UDTHPEPR - BA Theatre and Performance Practice
|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||School of Art, Architecture and Design|
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; 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 performances. Practical work taking the form of whole or small group exercises is designed to enhance students’ knowledge and understanding of theatre and performance. 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.
In development of this course, consideration has been given to the following: the Subject Benchmark Statements (Dance, Drama and Performance 2015), the Higher Education Qualification Framework, the University’s Strategic Plan and Student Charter, the University’s Academic Regulations, the views and feedback of students, external examiners and employers/clients, developments within the subject area, and the changing needs of the cultural/commercial sectors and professions. Due consideration has also been given to inclusivity in course and assessment design.
Embedded in the Sir John Cass School of Art, Architecture and Design, the course draws on the strengths of teaching staff from across the School and the wide circle of academic and cultural contacts and collaborators attached to the School and University.
The course seeks to provide and foster:
• learning through direct experience, connecting academic and creative studies;
• student choice in subject and style of learning;
• a culture of independent and critical thought, encouraging the challenging of received ideas and practice;
• employability attributes, through live projects engaging with professional artists, external partners, theatre and performance institutions and organisations that create a realistic environment of professional expectations for theatre and performance students, preparing them for graduate-level employment;
• engagement across the School and University, providing opportunities for collaborative project work during study;
• individualised learning and study support opportunities, that cater for different learning styles;
• awareness of the duty of all to understand the impact of their decisions and actions and to strive to act responsibly.
Lectures provide and encourage a critically informed view of a topic, contextualising the subject and illustrating applied approaches. Lectures provide students with a managed introduction to a theme, enabling them to continue with suggested or directed self-study.
Seminars enable students to debate and explore subjects, questions and assignments with peers and tutors, encouraging an open and collaborative approach to shared learning.
Tutorials support individual learning, allowing for individual approaches to study, and catering for individual interests. Tutorials can be diagnostic or can support specific assignment or project-related questions and support differing student paths to achievement of learning outcomes.
Study trips offer opportunities for vital direct experience with art objects and sites of art study, and to communicate with and learn from experts and specialists at art institutions and organisations.
Live briefings and feedback are an important aspect of work-related learning, exposing art students to experience of professional ways of working, of professional expectations of standards, and of the most current professional practice.
Group critiques allow students to benefit from feedback on their own and others’ work, to contribute to that feedback, and are a valuable part of the peer-to-peer learning that is a core expectation and reason for University study.
Workshops offer students opportunities to engage in creative practice via making. Opportunities will be available to students to undertake workshop and studio practice relevant to their assignments or collaborative projects. The objective is to apply knowledge and acquire technical competence, to think critically and creatively, to master technique and develop the capacity to work independently and within teams.
Blended learning uses the University’s virtual learning environment to support and reinforce reflective learning, to monitor progress through assignments, to foster peer-to-peer communication and collaborative research activity and to facilitate tutorial support for students and flexible approaches to learning
Research skills are embedded at the beginning of the course and are built upon each academic year to ensure maximum use of the learning opportunities that projects and assignments offer. Digital literacy is embedded in the curriculum via the use of the University's virtual learning environment and in curriculum delivery and expectations of digital capabilities as appropriate to task set and the level of study. Students make use of digital platforms alongside traditional approaches to research, develop and communicate their projects.
For full text please consul the Course Handbook
The BA Theatre and Performance Practice course aims are all aligned with the qualification descriptors in the Quality Assurance Agency’s Framework for Higher Education Qualifications.
The course aims (CA) are to:
CA1. enable students to work adeptly across a range of professions in the performing arts;
CA2. equip students with the creativity, techniques, and contextual knowledge required to make original contributions to the field;
CA3. provide students with an understanding of industry-specific norms, values, and professional etiquette;
CA4. enhance students’ capacity for research and creative practice as life-long activities by introducing independent learning and the exploration of their individual potential;
CA5. enable students to develop effective collaborative skills and a sense of community that can be transferred to a variety of working contexts;
CA6. develop, through voice, movement and acting workshops, creative theatre makers who can access performance and cultural activity in others;
CA7. enable students to explore the aesthetics of theatre and develop skills in making environments, props, sets, objects and costumes;
CA8. develop students’ ability to lead workshops and work with individuals and groups;
CA9. equip students with the necessary skills to become social and cultural entrepreneurs, including such skills as producing, marketing, and business;
CA10. 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 theatre and performance practice, including a coherent and detailed knowledge of some specialist areas in depth.
