ADVANCED TECHNIQUES - 2022/3
Module code: MUT3015
In this module students are offered a coordinated series of technique classes, workshops and master classes that aim to encourage and foster the skills needed for continuing professional practice within the industry.
It is envisioned that each year classes will be responsive to the needs of specific cohorts of students.
The module includes compulsory individual singing tutorials and group classes in Jazz, Ballet, Tap and Specialized Movement Skills such as Social Dance and Double-work (pas de deux).
As with all dance and singing modules care has been give to understand the cultural, physical, social and individual differences of learners. The lineage of the dance and singing styles is understood to be complex and care is given that each class is taught from an inclusive perspective.
This module encourages students to comprehend healthy diet, sleep, exercise, appropriate screen time, appropriate working hours and promotes Equity Safe spaces. The module promotes positive working ethics: collaboration, kindness, support, understanding, listening and integrity.
Guildford School of Acting
CRIPPS Kevin (GSA)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 6
JACs code: W312
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 79
Tutorial Hours: 13
Practical/Performance Hours: 208
Prerequisites / Co-requisites
Indicative content includes:
To include advanced technical exercises to maximise mobility, strength, and control, isolation work, compound steps, jazz pirouettes and the establishment of integrated technique in preparation for industry standard audition routines which may include current or emerging musical theatre repertoire.
To further develop advanced Barre-work, Centre Practice, Adage, Pirouettes, Petit & Grand Allegro, Batterie, En Manèges. In special circumstances Pointe-work may be included if appropriate.
To include advanced work on traditional and emerging tap vocabulary and technique - to include shuffles, time-steps, riffs, pick-ups, turning steps and the establishment of integrated technique in preparation for industry standard audition routines which may include current or emerging musical theatre repertoire.
To include an advanced repertoire of lifts and partner work incorporating counter-balances, pressage, drags, pull/throw & catch lifts and promenades.
Technical 1-2-1 singing classes, with a focus on the individual technical needs of the student.
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||Continuous Assessment: Jazz, Ballet, Tap and Singing Techniques (TB 1,2 & 3)||70|
|Practical based assessment||Practical Assessment: Jazz, Ballet, Tap and Singing Techniques (TB3)||30|
The assessment strategy is designed to provide students with the opportunity to demonstrate
- an industry entry level of technical skills
- a professional level of engagement with the work
- the establishment of safe and healthy practices
- the establishment of professional conduct
- an advanced level of awareness and development of appropriate style within the context of musical theatre dance.
With assessment points selecting from the following criteria:
- Develop a sophisticated tool kit of performance techniques. (K)
- Discipline specific criteria for jazz includes the ability to demonstrate the technical elements of posture, placing, alignment, use of depth, extension, contraction, elevation, activation of and connection to the core, arms and back, use of legs and feet, control at an advanced/professional level.
- Discipline specific criteria for ballet includes the ability to demonstrate the technical elements of controlling and sustaining correct posture, placing and turnout, use of legs and feet, use of breadth and extension, connection to port de bras, upper body and back, turn, elevation, ballon at an advanced/professional level.
- Discipline specific criteria for tap includes the ability to demonstrate the technical elements of weight transference, use of knees, ankles and feet, working from and sustaining use of the balls of the feet, clarity of beating, relaxation at an advanced/professional level.
- Develop a performance, imagination and understanding of style and genre. (C)
- Discipline specific criteria for jazz includes the ability to demonstrate musical elements of rhythm, syncopation, timing and phrasing and choreographic elements of accuracy, isolation and spatial awareness at an advanced/professional level.
- Discipline specific criteria for ballet includes the musical elements of rhythm, timing and phrasing and choreographic elements of accuracy and spatial awareness at an advanced/professional level.
- Discipline specific criteria for tap includes the musical elements of rhythm, syncopation, accuracy of timing, use of accent and changes in dynamic and choreographic elements of accuracy, rhythm through the body and spatial awareness at an advanced/professional level.
- Demonstrate discipline and consistency in a professional context. (T) Evidenced by:-
- Regular attendance in classes.
- Diligence, focus and work ethic in classes.
- The ability to listen to and apply correction.
- Establishment of safe practice in vocal and dance techniques.
- Develop and demonstrate the effective application of learned practices. (P) