Maximum duration of study 7 years

Transcription

1 PART 1 PROGRAMME SPECIFICATION 1 Awarding St Mary s University, Twickenham institution 2 Partner N/A institution and location of teaching (if applicable) 3 Type of N/A collaborative arrangement (if applicable) 4 Award title Acting 5 Final award BA (Hons) 6 Interim award(s) with award titles (if specific titles Certificate of Higher Education (CertHE) Acting Diploma of Higher Education (DipHE) Acting Ordinary degree Acting have been designated) 7 School with Arts & Humanities responsibility for the programme 8 Language of English study 9 Joint Honours N/A combinations 10 UCAS code W JACS code W Professional, Statutory or Regulatory Body (PSRB) accreditation / recognition No PSRB accreditation 13 QAA subject benchmark or other relevant external reference point 14 Normal completion time and maximum duration of study The programme is delivered in line with the University s Mission, the QAA benchmarking statement for Dance, Drama and Performance and the requirements of DRAMA UK (or successor). Normal completion time: Full-time study 3 years Maximum duration of study 7 years 15 Mode of study Full time only 16 Mode of delivery Face to face 17 Date approved Approved by TLQEC on 10 May

2 and name of authorised body 18 Applies to students commencing study in (month/year) 19 Summary of the programme 20 Aims of the programme September 2017 PART 2 CURRICULUM SPECIFIC DETAILS BA Acting offers Drama School training in a University context. Its aim is to prepare students for professional work in the theatre, television and film industries. Combining conservatoire-style training with university education will develop students acting skills to a professional standard, enhance critical and creative thinking skills and other generic transferable and employment skills. The overarching aim of the BA (Hons) Acting programme is to prepare students for future careers as professional actors. The primary aims of the programme are: 1. To provide students with a supportive learning environment in which to foster intellectual, physical, vocal and emotional self-confidence for all students. 2. To provide a framework within which students can achieve the detailed knowledge, critical understanding and physical skills and techniques necessary to become professional actors. 3. To enhance the employability of students in the context of employers expectations of professional skills for those wishing to enter the Theatre, TV and Film industries as well as those who choose to enter a wide range of other careers in the creative industries or in non-cognate professions. 4. To encourage a high standard of teaching, learning and scholarship among both its staff and students in order to provide a balanced, stimulating, academically and vocationally sound education and training within the field of acting. 5. To enhance students awareness and appreciation of the ethical issues central to the representation of lives on stage and screen. 21 Criteria for admission Candidates must satisfy the general admission requirements of St Mary s University as outlined in the Admissions Policy. To qualify for entry, students are normally expected to have a minimum of 112 points of which 80 must comprise of 2 B grades. The remainder points can be made up of A Level and AS Grades. It would normally be expected that candidates would have A level Drama and Theatre Studies or BTEC Higher in Performance. Candidates are assessed in interview, audition and workshop. Non-native speakers of English must achieve a score of either 6.0 overall or not less than 5.5 in any section of the IELTS test of English language proficiency (or equivalent). 2

3 22 Scheduled learning time (the number of guided learning hours (GLH) is 1 hour per 10 s/documents/cont act-hoursstudent.pdf) 23 Programme learning outcomes Type of learning time Number of Expressed as % hours Contact time % Placement/workbased learning hours Guided learning % hours Independent study % time TOTAL* % On successful completion of the programme, students will have : 1. Developed solid knowledge and understanding of forms, practices techniques, traditions and applications of performance and the ability to apply these. 2. Developed in-depth knowledge of the ability to apply the key components of performance and the processes by which it is created, realised and managed. 3. Developed a critical perspective of the role and function of performance in social, educational, community and other participatory settings 4. Developed an understanding of how to read and interpret texts. 5. Developed systematic understanding of group and collective processes together with the ability to work in a group or team and to have the skills needed for the realisation of collaborative project-based work. 6. Developed robust understanding of the responsibilities of performance practitioners to facilitate safe and ethical working practices. 7. An ability to engage in the creation of performance through an understanding of appropriate performance vocabularies, techniques, crafts, structures and working methods. 8. An ability to describe, theorise, interpret and evaluate performances and events. 9. An ability to engage in independent research, whether investigating past or present performances or as part of the process of creating performance. 10. Gained skills in self-management, demonstrating the ability to set goals, manage workloads, work under pressure and meet deadlines. 11. Gained skills in communication and presentation with the ability to articulate and communicate ideas and information in a variety of forms. 12. Developed knowledge of the theatre industry and how to set up in business as a self-employed actor. 3

4 24 Programme structure and module requirements All modules are core. FHEQ Level 4 Modules Code Title No. of Sem of delivery Module status (core, option) ACG4001 Voice & Movement &2 core ACG4002 Acting core (Methodologies) ACG4003 Performance 1 (Skills) 20 1 core ACG4004 Acting 2 (Methodology 20 2 core to Text) ACG4005 Performance core (Ensemble) ACG4006 Contextual Studies 1 (Acting in Theory & practice) 20 1&2 core FHEQ Level 5 Modules Code Title No. of Sem of delivery Module status (core, option) ACG5006 Voice & Movement &2 core ACG5001 Acting 3 (Classical) 20 1 core ACG5002 Performance core (Devising) ACG5003 Acting for TV & Film 20 2 core ACG5004 Performance 4 (Applied 20 2 core Theatre) ACG5005 Contextual Studies 2 (Theatre History) 20 1&2 core FHEQ Level 6 Modules Code Title No. of Sem of delivery Module status (core, option) ACG6002 Production 40 1 core ACG6001 Contextual Studies 20 1 core (Professional Practice) ACG6004 Creative Thinking & 20 2 core 4

