University of Chester

Programme Specification
Applied Theology and Performing Arts BA (Hons) (Single Honours)
2017 - 2018

Bachelor of Arts (Single Honours)

Applied Theology and Performing Arts

Applied Theology and Performing Arts (Regents Theological College - PHASE IN FROM 2017/18)

University of Chester

Regents Theological College

Regents Theological College

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years full-time

7 Years

Annual - October

Yes

17a. Faculty

17b. Department

Arts and Humanities Theology & Religious Studies

Theology and Religious Studies

Dance, Drama and Performance

Theology and Religious Studies

Friday 25th November 2016

The programme aims to:

  1. Develop students’ knowledge and understanding of Christian theology with a particular emphasis on the Pentecostal and Evangelical traditions through the study of biblical theology, systematic theology and practical theology.
  2. Develop knowledge and understanding of theatre and performance with a particular emphasis on the interaction of performance theory with practice and of performance with theology through practical engagement, critical reflection and study of performance theory.
  3. Develop and hone the professional skills, personal, and creative qualities required for effective twenty-first century performance within a range of contexts.
  4. To develop transferable skills which will contribute significantly to subsequent and sustained employability within professional performance, church denominations, para-church organisations and a wider range of careers and professions.
  5. To provide an engaging and challenging programme which will enable students to subsequently study at postgraduate level.


Successful students will:

Level 4

  • Demonstrate knowledge and understanding of the main traditions, doctrines and practices in the wider Christian Church and more specifically within the Pentecostal movement (e.g. TH4183).
  • Demonstrate knowledge and understanding of the main principles of biblical interpretation (e.g. TH4182).
  • Demonstrate knowledge and understanding of the main aspects of practical theology (e.g. TH4184).
  • Demonstrate knowledge and understanding of key performance practitioners, practices and/or theories in their cultural and historical contexts. (e.g. TH4191, TH4192 and TH4193).
  • Demonstrate knowledge and understanding of key components of the processes by which contemporary performance is created and realised (e.g. TH4192 and TH4193).

Level 5

  • Demonstrate a reasoned understanding of the nature, development and practice of Pentecostal theology (e.g. TH5185).      
  • Gain a knowledge and understanding of the various ways in which biblical texts can be analysed and interpreted, demonstrating an ability to recognise and evaluate concepts and cultural influences (e.g. TH5183 and TH5184).
  • Interpret and evaluate different approaches to Christian ministry in the UK and the global Church (e.g. TH5147 and TH5195).
  • Demonstrate an ability to recognise the theoretical and cultural contexts that inform performance through a focus on theory and practice (e.g. TH5198 and TH5199).

Level 6

  • Demonstrate how to apply detailed knowledge and critical understanding of practices, concepts and skills from other disciplines to the analysis and implementation of the principles of Christian thought and doctrine, with reference to advanced scholarship and an appreciation of uncertainty and complexity (e.g. TH6164, TH6174, TH6177, TH6178 and TH6191).
  • Demonstrate how to apply detailed knowledge and critical understanding to practices, concepts and skills from other disciplines to the analysis and creation of performance in a wide variety of contexts (e.g. TH6165, TH6162 and TH6168).

Successful students will:

Level 4

  • Be able to describe and interpret scriptural and other theological texts, demonstrating an ability to creatively and analytically employ a range of reading strategies ranging from naïve fundamentalist to a developed hermeneutic of suspicion (e.g. TH4182 and TH4183).
  • Have acquired appropriate information-retrieval skills needed to garner, discriminate, synthesise and organise material (all modules).
  • Be able to describe and interpret performance texts and production techniques (e.g. TH4191, TH4192 and TH4193).

Level 5

  • Have developed competence to critically evaluate the significance of research, and an ability to craft a coherently written presentation that will convince and influence the audience (all modules).
  • Have identified a range of practices and rhetorical/logical skills relevant to the presentation of arguments to convince an audience of the merits of various religious points of view (e.g. TH5185 and TH5191).
  • Be able to evaluate performance texts and production techniques (e.g. TH5149, TH5198 and TH5199).

Level 6

  • Demonstrate significant critical and analytical skills in developing ideas and constructing cogent arguments in oral and written forms, and be able to apply these methods to extend knowledge and understanding (all modules).
  • Be able to critically evaluate performance texts and production techniques (e.g. TH6162, TH6165 and TH6168).
     

Successful students will:

Level 4

  • Demonstrate engagement with the skills and processes of different aspects needed for work with multi agencies and church organisations (e.g. TH4184).
  • Apply learning and have developed creative skills needed for the realisation of practice-based work (e.g. TH4184).
  • Demonstrate engagement with techniques and approaches to rehearsal and performance (e.g. TH4192 and TH4193).
  • Be able to participate creatively and fruitfully in the processes of performance through intelligent application of performance skills and theories (e.g.TH4192 and TH4193).
  • Be able to use the professional skills attained in a wide range of performance related contexts (e.g. TH4192 and TH4193).

Level 5

  • Demonstrate an ability to engage critically with the skills and processes of different aspects needed for work with multi agencies and church organisations (e.g. TH5147 and TH5195).
  • Apply learning imaginatively and have developed creative skills needed for the realisation of practice-based work (e.g. TH5146 and TH5195).
  • Display confidence in utilising techniques and approaches to rehearsal and performance (e.g. TH5149 and TH5199).
  • Understand and confidently contribute to the processes of creativity and performance through intelligent application of a range of performance skills and theories (e.g. TH5149 and TH5199).
  • Demonstrate ability in selecting and utilising professional skills attained in a wide range of performance related contexts (e.g. TH5199).

Level 6

  • Demonstrate a competent ability to engage critically with the skills and processes of different aspects needed for work with multi agencies and church organisations (e.g. TH6182 and TH6184).
  • Demonstrate confident proficiency in utilising techniques and approaches to rehearsal and performance (e.g. TH6162, TH6165 and TH6168).
  • Be able to lead others in participating creatively and fruitfully in the processes of performance through intelligent application of performance skills and theories (e.g. TH6162 and TH6165).
  • Demonstrate confident proficiency in selecting and utilising professional skills attained in a wide range of performance related contexts (e.g. TH6162, TH6165 and TH6168).

Successful students will:

Level 4

  • Communicate accurately and demonstrate appropriate use of primary and secondary sources with full and accurate references, within a structured and coherent argument (all modules).

Level 5

  • Formulate a coherent argument with appropriate use of data/evidence and an awareness of the implications of divergent views (all modules).
  • Demonstrate qualities and transferable skills, such as, those requiring the exercise of personal responsibility and decision-making which are necessary for employment (e.g. TH5146 and TH5199).

Level 6

  • Develop projects and assignments through independent enquiry which sustain an analytical argument, drawing on a range of scholarly resources including research articles and primary sources (all modules).
  • Resolve problems and make decisions in contexts involving some complexity (e.g. TH6162, TH6165, TH6168 and TH6184).

Level 4

At level 4 all modules are compulsory, and consist of three applied theology and three performing arts modules. The modules are:

  • TH4182 Biblical Interpretation
  • TH4183 History and Doctrine of the Church
  • TH4184 Introduction to Practical Theology
  • TH4191 Performance and the Church                 
  • TH4192 Acting Techniques                           
  • TH4193 Devised Theatre

Level 5

At level 5 students must take the following three compulsory performing arts modules:

  • TH5149 Movement
  • TH5198 Ethics and Performance - Theory
  • TH5199 Ethics and Performance - Practice

Students must also take at least two of the following three applied theology modules:

  • TH5183 The Torah: Genesis-Deuteronomy in Christian Perspective
  • TH5184 Gospels and Acts
  • TH5185 Pentecostal Theology

Students may then take a further 20 credits from the remaining optional applied theology modules (assuming that they have only taken two [not three] of the applied theology modules above).

Level 6

At level 6 students must take the following compulsory modules:

  • TH6174 Theology Dissertation
  • TH6165 Large Scale Production
  • TH6162 Directing
  • TH6168 Creating Performance

Students then take a further 20 credits from the remaining optional applied theology modules.

Mod-Code Level Title Credit Single
TH4182 4 Biblical Interpretation 20 Comp
TH4183 4 History and Doctrine of the Church 20 Comp
TH4184 4 Introduction to Practical Theology 20 Comp
TH4191 4 Performance and the Church 20 Comp
TH4192 4 Acting Techniques 20 Comp
TH4193 4 Devised Theatre 20 Comp
TH5146 5 Vocational Placement 20 Optional
TH5147 5 Counselling and Pastoral Care 20 Optional
TH5149 5 Movement 20 Comp
TH5183 5 The Torah: Genesis-Deuteronomy in Christian Perspective 20 Optional
TH5184 5 Gospels and Acts 20 Optional
TH5185 5 Pentecostal Theology 20 Optional
TH5186 5 Interpreting Biblical Hebrew 20 Optional
TH5187 5 Interpreting Biblical Greek 20 Optional
TH5191 5 World Religions 20 Optional
TH5195 5 Ministry in the Local Church 20 Optional
TH5198 5 Ethics and Performance Theory 20 Comp
TH5199 5 Ethics and Performance Practice 20 Comp
TH6162 6 Directing 20 Comp
TH6164 6 Christian Ethics 20 Optional
TH6165 6 Production from Text 20 Comp
TH6168 6 Creating Performance 20 Comp
TH6174 6 Theology Dissertation 40 Comp
TH6177 6 The Old Testament Prophetic Literature: Theologies and Applications 20 Optional
TH6178 6 Pauline Theology 20 Optional
TH6182 6 Church and Mission 20 Optional
TH6184 6 Christian Leadership and Management 20 Optional
TH6191 6 Issues in Contemporary Theology 20 Optional

120 credits Certificate of Higher Education in Applied Theology and Performing Arts
240 credits Diploma of Higher Education in Applied Theology and Performing Arts
360 credits BA Honours degree in Applied Theology and Performing Arts

The typical applicant will normally have a minimum of 112 UCAS points from GCE A Levels or equivalent (such as BTEC National/OCR Diploma).

Applicants may also typically have:

  • Access to HE Diploma
  • International Baccalaureate
  • Irish Highers/Scottish Highers
  • Open College Units or Open University Credits
  • The Advanced Diploma

This is consistent with the normal entry qualifications for other single honours humanities programmes across the institution. Applicants will normally be interviewed, and auditioned and will be expected to demonstrate a subject-related interest.

The programme seeks to comply with the QAA Theology and Religious Studies Benchmarks and the QAA Drama, Dance and Performance benchmarks.

QAA Theology and Religious Studies Benchmarks

The design, structure and content of this programme have been informed by the QAA Theology and Religious Studies Benchmark Statement published in 2000 and revised in 2007 and 2014. This benchmark statement details the range of subject knowledge (3.1), the qualities of mind (3.2), and generic skills (3.4) acquired and developed in TRS degree programmes.

In keeping with the statement’s view that a single honours programme in theology and religious studies would usually have "a broadly based core" while allowing for more specialised study in depth of some aspects of the field, the BA (Hons) Applied Theology is founded on modules such as Biblical Interpretation (TH4182), History and Doctrine of the Church (TH4183), Introduction to Practical Theology (TH4184), The Torah (TH5183), Gospels and Acts (TH5184), and Pentecostal Theology (TH5185). These modules provide the basis for more focused modules which develop and extend studies in biblical studies (e.g. TH6177), systematic theology (e.g. TH6164 and TH6191), and practical theology (e.g. TH6184).  

