THE ACTOR & MUSIC 2 - 2019/0

Module Overview

The module builds on the work of Level 4 and begins to encourage more risk taking and creativity in approaches to music and performance. In the module Songwriting, new instrument experimentation are encouraged and supported – alongside the acquisition of higher end skill in terms of the student’s first instrument.

Students are also encouraged to journal their performance work through the “projects” Classical Text, 20th Century Text and Outreach.

Module provider

Guildford School of Acting

Module Leader

BAILEY Niall (GSA)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

Indicative content includes:

• Theory 2 - further theory work but developing understanding of music's role in storytelling

• Songwriting 2 - collaborating on original text and original music compositions

• Music Technology 2 – supporting individual and project work

These classes are taught in a range of settings including Music Labs, Lecture Spaces and rehearsal studios – and the scheme of work reflects the changing nature of the units and the exploration of different approaches to the study of music in performance and the preparation of music in performance.

Students will receive 6 hours of 1-1 instrumental tuition on either a first or second instrument during the course of Level 5. This will form part of the JOURNAL and each lesson is logged by the student.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate

Thus, the summative assessment for this module consists of:

Musicianship Progress (Continuous Assessment) 50% Student Activity

• Evidence of practical understanding

• Evidence of developing musical technique

• Evidence of technical musical ability

• Evidence of engagement with process

Journal of Performance (Performance Assessment) 50%

• Evidence of practical understanding in performance

• Evidence of developing music for performance

• Evidence of logging of 1-1 Classes.

• Evidence of developing performance style and technique

• Evidence of critical thinking with regard to genre and actor musicianship.

Formative assessment

N/A

Feedback

These are practical assessments that provides students with the opportunity to demonstrate and receive feedback sequentially. Students receive verbal and written feedback and also benefit from personal tutorials where this feedback can be discussed after reflection and grading has taken place.

Module aims

• To integrate and support performance in a range of musical styles.
• To encourage strong analytical methods to a range of musical styles.
• To enhance performance skill in solo and ensemble performance.
• To connect with industry practice and personal practice through an extended journal of self-analysis.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Place an emphasis on the practical development of skills that are required as an actor-musician.

Existing and new skills are explored across the length of the module – enabling students to critically reflect on their own practice alongside their practical work

The learning and teaching methods include:

Across the year this module is delivered over 150 hours of study time with a blend of personal practice and practical class delivery.

Ensemble Musicianship YEAR LONG

Practical Musicianship YEAR LONG

Musicianship Tutorial (1-1) Teaching Block 1

Music Tech & The Musician YEAR LONG

Throughout the module different learning and teaching strategies are applied to enable students to achieve the learning outcomes, including research, reflective practice, peer to peer learning and formative assessment with detailed written feedback.

• The approach of the module is vocational in content and delivery and encourages students to participate in reflection on their own practice, independent study and research and embeds the concepts of peer to peer feedback within the rehearsal room. Students are encouraged to utilise materials on SURREY LEARN and also receive individual tutorials from staff to help in forming their learning experience.

• Students receive regular verbal feedback both individually and as a group during each class which they are encouraged to journal and use for reflection.

• Students are encouraged to self-assess and peer-assess within the class structure and as part of the ethos of continuous actor training.

Lesson plans are structured to take account of and deliver for students with a specific bias toward visual, auditory and kinaesthetic learning enabling differentiation of techniques within the class and a sensitivity towards inclusivity.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: AMT2015

Other information

Under the three term structure that commences from academic year 2019/0 – this module’s delivery is year-long due to the teaching occurring in Teaching Blocks 1, 2 and 3.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.