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DRAM30130

Academic Year 2026/2027

Independent Project (DRAM30130)

Subject:
Drama Studies
College:
Arts & Humanities
School:
English, Drama & Film
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Professor Eamonn Jordan
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

By Third Year, many students have come across plays, performances, practitioners and ways of thinking and responding to theatre that really excites them.

Here is an opportunity for you to do some independent, in-depth investigations around a topic you really wish to explore, about which you are truly passionate and curious about, and something about which you can be very proud.

The module supports students across all stages of their research, introducing students to the skills required to conduct different types of research at third level in drama and performance studies, guiding students to develop independent research ideas, and to facilitate students throughout the drafting and revision process.

There are many project options:
Indicative List:

1. Independent Project (estimate 5500 - 6000 words)
Or
2. Theatre Review Portfolio (4 Theatre reviews/2 Longer Performance Analyses and Reviewing the Reviewers essay (5500- 6000 words estimate)
Or
3. Theatre Production Research (Trace any current production from text/performance/reception or a play’s diverse production history, etc) (5500- 6000 words estimate)
Or
4. Research Pack for a new production to help audiences become more familiar with the writer/play/era in which it was written- Template Deevy’s Katie Roche at the Abbey Theatre

Student will be expected to produce a well-structured and focused piece of writing on a subject of their choice and pertinent to the study of drama and theatre, and to be able to reflect on their own approaches to the task.

While this is a second semester module, you will meet your module convenor two times in the first semester. For the early part of the second semester, the class group will meet once a week and then irregularly, once you start working with the support of your project's supervisor.

AI cannot be used to generate content- it may be used for editing, revision purposes

About this Module

Learning Outcomes:

On completion of this Module Students will

• Have selected and shaped a research project/review portfolio etc that is of substantial interest to you.
• Have planned, researched, drafted a project proposal.
• Have presented your work as a work in progress.
• Have benefitted from responding to feedback and discussion.
• Have undertaken the drafting, revising and editing needed to achieve satisfactory research work.
• Have experienced the rewards of independent learning.

Indicative Module Content:

Independent Study Project Provisional Outline


Nov/Dec Dates TBC- Meet Module convenor for a quick chat about ideas you might have

18/01 Developing and Enhancing Research Ideas (EJ)

25/01 Academic and Review Writing and Referencing/ Research Proposals (EJ)

Individual Consultation with Module Convenor: (EJ)
Meetings Scheduled individually

01/02 Presentation of your Project Idea/ Plan to full class (5%)
(EJ)
(c. 8 mins per speaker – about 300 words)
Present an outline of your project.

A more detailed Proposal to be handed up and this should include:
a) Task or Research Question
b) Contain a time-line outlining your plans
c) Include an initial Bibliography

(All projects to be submitted to Module Convenor for Approval. Proposals then circulated to staff)

08/02 First meeting with Supervisor

15/02 Work in Progress presentation-
This is an oral presentation based on your written Work in Progress Document (500 words), which is to be submitted today.
Each student presents to full class (c. 8 mins per person- 300 words) (5%) (EJ)
Outline: How the work is progressing, what problems/challenges you have encountered and how you have dealt with them, what new things have you discovered.

22/02 Second Meeting with Supervisor
01/03 No class
05/03 Submit 1. Sample Chapter/ Introduction (15%)
Submit 2. Project Plan/ Resource Assessment
Draft introduction/ sample chapter and overall thesis structure to be presented to supervisor. In addition, a short assessment of the research resources available must also be presented

SPRING BREAK

22/03 Full Group Meeting
Short presentation -Articulate Your Challenges/Opportunities
(5% of overall mark) (EJ)

29/03 Submit full Draft to Supervisor
If no draft is presented, feedback is not possible


05/04 Final consultation with Supervisor

12/04 No Class

23/04 3 pm- Submission Electronic Copies of work submitted on Bright Space
(Also send electronic copies to your thesis supervisor)

TBC Opportunity to Present your work to Peers across Universities (Optional)


Note:

• You must arrange and keep appointments with your supervisor.
• Meetings with supervisor will take place during class times, unless agreed otherwise by you and your supervisor
• You must have work completed for each appointment.
• If no draft presented, feedback is not possible
• Late work will lose grades as per the regulations of the school- two grade points per week
• Late work may mean that you will miss the examination boards and end up delaying your graduation.
AI cannot be used to generate content- it may be used for editing, revision purposes

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Expert

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Expert

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

End poverty in all its forms everywhere 5

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 5
 

Student Effort Hours:
Student Effort Type Hours
Seminar (or Webinar)

10
Specified Learning Activities

190
Total

200

Approaches to Teaching and Learning:
Core classes with the Module Convenor
Individual meetings with Convenor
Meetings with Convenor prior to the trimester beginning
Individual supervision for all projects.
AI may not be used in the development of your work

Requirements, Exclusions and Recommendations
Learning Recommendations:

To Take this module a student must be in their final year of study.


Module Requisites and Incompatibles
:
-


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Individual Project: Final Project submitted at the end of the semester. Research project or theatre reviews. Week 12 Graded No
70
 No
Participation in Learning Activities: A series of tasks set in the development of the final project Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10 Graded No
30
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback is offered on Research Proposal, WIP statement and on a draft of the research project.

You will create your own reading list in association with your supervisor.

Greetham, Brian, How to write your Undergraduate Dissertation (Palgrave) Get Latest Edition

Name Role
Dr Emma Bennett Lecturer / Co-Lecturer
Ms Fiona Charleton Lecturer / Co-Lecturer
Dr Paul Halferty Lecturer / Co-Lecturer
Mr Ciarán Leinster Lecturer / Co-Lecturer
Dr Salome Paul Lecturer / Co-Lecturer
Dr Jeanne Tiehen Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 14:00 - 14:50
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