In keeping with the statement’s expectation that students demonstrate an intelligent engagement with one or more religions during their degree programme, the BA (Hons) Applied Theology focuses primarily on the Christian tradition with particular emphasis on Pentecostalism and Evangelicalism (e.g. TH4183 and TH5185), although some provision is made for the study of other religions (e.g. TH5191). The programme also consider the relationship between religion, culture and the Church (e.g. TH4184 and TH6191), and encourages students to critically analyse a range of themes from a number of perspectives and to apply insights from other disciplines to further theological reflection.

The BA (Hons) Applied Theology engages students in the reading, analysis and interpretation of ancient and modern texts, developing ability for close reading of primary and secondary sources (e.g. TH4182, TH4183, TH5183, TH5184 and TH6178). In keeping with the benchmark statement, the programme encourages students to assess critically and with sensitivity the claims to certainty that arise within theological traditions and to reflect critically on their own positions. Students are also expected to apply and evaluate a number of methods of study in analysing material (e.g. TH5147, TH5191, TH6164 and TH6191) and are given opportunities to identify their own independent areas of enquiry (e.g. TH6174).

All modules on this programme cultivate empathy, self-discipline and the ability to respond sensitively to diverse views. All modules develop writing skills, with some developing oral presentation skills (e.g. TH4184).      

Generic skills are developed through the learning ethos of the department and specifically through formative learning methods such as class discussion, seminars, workshops and communication class. Self-discipline and self-direction are tested in most modules and particularly in the double module dissertation (TH6174).

QAA Drama, Dance and Performance Benchmarks            

The structure of the BA (Hons) Applied Theology and Performing Arts programme also takes into account the National Benchmark Statement for Dance, Drama and Performance (DDP) Benchmarks July 2015. Close attention has been paid to the DDP Benchmark Statements in reviewing this programme’s aims, content, learning outcomes and methods of learning, teaching and assessment.

The module learning outcomes draw from the indicative statements of threshold (level four) and focal (levels five and six), levels of achievement, in relation to the “knowledge, understanding and abilities,” “subject skills,” and “generic and graduate skills” benchmarks.( 3.1, 3.2, 3.3 &3.4) Through engagement with theory, practice and professional practice, the   programme is rooted in an emphasis on practical engagement with performing techniques. The programme aims to facilitate students in developing critical faculties, introducing various modes of knowledge production with a strong focus on imaginative and creative processes, asking students to critically reflect on their practice in light of theory. Whilst established methods, processes and techniques continue to inform approaches to practice, recognition is given to the impact of applied practices, emerging technologies, and new conceptual frameworks which have arisen out of interdisciplinary and inter-media performance, encouraging students to develop a diverse range of key practical and cognitive skills essential to working within a changing and dynamic arena.(Subject knowledge & understanding( 4.1-4.4), Skills (5.1-5.10).

The assessment process employed on the BA (Hons) Applied Theology and Performing Arts programme is diverse in order to assess both practical and theoretical subject specific skills as well as general abilities and skills. Assessment modes include group and individual practical performance, research and reflective papers, story boards, critical reviews of performance, oral and media presentations and vivas. Teaching, learning and assessment on the Applied Theology and Performing Arts Programme are “underpinned by a commitment to inclusive practice.” Modules make use of the VLE (Virtual Learning Environment) engaging the students in further reading and research, tangential information and comparable practice; it includes modified module content and information, theory from lectures and workshop sessions for students who want to revise their learning or who have missed or where unable to attend lectures, seminars and workshops. Practical assessments (where possible) enable students to choose the performance content and style enabling them to evidence their individual strengths in performance technique; examples of this can be found at level 4 (TH4192 Acting Techniques), level 5 (TH5199 Ethics and Performance Practice), and level 6 (TH6165 Large Scale Production, TH6162 Directing and TH6168 Creating Performance). At level 6 the onus is on independent learning and practice. Many of the other forms of assessment such as reflective papers, storyboards, critical reviews and vivas are linked to the practical assessments encouraging critical reflection and also enabling students to focus on theory and professional practice that is of interest to them and that they feel they can demonstrate sufficient knowledge of. For example, this can be found at level 5 (TH5198 Ethics and Performance Theory and TH5199 Ethics and Performance Practice) and level 6 (TH6165 Large Scale Production, TH6162 Directing and TH6168 Creating Performance). Benchmark Statement on Assessment (6.10-6.15)

The National Benchmark statement recognises a number of key issues related to the study of performance, citing common characteristics including; knowledge and understanding of the ways in which “ knowledge of the Key components of performance and the processes by which it is created , realised, managed distributed and documented ” 7 .9( ii) examples of which can be found in modules which focus on performance techniques, performance creation and production. For example, level 4 (TH4192 Acting Techniques and TH4193 Devised Theatre), level 5 (TH5149 Movement, TH5198 Ethics and Performance Theory and TH5199 Ethics and Performance Practice), and at level 6 (TH6165 Large Scale Production, TH6162 Directing and TH6168 Creating Performance).

Subject knowledge of “key practitioners and practices, and/or theorists,” 7. 9 (iv) are explored in all modules on the programme; that is, at level 4 (TH4191 Performance and the Church, TH4192 Acting Techniques, TH4193 Devised Theatre), level 5 (TH5149 Movement, TH5198 Ethics and Performance Theory, TH5199 Ethics and Performance Practice), and level 6 (TH6165 Large Scale Production, TH6162 Directing and TH6168 Creating Performance). Moreover, “the interplay between theory and practice,” underpins all work on the BA (Hons) Applied Theology and Performing Arts programme.

The Benchmark Statement also makes reference to a “Generic and Graduate skills 7.11 in relation to various critical, analytical and expressive skills. Skills such as “ developed skills in critical engagement , demonstrating the ability to operate and think reflexively , creatively and critically to develop ideas and to construct and present arguments in appropriate ways ” 7.11( iii) are developed in modules TH4191 Performance and the Church, TH5198 Ethics and Performance Theory, and TH6168 Creating Performance. Collaborative skills which “negotiate and pursue goals with others” are developed in modules TH4193 Devised Theatre, TH5199 Ethics and Performance Practice, TH6165 Large Scale Production, and TH6162 Directing. It is important to note that although learning outcomes provide a clear indication of student achievement within a module, they will never reflect the full range of teaching and learning activities or student achievement, and whilst not always listed as a learning outcome, a number of benchmarks are evident in most if not all modules. For example, “ to be able to critically retrieve information ” 7 (vii) are developed at level 4 in TH4191 Performance and the Church, TH4192 Acting Techniques, at level 5 in TH5198 Ethics and Performance Theory and TH5149 Movement, and at level 6 in TH6162 Directing and TH6168 Creating Performance.

 

 

 

 

 

 

 

 

All modules in the Applied Theology and Performing Arts degree course aim to develop students through rigorous engagement with interpretive theories of reading, research methodologies, and careful exegesis of texts.  Teaching seeks to engage students through challenging lectures and seminars to realise and evaluate their own beliefs.  Most modules will encourage learning by discussion and debate in a classroom environment, but significant learning will also be planned through directed reading, writing, lectures, audio-video demonstrations, group sketches, seminars, dialogues, quizzes, tutorials and relevant field visits.

The delivery of individual modules within this programme adopts a variety of approaches in order to maximize the student experience and introduce a range of teaching styles appropriate to each specific module content.  

A range of learning and teaching methods are used: lectures, seminars, workshops, rehearsals, group-work activities, individual and group-centred projects, presentations, tutorials, fieldwork/visits to religious communities/performances, and tutor-guided private study.

At level 4, learning is predominantly tutor-designed and guided, and students are supported in developing individual initiative and collaborative enquiry within this framework, which provides groundwork in critical reflection, subject-specific methods, transferable study skills and skills of accurate communication.

