What are the Aims of Drama, Performance and Theatre Arts?

The principle objects of study in the field of Drama, Performance and Theatre Arts at Staffordshire University are "Drama"; Dramatic literature, playwrights and practitioners, "Performance"; the nature and practice of contemporary performance and "Theatre Arts"; the history, methodology and organisation of the professional theatre industry, including the technical theatre arts, professional community theatre and applied theatre practice. We regard current mainstream theatre-industry methodology to be the highest standard of 'best practice' and the present ‘suite’ of Awards maintains a core principle of teaching and utilizing professional practice in both mainstream theatre and contemporary performance work - in combination with scholarship and dramaturgy in the form of Theatre Studies. At the heart of the ethos of the Drama, Performance and Theatre Arts programme is a commitment to providing students with an opportunity to explore a wide range of theatre disciplines, styles, methodologies, genres and approaches. (It is important to state however, that we are not a film or “performance studies” department and our courses are not purely vocational.)

The Award area aims to provide a rigorous and challenging programme.

1. To develop intellectual and practical skills and capabilities in the interpretation and study of dramatic texts and other aspects of theatre.

2. To develop an understanding of the professional approach to theatre production, rehearsal and performance.

3. To develop confidence in communication, creativity and self-expression.

4. To develop employability skills required for the world of work through the integration of practice and theory, as well as of experiential learning and collaborative work.

5. To promote the appreciation of drama as a distinct art form and theatre as a live event.

6. To encourage a critical and creative understanding of the relationship between text and performance.

7. To provide students with knowledge and understanding of the key developments in theatre history, dramatic writing, and performance.

8. To introduce students to current debates within contemporary theatre scholarship.

9. To enhance students' capacities to cultivate their own research and self-directed study.

10. To provide a basis for a student’s personal and creative skills to be utilised in the world of work, whether in professional theatre, education or elsewhere, or as a basis for further academic post-graduate study or vocational training.

The programme endeavours to give the students an opportunity to study, explore and practice a wide range of disciplines and ideas The aim is to broaden the student's knowledge and experience, to nurture talent and to encourage imagination, creativity, technical assurance and self-confidence; to enable students to develop an openness and flexibility of mind and approach; and to develop an ability to be self-reflective and self-critical. Implicit in this is our belief that the study of drama, performance and theatre arts should promote the values of independent learning and thinking, which leads to vocational and cultural aspirations and life-long learning.

In addition to the more generic key skills, the Award area aims to develop both practical and ‘soft’ skills - such as creative collaboration, independence, confidence, leadership, team working and team-management, technical assurance, creative and practical problem-solving, financial budgeting and presentation skills – with a particular concentration on experiential learning.. These skills provide students with broad employment opportunities as well as a specific BA (Hons) qualification for further study or training at higher levels, as do skills of literacy and written and oral expression. The overall approach of the Award is to balance, and draw strength from academic knowledge and practical experience The Drama team also believe that our Drama awards will instil an appreciation of the inspirational and civilising power of the arts and raise the cultural, as well as the vocational aspirations of our graduates within the community.

Paul W Jones, Derrick Cameron, Robert Marsden, Paul Christie - February 2011.