Case Study No.1 - Forms of Political Theatre, University of Ulster

Elements addressed by study

Special Features:

Students are required to undertake a variety of assessment modes, amongst which is a group practical project. Students are not formally assessed for their ability to perform, but for the creation and enactment of particular theatrical strategies associated with forms of political theatre.

Description of Key Aspects:

In self-selecting sub-groups, students work through a mini performance of one of three examples of political theatre practice (agit-prop, political drama and forum theatre) assigned by lot. Each sub-group draws up a set of criteria by which the piece might be judged, based on their knowledge and understanding of the form gleaned through lectures and additional research. The pieces are presented  as they are developed and peer-assessed as a means of providing critical formative feedback. Criteria are modified through discussion as necessary. A final presentation is given around week 7. This work is used as the basis for a final critical essay, worth 50% of the module marks.

Groups are then reformed and work through another form and on material of their choosing. This is given a group mark by two tutors in week 12. Each student submits an individual rationale and analysis for the piece and this is used to differentiate individual marks using the group mark as a base-line. Individual marks can only vary by +/- 10% of the group mark. This mark constitutes 50% of the module marks.

Analysis

The formation of sub-groups has not yet proved problematic, and students are resistant to tutor-intervention in the selection and to any element of peer-assessment for grading.

Groups are monitored weekly by having to demonstrate their work and by producing weekly action plans for approval by the tutor. Students tend to feel this monitoring is very directive. An informal yellow/red card system is  available to deal with non-contributors but has never been invoked by students.

There is a balance between doing or making of the work and analytical processes which interrogate it. Students learn by doing but need to be able to articulate what they have learnt by such doing.

There is a balance also between individual and group incentive structures, such that the final outcomes for grading depend on students working together, while acknowledging that it such learning is ultimately individuated.

There is a shift away from tutor-led or directed work into students’ independent learning.This requires the provision of alternative sources of information, through on-line materials and traditional print-materials.

Evaluation

Students are able to learn by experimentation and through peer-tutoring. There is an opportunity to fail or misunderstand elements during the module without this being detrimental to overall performance in the module.

Students link theoretical perspectives of political theatre to their practices as they go along.

Viewing forms synoptically allows for the kind of comparison and cross-referencing that the module requires in the written assignment.