REHEARSAL AND PERFORMANCE - 2019/0

Module code: MUT3017

Module Overview

In terms of the ethos of the training at GSA Level 6 study requires students to apply advanced understanding of technique and sustained personal process to a range of rehearsal and performance projects.
Students are encouraged to create two distinct performances of professional standard. Throughout the process students will be encouraged to see the module as the beginning of a career in the industry, performing to agents, casting directors and other industry professionals; taking responsibility for making links, sustaining business contacts and involving the wider world in their work.

Performances are seen as sequences that are linked by reflection and application of a sustained methodology and technique; with the student playing a range of characters and, in at least one of the three projects, working as a member of a musical theatre ensemble.

Module provider

Guildford School of Acting

Module Leader

WOOLFORD Julian (GSA)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 6

JACs code: W312

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

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

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:
This module contains two rehearsal and performance projects delivered over 300 hours of study and rehearsal. These are usually presented in campus theatres or local professional theatres.
Practical skills:
Vocal technique in praxis
Dance technique in praxis
Acting technique in praxis
Understanding of systems of rehearsal
Understanding of sustaining creativity
Stamina and Flexible approaches to objectives Engagement with professional methods of delivery

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.

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment CONTINUOUS ASSESSMENT: Project 1: Rehearsal Process 25
Practical based assessment PERFORMANCE ASSESSMENT: Project 1: Performance 25
Practical based assessment CONTINUOUS ASSESSMENT: Project 2: Rehearsal Process 20
Practical based assessment PERFORMANCE ASSESSMENT: Project 2: Performance 30

Alternative Assessment

N/A

Assessment Strategy

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

Skills in rehearsal and performance, character building, physical and vocal presence, and intention in the space.

Thus, the summative assessment for this module consists of:

Project 1: Rehearsal Process (25%) – Teaching Block 2


  • Integration of disciplines

  • Contextual understanding

  • Character analysis and understanding

  • Understanding and application of theory

  • Ensemble work

  • Rehearsal discipline



Project 1: Performance (25%) – Teaching Block 2


  • Integration of disciplines

  • Contextual understanding

  • Character analysis and understanding

  • Understanding and application of theory

  • Ensemble work

  • Performance discipline



Project 2: Rehearsal Process (20%) – Teaching Block 3


  • Integration of disciplines

  • Contextual understanding

  • Character analysis and understanding

  • Understanding and application of theory

  • Ensemble work

  • Rehearsal discipline



Project 2: Performance (30%) – Teaching Block 3


  • Integration of disciplines

  • Contextual understanding

  • Character analysis and understanding

  • Understanding and application of theory

  • Ensemble work

  • Performance discipline



Formative assessment and feedback  

Formative assessment is crucial to this module. In mirroring industry practice, students are given detailed constant verbal feedback and during classes and rehearsal, which enables students to develop and act upon notes given. Students are encouraged to create a reflective journal which encourages and develops their own reflective practice.

Student activity link to Learning Outcomes


  • Integration of disciplines

  • Contextual understanding

  • Character analysis and understanding

  • Understanding and application of theory

  • Ensemble work

  • Rehearsal and performance discipline


Module aims

  • To encourage responsible and consistent attitudes towards self-management and self-presentation.
  • To evidence a sophisticated awareness of professional discipline and presentation
  • To explore stratagems for a life-long commitment to the process of seeking and acquiring creative, artistic and commercial opportunities
  • To consolidate the skills requisite to the creating and sustaining of a character
  • To integrate Acting, Voice, Singing and Dance 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 and designers
  • To develop creative and intelligent engagement with group and collective processes and the interplay between the performers' conscious and subconscious resources in the realisation of performance
  • To develop creative and intelligent engagement and cogent research skills throughout performance.

Learning outcomes

Attributes Developed
001 Demonstrate integrated technical skills in acting, singing and dancing to a professional level K
002 Demonstrate a sophisticated range of performance techniques
003 Evaluate the relationship between the performer, the narrative, the rehearsal, and performance context C
004 Develop a performance, imagination and understanding of style and genre C
005 Demonstrate effective skills in a collaboration. T
006 Communicate effectively in a verbal and/or physical forum T
007 Develop and demonstrate the effective application of learned practices. P
008 Demonstrate creative, original and imaginative approaches to work in performance. P

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 10

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:


  • Group rehearsals

  • Individual rehearsals and tutorials (where appropriate)

  • Group and Individual research sessions

  • Feedback (Notes) sessions



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 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.

The module is delivered over 300 hours study across the term including, class, seminar and self-study.

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

Reading list for REHEARSAL AND PERFORMANCE : http://aspire.surrey.ac.uk/modules/mut3017

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

Programme Semester Classification Qualifying conditions
Musical Theatre BA (Hons)(YEAR LONG) Year-long Compulsory A weighted aggregate mark of 40% is required to pass the module

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.