5 25 Work placements or study abroad 26 Links to industry and employability 27 Programme awards 28 Programme teaching and learning strategies Theatre -making ACG6005 Finalists Productions 20 2 core ACG6003 Acting for Screen & Radio 20 2 core Work placements are not possible in an acting degree, though students are not discouraged from taking brief professional engagements should they arise. Students may choose to take part in the university s study abroad scheme at Level 5. This is a vocational programme taught largely by visiting theatre practitioners. This ensures that teaching is up-to-date and provides students with networking opportunities for later employment. All modules are industry-focussed and the third year is composed of training to enter the profession, including showcase events to casting directors and advice on self-marketing. Drama has strong industry links with a number of theatres (The Orange Tree is an example), theatre companies and organisations. Productions are presented in London Theatres such as the Soho Theatre, Jacksons Lane and BAC and toured abroad in order to give students the opportunity to work in a professional environment. This programme conforms to the University Academic Regulations. In order to qualify for the award of BA (Hons) Acting, students must have successfully achieved 120 at each level. PART 3 TEACHING, LEARNING & ASSESSMENT The knowledge acquired in training to be an actor is embodied knowledge. This is knowledge beyond knowing about acting; it is the acquisition of knowledge, skills and techniques which allows the mind/body to act under performance conditions in an altered state. To be able to do this takes a great deal of time and repetition of exercises. In order for students to acquire this knowledge the core of the teaching and learning strategy is intensive studio training (30 hours per week) supplemented by production work and lecture/seminar classes. In classes physical and vocal training is key and a coaching method of teaching is frequently employed. This involves continuous feedback throughout each session. Instruction and discussion are often followed by practical tasks being set and the outcomes analysed by tutors and peers. Theatre is a collaborative art form so group learning is a strategy most commonly employed. Ability to work productively in a group is a skill which is learned in class, in research projects, in rehearsals and in production. To supplement this basic teaching and learning strategy, lectures and seminars, video-screenings, theatre visits and masterclasses from visiting theatre practitioners are also employed to enhance the learning experience. 29 Programme assessment strategy The assessment strategy has been designed in alignment with the University s Assessment Policy and Tariff and also with reference to the QAA UK Quality Code for Higher Education, Chapter B6. 5

6 A number of assessment strategies are used across the programme. Practical classes are assessed by group and individual exercises which may be textbased or devised. Individual performance is assessed in productions and lecture/seminar modules are assessed by 3,000 word essay or portfolio. Occasionally seminar or workshop presentations are used for formative assessments. These assessments create a range of demands upon the student whose response can be analysed in depth, both in the moment and via formal feedback which can enhance their learning experience. Continuous feedback or formative assessment is a feature of the teaching of Acting. Mostly taught through workshops, a coaching method is employed which, typically, involves the setting of short tasks followed immediately by class analysis and feedback. Detailed discussions of principle are usually followed by detailed assessment of the performance of both the group (drama being a collaborative art form) and the individual. Drama students are acclimatised to being critiqued on a daily basis, within a supportive environment where it is recognised that it is the individual s work, not the individual, which is being held up to public scrutiny. Continuous minute-by-minute critical analysis and feedback is also a feature of the production process which is a dialogue between director/tutor and student. The principal role of a director is to watch, listen and give playable notes - formative feedback to advance both the production and the learning process. Summative assessment and feedback tends to take place at the completion of a workshop module, typically a response to a major group exercise which will have been rehearsed outside of class time. In production work summative assessment takes place over a number of performances by a panel of staff who are individually responsible for assessing a particular aspect of each student s performance. The panel convene to discuss each individual student and arrive at an overall mark. Of the three lecture/seminar modules, two are assessed by essay (3000 words) and one by portfolio (3000 word equivalent). Written and practical assessments are double-marked (anonymously when possible) and external examiners are invited to view productions as well as the usual receiving of sample essays and coursework. Externals are kept informed of any changes to modules or assessment and their advice is frequently sought in relation to the running of the programmes. External examiner reports are made available to students through the programme boards. Information on assessment and deadlines is made available to students both orally, through the programme and module handbooks and on-line. Feedback to written and practical work is given by a feedback sheet which uses both a tick-box system and personal comment. Assessed work in regular classes also has verbal feedback. Feedback sheets are returned to students within three 6

7 weeks at specially convened meetings. Students are encouraged to discuss their progress with the course convenor and / or with their academic tutor. There is also a nominated member of staff responsible for student progress. In order to ensure transparency and fairness, specific criteria for assessment of practical work is published in each module handbook. This goes into greater detail than that published in the programme handbook and is tailor-made for particular modules. For example a production module is marked by a number of tutors each responsible for assessing a particular category of performance. These might include voice, movement, character, basic performance skills and stagecraft, each with a set of sub-criteria. These criteria are periodically reviewed by the staff as a whole and sample essays are marked by all staff to ensure consistency. 30 Student support and guidance 31 Quality management arrangements PART 4 UNIVERSITY SUPPORT Each student is assigned a personal tutor and attends individual and group tutorials for academic and pastoral support. Drama also has an examinations officer who provides support for matters related to examinations, extenuating circumstances, re-sits etc. There is also an open door policy in Drama whereby any student can meet with any member of staff in their office without an appointment. Students are supported by the School Learning Development Lecturer who provides academic support and, occasionally, pastoral care. University support includes Student services (counselling and advice), a liaison librarian, a careers service and learning development lecturers assigned to each School. The Student Union provides student reps who attend programme boards to relay the views of students. My Modules enhances programme delivery through the provision of online resources for students. This programme aligns with the quality assurance requirements of St Mary s University through the following processes: Five yearly cycle of revalidation Ongoing monitoring through the Programme Review process Programme Boards Consideration of marks and graduate profiles at Exam Boards Engagement with programme student representatives Engagement with approved external examiners 7