THE BOOK MUSICAL - REHEARSAL AND PERFORMANCE - 2019/0
Module code: MUT3008
This module introduces students to the demands and rigours regarding the expectations, discipline and professionalism required of the contemporary professional actor. The module expands students’ experience of and encourages further development of approaches to performance, rehearsal and auditioning for specific roles in specific productions.
The selection of material for the production modules is determined by the range, skills and dynamics of each student year group. Every effort is made to provide material which reflects the professional market and which challenges the students artistically.
Guildford School of Acting
WOOLFORD Julian (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: W312
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
This module assumes that students have undertaken training in Musical Theatre in a conservatoire environment at Level 4 and Level 5 and have high proficiency in Acting, Voice, Singing and Dance.
This is a core part of the training at GSA, students undertake a full rehearsal process and full performance usually staged at The Ivy Arts Centre. Students work with and engage with the wider professional community and it is expected that at Level 6 students are expected to show a high level of understanding in the following:
- Textual Understanding.
- Vocal technique and delivery.
- Dance technique and delivery.
- Integration of technique.
- Sustained rehearsal work.
Directors, musical directors and choreographers are drawn either from senior faculty, selected from the informal pool of professional working directors who work regularly for GSA, or invited to meet the specific demands and requirements of a particular production. We operate strict selection criteria and expect directors to comply with detailed production guidelines.
Casting for productions in the third year involves audition in order to extend the students’ readiness for the profession. Every effort is made to provide students with a range of performance experience and of directors.
Each student should have worked with at least two external professionals by the end of the programme.
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||PROCESS: AUDITION AND REHEARSAL||30|
|Practical based assessment||PUBLIC PERFORMANCE||70|
PLEASE NOTE: If a student is unable to complete the criteria.
The assessment strategy is designed to provide students with the opportunity to demonstrate…
The assessment strategy is designed to give the students practical and “real world” experience of a professional rehearsal process. The module is structured to reflect the challenges of developing a truthful and fully realised performance in and a full integration of voice, singing, acting and dance within the context of the piece.
Thus, the summative assessment for this module consists of:
Summative 1: Practical - Rehearsal Process
Student Activity ILO Map
Textual Understanding 1,2,3,4,5,7
Vocal technique and delivery 1,2,3,4,5,7
Dance technique and delivery 1,2,3,4,5,7
Integration of technique 1,2,3,4,5,7
Sustained rehearsal work 1,2,3,4,5,7
Summative 2: Practical - Public Performance
Student Activity ILO Map
Textual Understanding 1,2,3,4,5,6
Vocal technique and delivery 1,2,3,4,5,6
Dance technique and delivery 1,2,3,4,5,6
Integration of technique 1,2,3,4,5,6
Sustained rehearsal work 1,2,3,4,5,6
Formative assessment and feedback
The formative feedback practice students are given detailed verbal feedback after and during rehearsal work. This helps students develop and react to notes given. Before public performance which constitutes the heart of the module students are given detailed notes in the rehearsal room ( “Producer’s Run”) and then after the Dress Rehearsal which gives an opportunity for formative work .This ensures that each students has the potential and the time within rehearsal to reflect and act on feedback before performance.
- To consolidate the skills requisite to the creating and sustaining of a character.
- To integrate Acting, Dance, Voice and Singing techniques acquired and developed at Levels Four and Five.
- To provide a working environment which adheres to professional values and codes of conduct, employing professional directors, musical directors, choreographers and designers.
- Creative and intelligent engagement with group and collective processes and the interplay between the performers in the realisation of performance.
|1||Display a clear understanding of and connection to the text.||KCPT|
|2||Create and develop a credible and dynamic approach to characterisation.||KCPT|
|3||Demonstrate effective vocal delivery.||KCPT|
|4||Display expressive and flexible dance skills.||KCPT|
|5||Demonstrate appropriate and effective integration of core technical skills (Acting, Voice, Singing, and Dance).||KCPT|
|6||Work in an appropriate and professionally focused manner in pursuit of creating and sustaining a truthful characterisation within performance.||KCPT|
|7||Effectively collaborate and integrate with members of the company in pursuit of agreed artistic and creative objectives.||KPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 113
Independent Study Hours: 37
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Place an emphasis on the practical development of skills that are required for imminent entry into the profession. The module provides students with practical experience of a rehearsal process that integrates various points of study from Level 4 and Level 5, providing valuable experience that enables them to enter the industry at the end of Level 6 study.
The learning and teaching methods include:
Across the semester this module is delivered over 150 hours of taught hours and independent/guided study over a 5 week period within the semester, mirroring best industry practice and enabling a fully realised rehearsal period.
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 written feedback.
- The approach of the module is vocational in intent 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 SurreyLearn and also receive individual tutorials and from tutors and industry professionals to help inform their practice.
- Students receive regular verbal feedback individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the schedule.
- Students are encouraged to self-assess and peer-assess within the class structure which becomes a valuable strategy for visual, auditory and kinaesthetic learning.
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.
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.