04.01.21 Understanding Performance - Formatting the assignment
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The document provides guidance on formatting an assignment, including: - Using double-spaced word processing and a title page with only the title repeated in the essay. - Formatting quotes and mentions of people's names. - Writing numbers, titles of performances, and dates in the specified ways. - Where to find more information on understanding the content, structure, and assessment texts for parts of the Understanding Performance course, as well as resources on referencing, formatting, and writing skills.
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The document discusses marketing strategies for the performance sector. It covers who the target audience is, where to find them (both online and offline), what types of content to create, when to distribute content for promotions, why content marketing is focused on customer problems rather than selling, and how to create and share valuable content through blogs, workshops, social media and more. The overall strategy is to engage and connect with customers at each stage of their journey through relevant content marketing.
07.03.22 Questionnaires and Interviews
Questionnaires and interviews can both be useful research tools. Questionnaires allow researchers to gather data from large groups of people and obtain both quantitative and qualitative information. However, questionnaires risk low response rates and misinterpretation of questions. Interviews enable researchers to obtain rich qualitative data through follow-up questions, but they are time-intensive and results cannot be generalized. Well-designed questions, clear instructions, and ethical treatment of participants are important considerations for both questionnaires and interviews.
28.02.22 Analysing Performance - Signifier and Signified
This document discusses semiotics and structuralism as applied to analyzing performance. It explains that semiotics looks at the relationship between culture, communication, and meaning. It outlines Ferdinand de Saussure's theories of the sign, which is the basic unit of meaning, consisting of the signifier (sensory perception) and the signified (concept or meaning). Meaning occurs through the relationship between the signifier and signified, not inherently within either. Charles Peirce expanded on this, describing three types of relationships between signifier and signified: iconic, where the signifier resembles the signified; indexical, where there is a causal relationship; and symbolic, where the relationship is arbitrary and culturally agreed upon
28.02.22 Working in the performance sector - Education and outreach
This document provides an overview of outreach work in the performing arts sector. It discusses what outreach is, why companies engage in it, where it takes place, who delivers it, and how it is delivered. Outreach can include workshops, classes, and other educational programs aimed at connecting with communities and building audiences. It is undertaken by companies of all sizes, from large organizations with dedicated education departments to small companies where artists deliver outreach themselves. Funding, resources, goals, and alignment with company values must all be considered when planning outreach programs.
28.02.22 How to structure your research
This document provides guidance on structuring a dissertation or practice as research project. It discusses that research projects typically require sections and plentiful headings, while arts/humanities theses develop an argument through core chapters. Standard sections include an introduction, literature review, methodology, results, discussion, and conclusion. Arts/humanities theses may combine the introduction, literature review and methodology into one chapter and have topic-focused discussion chapters. The document provides detailed guidance on writing each section, such as summarizing the research in the abstract and citing sources using the Harvard referencing style.
07.03.22 Analysing Performance - Denotation and Connotation
1. The document discusses concepts from semiotics including denotation, connotation, and how signs can have multiple meanings. It focuses on the work of theorists Ferdinand de Saussure, Charles Sanders Peirce, and Roland Barthes.
2. Barthes believed that signs are polysemic (having multiple meanings) and that myth-making involves second-order signification or connotation, which can be ideological.
3. Barthes identified two types of second-order signification - connotational conjunction when signs reinforce each other, and connotational disjunction when signs have opposing meanings.
21.02.22 Working in the performance sector - Lighting, sound and video
The document discusses lighting, sound, and video design for theatrical performances. It covers the aims and tools of lighting design, including illumination, sculpture, selectivity, mood, atmosphere, interaction, fluidity and style. It discusses the roles and elements of sound design, including reinforcement, sound effects, music, levels, direction, fades, time and location. It also covers various elements of video design like content, placement, size, shape, amount and diegetic/non-diegetic qualities. The document provides information to help readers make informed creative decisions for lighting, sound and video design based on source material and production needs.
21.02.22 Analysing Performance - Nexus of the four strands
This document discusses the four strands of dance performance: performer, movement, sound, and space. It provides information on notable movement theorists Rudolf Laban and Valerie Preston-Dunlop. It then examines each of the four strands in detail, describing various elements of performers, types of movement, uses of sound, and aspects of performance space. The goal is to understand the nexus between these four interconnected strands that comprise the medium of dance performance.
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04.01.21 Understanding Performance - Formatting the assignment
- 1. Formatting the Assignment by Louise Douse Week13 UnderstandingPerformance
- 2. Formatting, Presentation and Layout Word processed Double-spaced Title page – you do not need to repeat any information from this in your essay except the title at the beginning. Large quotes indented and single spaces, small quotes in quotation marks and in the main body of the text Understanding Performance Week 13
- 3. Formatting, Presentation and Layout Don’t use colloquialisms and slang Don’t use lists and headings Do not use abbreviations Don’t use personal pronouns Don’t use ‘and’ ‘but’ ‘yet’ at beginning of sentences Understanding Performance Week 13
- 4. Formatting, Presentation and Layout Do write numbers in full e.g. one hundred (except dates) Do always use someone’s surname e.g. Graham, or Martha Graham – never just Martha Do write a person’s name in full and dob/d the first time you mention them, e.g. Samuel Beckett (1906-1989) Do always write the title of a performance in italics, e.g. The Traitor. Do write the date of a performance the first time you mention it, e.g. The Cherry Orchard (1904) Understanding Performance Week 13
- 5. Where can you find more information? Helping you to understand the content of each part BREO>Units>Understanding Performance>Your Study Schedule Part a – Postmodernism Part b – Postmodernism Part c – Modernism Part d – All eras Part e – All sections Lecture slides, lecture recordings, handouts, readings, additional subject seminar resources Week 13Understanding Performance
- 6. Where can you find more information? Helping you to understand the structure of each part BREO>Units>Understanding Performance>Assessment & Feedback>Assessment 1 Portfolio Assessment Brief Assessment criteria and rubric BREO>Units>Understanding Performance>Your Study Schedule>Weekly Folders PowerPoint slides from lectures on each part Some with paragraph starters and layouts Week 13Understanding Performance
- 7. Where can you find more information? Helping you to find the assessment texts for each part BREO>Units>Understanding Performance>Your Study Schedule>Assessment Folders Weblink to the article for part b Videos to the performance works for part c Week 13Understanding Performance
- 8. Where can you find more information? Helping you with referencing BREO>Units>Understanding Performance>Assessment & Feedback University Referencing Guide BREO>Gateway AIR - Academic Integrity Resource – Get referencing right Week 13Understanding Performance
- 9. Where can you find more information? Helping you with formatting BREO>Units>Understanding Performance>Assessment & Feedback>Assessment 1 Portfolio Example Portfolio Formatting Guide Week 13Understanding Performance
- 10. Where can you find more information? Helping you with writing skills BREO>Communities>Study Hub: Online Study Hub Drop-in Bedford – 1-4pm Mon-Thurs, 10-1pm Fri Finding and using information Referencing and avoiding plagiarism Academic and assignment writing Managing your own learning Computer skills Week 13Understanding Performance