Critical Perspectives - Extended Paper.

Extended Paper

Portfolio of short papers and planning sketches.

Portfolio

Executive Effectiveness: Realised Plan

Realised Plan

Critical Perspectives: 
 Phase 1: Students will attend a series of lecture seminars that will introduce them to variety of critical thinking tools and schema that can be applied to issues informing and arising from drama/theatre facilitation and related work. This will include issues concerning the performing arts, politics/policy contexts and pedagogy. Keynote lectures will be given on each of these subjects. 
 Phase 2: Following the intensive workshop, students return to the workplace and, via regular reflective tasks with tutorial support, identify issues and/or knowledge gaps that arise in their practice, select an appropriate schema and develop short policy advice/ decision papers. At the end of this period students return to LIPA to review their practice papers and negotiate with their supervisor a subject for an extended paper (situated in their current or forthcoming practice). 
 Phase 3: Students return to the workplace and work on the extended paper. It is submitted along with a portfolio of the shorter papers created in the earlier part of the module. 
 Executive Effectiveness 
 Phase 1: Students will attend a series of lecture seminars that will introduce them to a variety of planning, business and communication paradigms that can be applied to drama/theatre facilitation and related work. This may include issues concerning funding, business planning, evaluation and marketing. Webinars will be given on each of these subjects. 
 Phase 2: Following the intensive workshop, students return to the workplace and undertake a series of reflective tasks with tutorial support. First, they appraise their existing planning, business or communication issues then consider what their current and future needs in this area might be. With guidance from a supervisor a number of potential plans are identified and over the following weeks students select appropriate schema and develop short planning ‘sketches’. At the end of this period students return to LIPA to review these planning documents and negotiate with their supervisor a subject for an extended plan (that is realisable and situated in their current practice). 
 Phase 3: Students return to the workplace and work on developing and executing the full plan. It is submitted along with a portfolio of the shorter documents created in the earlier part of the module.

Critical Perspectives and Executive Effectiveness - 7602TDF

Critical Perspectives and Executive Effectiveness

Utilise a range of sophisticated extant critical thinking tools and schema to research, analyse and distil a position in regard to a contested issue or knowledge gap.

Locate and appraise key decisions/judgements/dilemmas that inform professional practice as a theatre/drama facilitator.

Locate, appraise and execute appropriate planning, business and communication paradigms in pursuit of professional goals.

Identify gaps in knowledge and/or information that underpin areas of contestation in the professional field.

Recognise the financial, logistical, marketing and administrative contexts and imperatives within which their practice is situated.

Identify and prioritise realisable professional objectives and outcomes.