On completing the course students will be able to:
Cognitive intellectual abilities
CLO1 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; (CA1, CA4, CA10)
Knowledge and understanding
CLO2 describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in theatre and performance, recognising the uncertainty, ambiguity and limits of knowledge; (CA2, CA4, CA8)
CLO3 manage their own learning, and to make use of scholarly reviews and primary sources (for example, referenced research articles and/or original materials appropriate to theatre and performance); (CA2, CA9, CA7)
CLO4 communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; (CA1, CA6, CA9)
CLO5 exercise initiative and personal responsibility, including decision-making in complex and unpredictable contexts; (CA3, CA4, CA5)
CLO6 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; (CA1, CA6, CA9)
CLO7 undertake appropriate further training of a professional or equivalent nature; (CA3, CA10)
Subject specific skills
CLO8 accurately deploy established techniques of practice, analysis and enquiry within theatre and performance; (CA2, CA6, CA7)
CLO9 devise and present new and innovative performance material. (CA1, CA4, CA6)
CLO10 exhibit professionalism in rehearsals (CA3, CA5, CA9)
CLO11 demonstrate fluency in industry specific language and terminology (CA2, CA10)
Course learning outcomes / Module cross reference
Module Title Module Code Course Learning Outcome
Acting and Performance Skills 1 SM4020 CLO1, CLO6, CLO11
Devising SM4010 CLO5, CLO9
Objects and Theatre SM4011 CLO6, CLO8
Performance, Art and Film Ideas 1 SM4019 CLO2, CLO3, CLO10
Acting and Performance Skills 2 SM5021 CLO1, CLO8
Theatre Production SM5019 CLO4, CLO9
Performance, Art and Film Ideas 2 SM5020 CLO2, CLO3, CLO10
Theatre Arts Studio: Second Year SM5022 CLO6, CLO8, CLO11
Performance Research & Development SM6015 CLO4, CLO3
Festival Showcase SM6P10 CLO5, CLO9
Collaborative Film Project (Alternative Core) SM6P11 CLO6, CLO8
Independent Project (Alternative Core) SM6P12 CLO2, CLO9
Theatre Arts Studio: Third Year SM6016 CLO1, CLO7, CLO11
Principle QAA benchmark statements
Subject Benchmark Statement; Dance, Drama and Performance (2015)
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 course’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 includes formal essays, portfolios and journals, creative writing, critical and creative activities, reviews, and assessed performances and oral presentations. 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 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.
Organised work experience, work based learning, sandwich year or year abroad
Work-related learning is embedded in the course both formally in modules SM6015 ‘Performance Research & Development’ and SM6P10 ‘Festival Showcase’, and throughout the course through live projects, industry visits, visiting speakers and events such as ‘Making a Living’ and ‘Celebration’ weeks.
With support from the Careers and Employability Office, students progress through study culminating in level 6, learning to present themselves and their work online and externally, developing and refining CVs, undertaking employment research, becoming aware of employment or external project opportunities, making approaches and applications, undertaking relevant practical work, obtaining feedback or appraisal and critically reflecting on the experience and learning. Work-related learning is a core element in the course with at least 70 hours working on live projects for real organisations. Students will experience a competitive recruitment process / pitch for opportunities and they will be required to reflect on their experience of the project and undertake forward career action planning. The course has core modules with built-in work-related learning, enabling the student to undertake professional activity, either employment, a work placement, professional training or volunteering within the course.
A large majority of the tutors and lecturers on the course are practitioners and share their knowledge and experience with students throughout their course of study. The project and workshop delivery of the course means that opportunities for work related learning through collaboration with external companies, agencies, institutions, competitions and professionals can be taken up as they arise, if appropriate to the programme of study.
Projects function as simulations of professional workplaces, with expectations of professional standards, conduct and delivery building as the students progress from level to level. During their final year, students are expected to work towards completion of a major theatre or performance for a public audience.
Course specific regulations
As a condition of progressing from level 4 to level 5 and from level 5 to level 6, students are required to have gained 120 credits per level, that is, by achieving pass marks (40% or above) in all four modules in the preceding level of study.
Level 6: to achieve an honours degree award on this course, students must have completed and passed each level 6 module at 40% or above.
LEVEL 6 OPTIONS: Alternative Cores
Students at Level 6 will have the option to select between two thirty credit modules: Independent Project (30 weeks), and Collaborative Film Project (15 weeks). Students will be offered tutorial guidance on these options to highlight and ensure management of the modules’ differing timetabling and delivery structures.
PART-TIME MODE OF STUDY
Part-time study is defined as 60 credits per year. Consequently, in part-time mode, the duration of study for a 360-credit degree will be 6 years. The pattern of study in this instance shall be as follows:
Year 1: SM4011 Objects and Theatre, SM4020 Acting and Performance Skills 1
Year 2: SM4010 Devising, SM4019 Performance, Art and Film Ideas 1
Year 3: SM5021 Acting and Performance Skills 2, SM5019 Theatre Production
Year 4: SM5022 Theatre Arts Studio: Second Year, SM5020 Performance, Art and Film Ideas 2
Year 5: SM6P11 Collaborative Film Project or SM6P12 Independent Project, SM6016 Theatre Arts Studio: Third Year
Year 6: SM6015 Performance Research & Development, SM6P10 Festival Showcase
Modules required for interim awards
All modules are core and compulsory for students to qualify for an award of BA (Hons) Theatre and Performance Practice. There is no flexibility in choice or in the order in which modules may be taken. The part time route is prescribed (section 25).