At level 5, learning design remains largely tutor-guided with encouragement to work in collaboration with tutors and fellow-students, but with more opportunity for independent learning. There is opportunity for consolidation and development of appropriate study skills and for experiencing a wider range of appropriate methods of study, and opportunity to apply their learning and skills in fieldwork.

At level 6, students develop a greater responsibility for their own learning, both independent and collaborative. There is encouragement to articulate personal engagement and response in the context of respect for views of others; and with appreciation of complexity, ambiguity and uncertainty.

Methods of learning and teaching will include:

·         Formal lectures

·         Workshop Seminars

·         Small group and independent exercises

·         Practical and theoretical workshops

·         Practical and conceptual problem solving learning

·         Debates

·         Quizzes

·         Individual and group tutorials

·         Staff and student led seminars

·         Community and individual field work

·         Library and web-based research exercises

·         Attendance at conferences, performances and special external events

·         Self-directed learning

          Workshops and rehearsals

·         Reflective practice

Range of assessment

Assessments are designed to allow students to demonstrate achievement of the stated learning outcomes of every module they study. Given the constant relationship between practice and theory, students will encounter a range of assessment demands including:

  • Oral examination
  • Formal Research Papers
  • Case Studies
  • Role Plays
  • Reflective Papers
  • Seminar presentations
  • Practical demonstrations
  • Performance
  • Presentations supported by appropriate media
  • Planning and facilitating workshops for others
  • Short Tests
  • Written Examinations

Formative assessment

Formative assessment in the form of pre-assessment, peer appraisal and self-appraisal is widely employed at Regents. Students are encouraged to work together on many projects collaborating on the most effective study methods for each individual in the group.

Reflection and critical contextual commentary on the student's own practice will be encouraged through ongoing discussion.  Reflective writing will also be used to further develop students' autonomy as both learners and practitioners.

Formal essay skills will be developed across the whole programme.  Many modules provide mock examination or research papers mid-way through the module.

Patterns of assessment

Modules in the Applied Theology and Performing Arts programme are assessed in line with general academic wisdom which seeks that progressive development for the student should occur between successive levels within the overall programme. The weighting of assessed components within modules places greater emphasis on critical analysis and evaluation of practice as informed by increasing theoretical understanding as the student progresses from Level 4 to Level 6.  Components of assessment in individual modules generally follow the pattern of requiring students to interrogate theoretical concepts against practice, either existing or proposed, together with a credible implementation strategy for the latter. The emphasis is continually on the requirement for the student to demonstrate the applied nature of any principles enunciated.

Upon completion of the honours degree in Applied Theology and Performing Arts a typical honours student will be able to demonstrate an understanding of the concepts and characteristics of Applied Theology and the Performing Arts as an area of academic study being able to:

  • Understand the current and historical context, nature, role and significance of performance as undertaken by practitioners in a range of milieu.
  • Examine and appraise performance and theological concepts through analysis of problems faced by a range of performers particularly within theological contexts.
  • Recognise the importance of effective time management within preparation for performance.

They will have acquired the ability to:

  • Apply a range of performance techniques to a diverse array of performance styles.
  • Use skills of critical evaluation to effectively judge the quality of artistic work both of self and others.
  • Develop competencies in devising and creating performance material.
  • Reflect on experiences leading to personal and professional development.
  • Critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem.
  • Communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences.

They will have developed qualities and transferable skills necessary for employment requiring:

  • The exercise of initiative and personal responsibility.
  • Decision-making in complex and unpredictable contexts.
  • The learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Students graduating from the Regents Applied Theology and Performing Arts degree programme will also be able to work independently, to manage their time effectively, and to access and process information in forms appropriate to particular tasks. In addition they will have acquired a great deal of experience in oral presentations and team dynamics, as part of the practical components of the course; students completing the degree programme should possess the confidence and the ability to function well in professions in which the ability to present oneself and the ability to work well as a member of a group are useful skills.

Modules in the programme offer opportunities for addressing questions of gender, sexuality, race and religious identity. There are no confessional requirements for entry to or success in the programme.

N/A

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