Stage and Screen: Performance and Film Interrelated 03-F-SST
Class 1 Introduction and guidelines. The course’s aims, work plan, work materials, assessment and its criteria. Guidelines for students’ individual and pair interpretative essays. Presentation
Class 2 Interrelations of contemporary stage and screen. Problematics overview with audiovisual examples. Lecture with Q&A
Class 3 Acting work session. Acting work session focused on partner work and group collaboration. Work session
Classes 4, 5, 6, 7, and 8 From page and stage to screen (1). Contemporary medicalization of life and the art of dying in Margaret Edson’s drama W;t (1993) and Mike Nichols’ television movie Wit (2001): (a) W;t and Wit: Introduction and the drama analysis; (b) Performative reading of the play; (c) The film analysis and identification of differences between the drama and the film; (d) Performative reading of selected group or pair scenes from the drama and their analyses in relation to the film; (e) The drama/film interpretation in an essay written individually. Lecture with Q&A, performative readings, seminars, and workshops
Classes 9, 10, 11, 12, and 13 From page and stage to screen (2). The destructive impact of war on individual human lives in Wajdi Mouawad’s play Scorched (2003, Eng. trans. by Linda Gaboriau 2009) and Denis Villeneuve’s film Incendies (2010): (a) Scorched and Incendies: Introduction and the drama analysis; (b) Performative reading of the play; (c) The film analysis and identification of differences between the drama and the film; (d) Performative reading of selected pair scenes from the drama and their analyses in relation to the film; (e) The drama/film interpretation. Lecture with Q&A, performative readings, seminars, and workshops
Class 14 Theatre scenes. Presentations of pair scenes from Scorched.
Class 15 Essays and conclusion. Discussion on the students’ pair essays on Scorched / Incendies. Summary, feedback, and grades.
Module learning aims
Information on where to find course materials
Number of hours
Methods of teaching for learning outcomes achievement
The course employs practice-based research approach, including: discussions, essays written individually and in pairs, lectures with Q&A, performative readings, presentation of theatre scenes, seminars, and workshops.
Student workload (ECTS credits)
Module type
(in Polish) Sylabus zajęć
Pre-requisites in terms of knowledge, skills and social competences
General: 1. English at B2 level (upper intermediate)
2. genuine interest in drama, film, and theatre. | Term 2025/SL: 1. English at B2 level (upper intermediate)
2. genuine interest in drama, film, and theatre.
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Course coordinators
Module learning aims
Assessment criteria
Assessment
Students are assessed on the base of their:
1. active participation in the classes (40% of the grade)
2. a 1,000-word essay written individually (10% of the grade)
3. a pair theatre scene (20% of the grade)
4. a 2,000-word essay written with a partner (30% of the grade).
Grades
90–100% = 5 / A
85–89% = 4,5 / B
75–84% = 4 / C
70–74% = 3,5 / D
60–69% = 3 / E
0–59% = 2 / F (Failed)
Assessment criteria
1. meeting deadlines
2. level of preparation for the classes
3. quality of pair theatre scenes, including distribution of workload and collaboration between partners
4. quality of essays written individually and in pairs, including approach to the subject matter, academic references, language precision, editorial high-standard, distribution of workload and collaboration between partners
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: