EA226-5-FY-LO:
Contextual Studies II
2024/25
East 15 Acting School
East15 (Loughton) Campus
Full Year
Undergraduate: Level 5
Current
Thursday 03 October 2024
Friday 27 June 2025
15
08 January 2025
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BA W441 Acting and Contemporary Theatre
The work of the module supports the content and practical project work of EA221 and EA222 Expressionism I and II. You will begin the work of this module by learning to make the connections between the different era of the evolution of Commedia as a theatrical form. You will prepare for a site-specific interpretation of a classic text later in the year by acquiring a general understanding of the history, politics and cultural life of the Elizabethan era.
From this you will progress to analysis of Shakespeare text in both historical and contemporary contexts. In the second term you will examine the work of influential acting theorists and practitioners of progressively increasing complexity so that by the final term you are equipped to undertake a comparative analysis of a range of styles and forms of contemporary 'political' theatre.
A unique and important aspect of this module is the creative writing content. Throughout the year you will work with a creative writing tutor to develop your ability to write self-created work for performance. By the end of the module you will be prepared to progress to the final year of the degree scheme in which the strongest emphasis is placed on students' own work.
The aims of this module are:
- To place Commedia in a social and cultural context
- To place Shakespeare in a socio-political context
- To examine the meaning and context of ‘political theatre’
By the end of this module, students will be expected to be ablet to:
- Clearly grasp of subject matter set
- Evidence of research to support arguments/ideas
- Use ppropriate language in written work and presentations
- Structure ideas coherently
- Personal progression (extending range, willing to take risks)
- Understand theories and apply to practice-based projects
No additional information available.
This module will be delivered via:
- Normally 2 hours of contextual studies lectures or seminars per week and 2 hours of creative writing tutorials per week, except during acting priority weeks
- Students are expected to use independent study for research, class preparation and for producing/preparing assignments
- Learning is supported by appropriate screenings
- Students receive formative feedback in group sessions
- Written assignments are returned with reports containing tutors' written comments.
- Students receive written reports on presentations with tutor's comments and formative feedback.
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Bettelheim, B. (1991) The uses of enchantment: the meaning and importance of fairy tales. Harmondsworth: Penguin.
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Lecoq, J.
et al. (2002)
The moving body: teaching creative theatre. London: Methuen. Available at:
http://dx.doi.org/10.5040/9781474244800?locatt=label:secondary_bloomsburyCollections.
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Mamet, D. (1998) True and false: heresy and common sense for the actor. London: Faber & Faber.
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McKee, R. (1997) Story: substance, structure, style and the principles of screenwriting. New York: ReganBooks.
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MacDonald, I. (2008)
Revolution in the head: the Beatles' records and the sixties. 2nd rev. ed. London: Vintage. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=683850.
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Pinker, S. (1995) The language instinct: the new science of language and mind. London: Penguin.
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Fromm, E. (1951) The forgotten language: an introduction to the understanding of dreams, fairy tales, and myths. New York: Grove Press.
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Harari, Y.N., Purcell, J. and Watzman, H. (2015) Sapiens: a brief history of mankind. London: Vintage Books.
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Pullman, P. (2017)
Dæmon voices: essays on storytelling. Edited by S. Mason. Oxford, UK: David Fickling Books. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=5116586.
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Furse, A. (2024) Performance Making. London: Taylor & Francis Ltd.
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Wright, J. (2006) Why is that so funny?: a practical exploration of physical comedy. London: Nick Hern Books.
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Chekhov, M. and Gordon, M. (1991) On the technique of acting. New York, NY: Harper Perennial.
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Goleman, D. (1996)
Emotional intelligence: why it can matter more than IQ. London: Bloomsbury. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=5291911.
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Cohen, B.B., Nelson, L. and Smith, N.S. (1993) Sensing, feeling, and action: the experiential anatomy of body-mind centering. Northampton, Ma: Contact Editions.
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Calais-Germain, B. (1993) Anatomy of movement. Seattle: Eastland Press.
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Hackney, P. (1999)
Making connections: total body integration through Bartenieff fundamentals. New York: Routledge. Available at:
https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/books/9780203214299.
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Newlove, J. (1993) Laban for actors and dancers: putting Laban's movement theory into practice?: a step-by-step guide. New York: Routledge.
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Newlove, J. and Dalby, J. (2004) Laban for all. London: Nick Hern.
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Olsen, A. and McHose, C. (2004)
Bodystories: a guide to experiential anatomy. Hanover, NH: University Press of New England. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?pq-origsite=primo&docID=6359575.
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Clayman, C.B. (1995) The human body: an illustrated guide to its structure, function, and disorders. London: Dorling Kindersley Pub.
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Richards, T. (1995)
At work with Grotowski on physical actions. London: Routledge. Available at:
http://www.taylorfrancis.com/books/9780203360231.
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Wolford, L. and Schechner, R. (2001)
The Grotowski sourcebook. London: Routledge. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=1539237.
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Grotowski, J. and Barba, E. (1991)
Towards a poor theatre. London: Methuen Drama. Available at:
http://www.taylorfrancis.com/books/9780203819814.
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Gutekunst, C. and Gillet, J. (2014) Voice into acting: integrating voice and the Stanislavski approach. London: Bloomsbury Methuen Drama.
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Crystal, D. (2004) The stories of English. London: Allen Lane.
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Crystal, D. (2019)
Pronouncing Shakespeare: the Globe experiment. 2nd edn. Cambridge: Cambridge University Press. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.1017/9781108566759.
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Dimon, T. (2018)
Anatomy Of The Voice: An Illustrated Guide for Singers, Vocal Coaches, and Speech Therapists. North Atlantic Books, U.S. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1571344.
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Sharpe, E. and Haydn Rowles, J. (2011) How to do standard English accents. London: Oberon.
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Rodenburg, P. (2005) Speaking Shakespeare. London: Methuen.
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Carey, D., Carey, R.C., and Royal Academy of Dramatic Art (Great Britain) (2022)
The vocal arts workbook: a practical course for developing the expressive actor's voice. 2nd edition. London: Methuen Drama. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1072581.
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Linklater, K. (1976) Freeing the natural voice. New York: Drama Publishers.
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Linklater, K. (2009)
Freeing Shakespeare's voice: the actor's guide to talking the text. London: Nick Hern Books. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=896778.
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Carey, D. and Carey, R.C. (2015)
The Shakespeare workbook and video: a practical course for actors. London: Bloomsbury Methuen Drama. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/580357.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Creative Writing Project |
|
40% |
| Coursework |
Essay |
|
30% |
| Coursework |
Personal Record of Analysis |
|
30% |
Additional coursework information
- Creative Writing Project– weighted 40%
- Essay (2,000 words) – weighted 30%
- The essay can either be related to the work of the Creative Writing Project or it can be on a set topic selected from a list provided by the Contextual Studies tutor.
- Personal Record of Analysis and Reflection – weighted 30%. Submitted at end of Term Three.
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Mr Zois Pigadas, email: zpigadas@essex.ac.uk.
Zois Pigadas and Eirini Kartsaki
No
No
No
Ms Isobel Beatrice Pemberton
Available via Moodle
No lecture recording information available for this module.
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