Year 1/Level 4
SM4011 Objects and Theatre
SM4020 Acting and Performance Skills 1
SM4019 Performance, Art and Film Ideas 1
Year 2/Level 5
SM5021 Acting and Performance Skills 2
SM5019 Theatre Production
SM5022 Theatre Arts Studio: Second Year
SM5020 Performance, Art and Film Ideas 2
Year 3/Level 6
SM6015 Performance Research & Development
SM6P10 Festival Showcase
SM6P11 Collaborative Film Project (Alternative Core)
SM6P12 Independent Project (Alternative Core)
SM6016 Theatre Arts Studio: Third Year
Arrangements for promoting reflective learning and personal development
Reflective learning and personal development planning is a key strategy in this course.
Throughout their study, students will be expected to engage with practical and theoretical material and explore the relationship between them. Much of the work is project-based, which will actively construct their learning processes by establishing conceptual frameworks to then develop and continue into theatre performance and production with guidance and support from tutors. In many modules, students are assessed on a continuous basis in order to ensure that their practice is developed through ongoing critical reflection, experimentation, development, and achievement.
Being regularly engaged with professionals throughout their study, students will be expected to work to industry standards.
Most summative assessment is at the end of year-long modules, with several formative assessment points formally instituted over the course of the year. At these interim formative assessment and feedback points, students reflect on their progress to date with their peers and course staff (with the benefit of feedback from professional partners), seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. The feedback and student reflection are recorded and forms an action plan for the next period of study.
This system is highly individualised, but also benefits from peer engagement in workshop projects group/studio critiques. The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress from year to year, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.
Throughout the modules and the course therefore, in this way, students build bodies of work, including reflections on progress and achievement, and planning for their future achievement of targets.
Career, employability and opportunities for continuing professional development
The creative arts industry employs around 700,000 people UK wide and contributes £24.8 billion to the UK economy each year. Graduates in drama and theatre have higher rates of employment than most of their peers in the Arts and Humanities, according to The Complete University Guide.
According to ‘Prospects’, the skills of these students include:
•teamwork and collaboration;
•time management and organisational skills;
•an open mind and the ability to move beyond boundaries and experiment with different ideas;
•analytical, critical and research skills;
•the ability to cope with criticism and learn from it;
Graduates go on to a wide range of careers. As well as jobs within the theatre and related creative industries such as acting, directing, stage and event management, script writing and technical theatre, graduates may also take up careers in the following sectors:
• criticism and journalism;
• commercial and public sector management;
• community based;
• marketing/ sales/ advertising;
• business/ financial.
Progression routes include:
• acting (for theatre, film, television and other contexts);
• directing (for other companies and on self-initiated projects);
• writing (under commission and independently);
• choreography (for other companies and on self-initiated projects);
• dramaturgy (freelance and institutionally as a literary manager);
• community performance/ theatre in education;
• workshop facilitation;
• arts policy making;
• arts administration/ marketing;
• cultural industries;
• establishment of a professional company.
Graduates can undertake postgraduate education in:
• choreography and movement;
• theatre history;
• applied theatre;
• theatre training;
• drama therapy.
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.
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 112 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma)
- English Language GCSE at grade C (grade 4) or above (or equivalent)
If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Film, Photography and Media Extended Degree.
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|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||W400 (Drama): 100%|
Stage 1 Level 04 September start Offered
|SM4011||Objects and Theatre||Core||30||NORTH||AUT+SPR||THU||AM|
|SM4019||Performance, Art and Film Ideas 1||Core||30||NORTH||AUT+SPR||WED||PM|
|SM4020||Acting and Performance Skills 1||Core||30||NORTH||AUT+SPR||TUE||AM|
Stage 2 Level 05 September start Offered
|SM5020||Performance, Art and Film Ideas 2||Core||30||NORTH||AUT+SPR||WED||AM|
|SM5021||Acting and Performance Skills 2||Core||30||NORTH||AUT||MON||PM|
|SM5022||Theatre Arts Studio: Second Year||Core||30||NORTH||AUT+SPR||TUE||AM|
Stage 3 Level 06 September start Offered
|SM6015||Performance Research and Development||Core||30||NORTH||AUT+SPR||MON||PM|
|SM6016||Theatre Arts Studio: Third Year||Core||30|
|SM6P11||Collaborative Film Project||Alt Core||30||NORTH||AUT||WED||AM|
|SM6P12||Independent Project||Alt Core||30||NORTH||AUT+SPR||NA|