ADVANCED TECHNIQUES - 2022/3

Module Overview

The Level 6 module maintains the core basis of training skills in voice, dance and singing into the third year of study. Regular classes in Singing, Jazz, Tap and Ballet are maintained alongside the schedule of public performances as well a Voice classes that enable students to work through issues that may be arising from their work in the public facing productions.

The material given to students and that which they choose for themselves could reflect a multiplicity of cultures and backgrounds and be written or created by a variety of genders and identities.

This module aims to promote good health and well-being by keeping to appropriate working hours and maintaining Equity-standard safe spaces. We encourage positive working ethics: collaboration, kindness, support, understanding, listening and integrity.

 

Module provider

Guildford School of Acting

Module Leader

BAILEY Niall (GSA)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 6

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

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

Indicative content includes:
Practical Workshop Study
Rehearsal Workshop Class
Audition Assessment Class
Tutorials (1-1)

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

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

A practical evidence of a developing methodology as an actor-musician in preparing for maintenance of skill and preparedness for auditions.

Thus, the summative assessment for this module consists of:

Unit 1: Dance & Movement (Continuous)30%

Student Activity

• Effective delivery of taught work

• Demonstration of technique

• Stamina and Flexibility

• Consistent attitude to maintenance of skills.

Unit 2: Singing (Audition Assessment) 30%

Student Activity

• Engagement with text

• Performance Skills in Practice

• Connection to Text

• Engagement with process

Unit 3: Voice(Audition Assessment) 40%

Student Activity

• Engagement with text

• Performance Skills in Practice

• Connection to Text

• Engagement with process

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

• Maintain and continuously develop core technique in:
• Dance
• Singing
• Voice
• As well as assisting with work for auditions, performances and maintaining peak performance skills outside the rehearsal room

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Place an emphasis on the practical performance skills required as an actor-musician.

The module aims to introduce Level 6 students to the maintenance of vocal and dance skills at Level 6 and encourage a pro-active approach to maintaining that skill base.

The learning and teaching methods include:

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

Jazz – YEAR LONG

Tap – YEAR LONG

Ballet – YEAR LONG

Voice – YEAR LONG

Singing – 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.

 

Designated materials will be explored and performed as well as Student-chosen materials. These materials, both designated and student-chosen, could reflect a multiplicity of cultures and backgrounds written by a variety of genders and identities. 

 

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: AMT3008

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.