramatic structure, character development, theme, and style
• Use dramaturgical tools of performance analysis and creative research
• Conduct background research (written and visual) on the world of the play or performance text, themes, etc
• Demonstrate an understanding of the role of the dramaturg in the contemporary theatre
• Work collaboratively on dramaturgical tasks, i.e. study guides, programmes, dramaturgy protocols
• If in their third-year, students will demonstrate an advanced understanding of analysis, a greater ability to design a research plan and to apply research to the dramaturgical process, and a facility in leading collaborative work and peer review evaluations of formative assessments

Indicative reading list

Ball, David (1998) Backwards and Forwards: A Technical Manual for Reading
Plays. Southern Illinois University Press.
Beckerman, Bernard (1970) Dynamics of Drama: Theory and Method of
Analysis. Drama Book Specialists.
Cardulla, Bert, ed. (1995) What is Dramaturgy? Peter Lang Publishing.
Hayman, Ronald (2000) How to Read a Play. Avalon Travel Publishing.
Hornby, Richard (1977) Script into Performance. Applause.
Jonas, Susan, Geoff Proehl, and Michael Lupu (1997) Dramaturgy in
American Theater: A Source Book. Harcourt Brace.
Luckhurst, Mary (2006) Dramaturgy: A Revolution in Theatre. Cambridge UP.
Londré, Felicia Hardison (2005) Words at Play: Creative Writing and
Dramaturgy. Southern Illinois University Press.
Pavis, Patrice (2003) Analyzing Performance: Theatre, Dance, and Film.
University of Michigan Press.
Rudakoff, Judith and Lynn Thompson (2002) Between the Lines: The Process
of Dramaturgy. Playwrights Canada Press.
Turner, Cathy and Synne K. Behrndt (2008) Dramaturgy and Performance.
Palgrave Macmillan.
Articles from “Dramaturgy Special Issue,” Theatre Topics 13.1 (March 2003).
Available Online through Project Muse.
Articles from “On Dramaturgy,” Performance Research 14.3 (2009). Available
online through Taylor and Francis Social Science and Humanities Library.
Articles from “New Dramaturgies,” Contemporary Theatre Review 20.2 (May
2010). Available online through Taylor and Francis Social Science and Humanities Library.

In addition, the readings will include plays for the basis of the practical projects. The plays will be chosen later.

Subject specific skills

The delivery of the module consist of weekly class seminars in which the students discuss the readings, work on practical projects as a way to achieve a deeper understanding of the material, and engage in peer review critiques. Students will be given weekly readings of texts, including plays, critical analyses, statements by professional dramaturgs, discussions/analyses of issues particular to dramaturgy, etc. to supplement their understanding of dramaturgy. Students will also work on practical dramaturgical non-assessed projects in and outside of class. These projects will receive oral feedback form the tutor and student peers in class. So students practice the actual dramaturgical techniques as well as learn to evaluate the work of their peers. Third year students are expected to play a leading role in peer evaluation and collaborative work.

Transferable skills

The projects, both formative and the summative assessments (Practice-based assessment and Final Project) are designed to enable students to experiment with and demonstrate competence in accomplishing various dramaturgical tasks.