THE ACTOR & THE VOICE - 2022/3

Module Overview

This module will provide students with a sound knowledge and understanding of fundamental technique and the skills essential to singing and the delivery of text both sung and spoken in theatre. A range of classes will cover the practical and anatomical aspects of singing and voice, giving students all the necessary tools required to begin the process toward a true understanding and ownership of their own voice and its place within the practice of the actor/musician.

Materials and content will be reflective of the continually developing global perspective within the theatre and music industry, with an understanding and awareness of its history and context. Teaching delivery will be accessible for all students.

Module provider

Guildford School of Acting

Module Leader

WILLIAMS Frances (GSA)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 4

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

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

Text YEAR LONG

Voice YEAR LONG

Explores, develops and brings together all elements of the voice. Initially work tends to focus on posture and breathing. Later work explores and aims to train the mind, body, imagination and emotions in the practice of making sound, establishing resonance and focussing the voice. Further work explores a range of expressions while integrating muscular clear articulation. Breath work underpins all work in the module so that the voice is fully connected. From the outset students are required to begin the process of understanding their own habitual voice use, and to challenge and develop their vocal capabilities.

Singing YEAR LONG

Covers an in-depth anatomical and theoretical knowledge of vocal production and systems/models related to singing. Singing Classes will prepare the students to become aware of and build technical and musical confidence with reference to the musical and textual demands of the music. Through the study of anatomy, technical singing exercises, physical & emotional awareness builds, varied song repertoire, this part of the module will begin to train the students to critically assess weaknesses in technique and acceptable voice qualities and tensions.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate Practical evidence of a developing skill-base in voice and singing as an actor-musician.

Thus, the summative assessment for this module consists of:

Unit 1: Voice (Continuous)

40% Student Activity

• Awareness of Healthy Technique

• Delivery of Text and Meaning

• Engagement with personal practice

• Engagement with vocal style

Unit 2: Singing (Continuous) 40%

Student Activity

• Awareness of Healthy Technique

• Delivery of Text within Song

• Engagement with personal practice

• Engagement with vocal styles

Unit 3: Voice & Singing (Performance) 20%

Student Activity

• Awareness of Healthy Technique in performance

• Delivery of Text and Meaning in performance

• Engagement with vocal style in performance

• Ensemble Work

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

• Increase awareness if individuality in voice and work towards a balance of healthy vocal function
• Develop an awareness of the demands placed on the voice and body with a variety of texts and vocal genres
• Develop an understanding of the vocal mechanism, support system, breath management, vocal anchoring and begin developing the middle (or mixed) voice
• Develop the foundations of a healthy and robust technique specific to the actor/musician
• Developing an emergent knowledge and approach to vocal style in relation to singing
• Develop and increase confidence as a soloist and/or ensemble member

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

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

The module aims to introduce Level 4 students to the study and acquire skills in voice and singing.

Practical classes are delivered in a yearlong module to encourage a continuous approach to practice and enable the practical skill base to grow.

The third assessment is a synoptic assessment where skills are assessed in practice alongside the performance of the Brecht Project.

The learning and teaching methods include:

Across the year this module is delivered over 300 hours study across the semester with a blend of personal study time and practical class based delivery.

Voice Class – Year Long

Text Class – Year Long

Ensemble Singing – Year Long 1-1

Singing - I Hour Per Term in 2x 0.5 hrs.

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 studio. 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: AMT1013

Other information

GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.

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 2022/3 academic year.