Course specification and structure
Undergraduate Course Structures Postgraduate Course Structures

UDTHPEPR - BA Theatre and Performance Practice

Course Specification

Validation status Validated
Highest award Bachelor of Arts Level Honours
Possible interim awards Bachelor of Arts, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Arts
Total credits for course 360
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School The Sir John Cass School of Art, Architecture and Design (The Cass)
Subject Area Art
Attendance options
Option Minimum duration Maximum duration
Full-time 3 YEARS  
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

The course aims to encourage students to develop their own informed and systematic knowledge and understanding of the issues and challenges faced in Theatre and Performance Practice; while developing their professional skills to a high level. Students will experience a variety of learning and teaching strategies including plenary lectures, smaller group seminars, workshops and practical sessions, tutorials, individual project supervision, directed group and individual independent study. Although a variety of teaching methods are employed, teaching and learning will be mainly workshop/seminar/rehearsal based, given the nature of the study of the processes of theatre and performance practices. Practical work taking the form of whole or small group exercises is designed to enhance students’ knowledge and understanding of theatre and performance practice. Frequently and where appropriate, students are able to direct their own learning opportunities, e.g. in workshops, practical performances and in seminar presentations, supported by tutorial guidance. The learning methods encouraged are experiential as well as analytical and conceptual and are aimed at producing autonomous learners who are confident in the knowledge and understanding they have developed. An extra-curricular/enhancement programme of professional events and career development seminars further enhance the development of knowledge and understanding of theatre and performance practice.

A blended learning strategy will be employed to enhance the student learning experience, to facilitate communication between students and tutors and develop collaboration among students.

Students will have open access to the three dedicated theatre spaces and under supervision will have access to theatre and lighting technologies. They will also have access to faculty IT suites and a wide range of software that will support their personal and educational development.

Connectivity within the university is essential to the degree. The course requires strong and consistent use of the Library and Learning Centre, which has a subject-specific librarian offering workshops and one-to-one assistance with printed and online academic material. The Learning Centre, adjacent to Tower Building, offers private study space as well as academic material. Other study and conversation spaces are available at the Tower Building (location lectures, seminars and tutors’ offices), and students are expected to collaborate with each other regarding seminar topics, group or joint presentations, preparation of peer feedback, and networking (supported by subject staff) across undergraduate study years and disciplines.

Course aims

The programme aims to:

• enable students to develop a sense of community that can then be transferred to those they work with;

• develop, via voice, movement and acting workshops, creative theatre makers who can access performance and cultural activity in others;

• enable students to explore the aesthetics of an accessible theatre and develop skills in making environments, props, sets objects and costumes;

• develop students’ ability to lead workshops and work with individuals and groups;

• provide students with an understanding of the context of performance and society from an historical and theoretical perspective;

• provide students with an understanding and working knowledge of cultural identity and theories of gender, race, sexuality and ability and understand how these relate to performance in a variety of contexts.

• equip students with the necessary skills to become social and cultural entrepreneurs – producing, marketing, business;

• develop the ‘soft’ skills – communication, confidence, co-operation, collaboration etc. - inherent to any theatre work;

• give students the opportunity to apply skills in real-life settings via the making of socially engaged theatre;

• prepare students for possible postgraduate research in a number of related areas;

Course learning outcomes

The following learning outcomes incorporate and depend on systematic understanding of the key aspects of the knowledge base of [the subject], including a coherent and detailed knowledge of some specialist areas in depth.

On completing the course students will be able to:

• deploy accurately established techniques of analysis and enquiry within Theatre and Performance Practice;
• devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of Theatre and Performance Practice;
• describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in Theatre and Performance Practice, recognising the uncertainty, ambiguity and limits of knowledge;
• manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to Theatre and Performance Practice);
• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
• 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;
• exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts;
• undertake appropriate further training of a professional or equivalent nature.

Principle QAA benchmark statements

Assessment strategy

The BA (Hons) Theatre and Performance Practice through a wide range of formative and summative assessment strategies will give students the skills and knowledge to create and deliver theatre based cultural activity informed by political processes, social inclusion and participation. Self-assessment and reflection are key factors in the process of learning and are part of the module’s assessment strategies.

