Outline

Overview

In collaboration with an artist/artists in residence, students will experience training and/or rehearsal and/or creative development practices geared towards public performance. Guided by the artists and lecturers, students will participate physically, conceptually, and creatively through the course of intensive workshops, framed by preparatory and post-experience seminars. Students will keep a journal of the experience, and will prepare a presentation and research paper critically reflecting upon the workshops, employing methodologies and theoretical perspectives from the major.

Unit details and rules

Academic unit	Theatre and Performance Studies
Credit points	6
Prerequisites ?	12 credit points in 2000 level Theatre and Performance Studies including PRFM2601
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Paul Dwyer, paul.dwyer@sydney.edu.au
Lecturer(s)	Paul Dwyer, paul.dwyer@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Research Paper/Essay Final essay, on a self-devised research question, developing insights from previous tasks	50%	Formal exam period Due date: 24 Nov 2025 at 23:59	2,500 words	AI allowed
Outcomes assessed:
Portfolio or journal	Workshop Journal Draft phenomenological descriptions focused on aspects of the performance workshops (one per week over Weeks 5-8).	20%	Multiple weeks	Approx. 1000 words total	AI allowed
Outcomes assessed:
Presentation	Group Presentation Group presentation examining influences on the practice of the artists-in-residence (groups will be assigned to either Week 9 or Week 10)	15%	Multiple weeks	30 minutes	AI allowed
Outcomes assessed:
Written work	Group Canvas Page Creation of a group-devised page on the PRFM3624 Canvas site, documenting some of the influences on the artists-in-residence	15%	Week 10 Due date: 17 Oct 2025 at 23:59	Approx. 500 words per group member	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment Task #1 Workshop Journal: Individually authored journal entries (one per week across weeks 5-8) documenting and responding to the experience of workshops with the artists-in-residence and to prompts suggested by the Unit of Study Coordinator. The journal is a place to practise the skill of writing a phenomenological/insider account of creative practice—these descriptions can later be reworked and used to support arguments in the final essay

Assessment Task #2 Group Canvas Page: This group research/writing task is essentially preparation towards Assessment Task #3, the group presentation (although the due date allows for the Canvas Page to be given one final edit after the group's presentation). For Task #2, each student group will assemble primary and secondary materials that document, and facilitate critical discussion of, the practice of one or more artists/companies whose work has influenced the artists-in-residence at the Rex Cramphorn Studio.

Assessment Task #3 Group Presentation: Groups will be randomly allocated a timeslot in either the Week 9 or the Week 10 Seminar to present their research into the artists/companies whose work has been documented on the Group Canvas Page.

Assessment #4 Research Paper/Essay: Each student will develop their own research question for their final essay, based on insights gleaned from the preceding assessment tasks. Students will be able to submit a draft essay plan and get feedback on their work-in-progress during the Week 13 Seminar.

Assessment criteria

Full guidelines for each of the above assessment tasks—including a rubric with assessment criteria and descriptions of the standards expected at each grade level—will be published via the unit of study Canvas site at least two weeks prior to the due date.

As a general guide:

High Distinction (85-100) indicates work of an exceptional standard

Distinction (75-84) a very high standard

Credit (65-74) a good standard

Pass (50-64) an acceptable standard

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per day

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction: Surveying the field of contemporary performance and locating the work of Re:Group Performance Collective within it; Overview of assessment tasks; Addressing the Challenge of writing about creative practice from within the practice	Lecture and tutorial (3 hr)
Week 02	Contextualising "postdramatic theatre" #1 — problematising the notion of presence in performance	Lecture and tutorial (3 hr)
Week 03	Contextualising "postdramatic theatre" #2 — Compositional strategies focused on duration, repetition, embodiment and affect	Lecture and tutorial (3 hr)
Week 04	Contextualising "postdramatic theatre" #3 — Audience participation and strategies of "delegated" or "distributed" performance	Lecture and tutorial (3 hr)
Week 05	Workshop with Re:Group Performance Collective, artists-in-residence at the Rex Cramphorn Performance Research Studio	Workshop (3 hr)
Week 06	Workshop with Re:Group Performance Collective, artists-in-residence at the Rex Cramphorn Performance Research Studio	Workshop (3 hr)
Week 07	Workshop with Re:Group Performance Collective, artists-in-residence at the Rex Cramphorn Performance Research Studio	Workshop (3 hr)
Week 08	Workshop with Re:Group Performance Collective, artists-in-residence at the Rex Cramphorn Performance Research Studio	Workshop (3 hr)
Week 09	Group Presentations #1 — In small groups, students present their research into some of the companies whose work has influenced the practice of Re:Group	Lecture and tutorial (3 hr)
Week 10	Group Presentations #2 — In small groups, students present their research into some of the companies whose work has influenced the practice of Re:Group	Lecture and tutorial (3 hr)
Week 11	Applying and/or interrogating key concepts #1 — Examining performance theory relevant to the work of Re:Group and other companies	Lecture and tutorial (3 hr)
Week 12	Applying and/or interrogating key concepts #2 — Examining performance theory relevant to the work of Re:Group and other companies	Lecture and tutorial (3 hr)
Week 13	A "feed-forward" session to help students finalise plans for their final essay	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold. (Please see attendance expectations for performance workshops below.)

Seminars are not usually be recorded. Please contact your teacher via email if you are unable to attend a seminar.

Workshops will not be recorded (naturally), so students need to attend all workshops. You will be working with professional performance artists, please show them the respect they deserve and arrive before the workshop begins, ready to be on-the-floor at the designated start time.

All Assessments (and part of Assessments) must be attempted to pass this course.

Preparation: Students should commit to spending approximately three hours preparation time (reading, making notes, doing independent research, doing homework, reading essays, preparing presentations, doing journal entries) for every hour of scheduled instruction (3 hour seminars/workshops = 9 hours prep).

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

A detailed, week-by-week reading list be found on Canvas, but the following are some of the most useful references to the key issues explored in this unit of study:

Bailey, Sara Jane. 2011. Performance Theatre and the Poetics of Failure. London and New York: Routledge.

Hamilton, Margaret. 2011. Transfigured Stages Major Practitioners and Theatre Aesthetics in Australia. Amsterdam: Rodopi.

Lehmann, Hans-Thies. 2006, Postdramatic Theatre. Translated, and with an introduction, by Karen Jürs-Munby. London and New York: Routledge.

Nelson, Robin. 2009. "Modes of Practice-as-Research Knowledge and their Place in the Academy". Ludivine Allegue et al. (eds), Practice-as-Research in Performance and Screen. Houndmills, Basingstoke: Palgrave Macmillan. 112-130.

Van Manen, Max. 1984. "Practicing Phenomenological Writing." Phenomenology and Pedagogy 2 (1): 36-69.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. offer a sophisticated understanding of the theoretical grounds for, and methodologies involved in, performance as research
LO2. offer a critical analytical account of an authentic, collaborative creative process from the perspective of being inside that process
LO3. understand and offer an account of a professional performance-making practice
LO4. articulate and analyse the nature and experience of embodied collaborative practice as a research methodology

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the only the second time this unit of study has been offered. It is a unit where the teaching and learning process is, in a sense, "wrapped around" the practice of artists-in-residence at the Rex Cramphorn Performance Research Studio. Hence, some of the content will shift each time, depending on who the artists are in any given year. Feedback on the 2024 iteration of the unit has informed the timetabling of the performance workshops with this year's artists and guidelines/rubrics for some of the assessment tasks have been tightened up.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

PRFM3624: Performance Studio

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links