Generation Z has been left an apocalyptic legacy by the baby boomers in power: climate change, austerity, rising house prices, an ageing population, political popularism and widening inequality, both globally and nationally. It is the job of the arts to challenge a despairing sense that nothing can be done, and British drama has led the way. This module looks at a number of contemporary British political plays – in realist, verbatim, musical and immersive modes – to see what they advocate, the dramatic techniques they use, the staging they employ and their audiences’ responses. The plays deal with international and domestic politics; relations between the legislature, executive and judiciary; the role of the media in influencing public opinion; and citizen activism. 

• discuss a wide range of contemporary political plays closely, critically and contextually
• assess what genres, modes and dramatic techniques are available to the overtly political writer  
• evaluate whether and how contemporary political plays try to change situations

This module will be delivered through a mixture of synchronous and asynchronous activities, as part of this programme’s blended provision, which will include on-campus and online teaching and support.

The precise mode of delivery and details – subject to Welsh Government and Public Health Wales guidance – of the teaching and support activities will be made available at the start of the semester via Learning Central.

Academic skills: the particular skills of the module involve reading closely and critically, while developing independent and imaginative interpretations of literary, critical, linguistic or creative material. Students will develop their ability to articulate a critical understanding of complex texts and ideas, and of their historical relations where appropriate, while writing clearly, accurately and effectively.

Employability skills: these include the ability to synthesise information, participate in group-based discussion, to negotiate different and conflicting standpoints, to communicate ideas and to produce clear, informed arguments in a professional manner. Student-led research will encourage skills of information collation, selection and synthesis. Employers are actively seeking graduates who can assess complex situations rapidly, independently and precisely, and present their findings clearly and concisely.

The methods of summative assessment for this module are detailed in the table below.

Formative work to be submitted before each summative assessment: you can choose between submitting, as appropriate, an essay plan/structure, synopses of essay topic options (if undecided) or sample paragraph/s; for creative assignments, you can submit working drafts of parts of your composition, as arranged with the workshop convenor.

THE OPPORTUNITY FOR REASSESSMENT IN THIS MODULE:
As with School policy, failed or unsubmitted assessments can be retaken during the August resit period.

Indicative Syllabus:

• Gregory Burke, Black Watch (2007) [musical/immersive/realist] 
• David Hare, Stuff Happens (2004) [verbatim/realist]
• Victoria Brittain and Gillian Slovo, Guantanamo: Honor Bound to Defend Freedom (2007) [verbatim]
• James Graham, This House (2012) [realist]
• Richard Bean, The Heretic (2011) [realist]
• Steve Waters, Resilience (part 2 of The Contingency Plan2009) [realist]
• David Hare, The Power of Yes (2009) [verbatim]
• Lucy Prebble, Enron (2009) [realist/musical]
• Clare Bayley, The Container (2007) [immersive]

Content warning: please be aware that several of the books/topics discussed in this module deal with difficult themes (including graphic representations of physical violence), which some students may find distressing. If you have any concerns about this, please contact the module leader for advice.