Modes of assessment are integral to the teaching and learning process and vary accordingly. Much of the assessment is based on practical presentations, performances, students' reflections on their experience and knowledge of performance, either as practitioners, as members of audiences or as participants in exercises.

Coursework will ranges across formal essays, portfolios and journals, creative writing, critical-creative activities, reviews, and assessed oral presentations and performances. These different forms of coursework assessment will be used to test a range of knowledge and understanding and take account of the suitability of assessment modes to a process and practically oriented course. In each module the mode of assessment is determined by the nature of the focus, whether practical, technical or theoretical, and based on the material studied and the approaches adopted in the teaching.

Formative assessment will include contribution to seminar and workshop, short exercises in class, presentations and essay plans. These will receive oral and sometimes written feedback during and between class sessions.

Summative assessments include academic essays, reflective logs/journals, set presentations, group work, reviews, and portfolios of critical work.

Assessment strategies will take into account the student’s ability to work independently and as part of a team.

Modules required for interim awards

Performing Narratives of Self, Devising, Objects and Theatre, Identity and Performance, Excavating the Text, Performing the Text, Society in Performance,
Production: Practice and Performance, Production: Research and Realisation, Engagement and Participation

Career opportunities

There is a focus on helping you develop professional skills throughout the course. As a graduate, you could find yourself working in many exciting areas of theatre, including acting, directing, producing, community performance or theatre in education, theatre-making, arts policy making and arts administration or marketing.

Much of the course replicates working industry environments that strengthen the careers education element of the course. Staff maintain strong links with the industry, and use these to help students to access opportunities for internships and employment during and after the course. Modules in creative and cultural industries, and business and marketing will give you the opportunity to learn the skills appropriate to self management in the arts.

Entry requirements

In addition to the University's standard entry requirements, you should have:

  • a minimum grade C in three A levels or minimum grades BC in at least two A levels in academic subjects (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
  • English Language GCSE at grade C (grade 4 from 2017) or above (or equivalent)

Students are required to attend an interview workshop day as part of the application process.

Mature students with previous relevant experience are encouraged to apply.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

Official use and codes

Approved to run from 2014/15 Specification version 1 Specification status Validated
Original validation date 01 Sep 2014 Last validation date 01 Sep 2014  
JACS codes W400 (Drama): 100%
Route code THPEPR

Course Structure

Stage 1 Level 04 September start Offered

Code Module title Info Type Credits Location Period Day Time
SM4010 Devising Core 30 NORTH AUT+SPR TUE AM
SM4011 Objects and Theatre Core 30 NORTH AUT+SPR THU AM
SM4012 Identity and Performance Core 30        
SM4016 Performance Skills Core 30 NORTH AUT+SPR    

Stage 2 Level 05 September start Offered

Code Module title Info Type Credits Location Period Day Time
SM5019 Theatre Production Core 30 NORTH SPR FRI AM&PM
SM5020 Performance, Art and Film Ideas 2 Core 30 NORTH AUT+SPR THU PM&EV
SM5021 Acting and Performance Skills 2 Core 30 NORTH AUT MON PM
          NORTH AUT THU AM
          NORTH AUT TUE PM
          NORTH AUT WED PM
          NORTH AUT THU PM
SM5056 Directing 1 Option 15 NORTH SPR WED PM
SM5057 Marketing the Arts Option 15 NORTH SPR TUE AM
SM5058 Dramaturgy Option 15 NORTH AUT TUE AM
SM5071 Choreographing Performance Option 15 NORTH AUT MON PM

Stage 3 Level 06 September start Offered

Code Module title Info Type Credits Location Period Day Time
SM6015 Performance Research and Development Core 30 NORTH AUT+SPR MON AM&PM
SM6P10 Festival Showcase Core 30 NORTH SPR WED AM&PM
SM6P11 Collaborative Film Project Alt Core 30 NORTH AUT WED AM&PM
SM6P12 Independent Project Alt Core 30 NORTH AUT+SPR NA  
SM6056 Directing 2 Option 15 NORTH AUT TUE AM
SM6061 Writing for Theatre and Performance Option 15 NORTH SPR TUE PM
SM6066 Producing Option 15 NORTH SPR TUE PM
SM6068 Installation and Site Option 15 NORTH AUT TUE AM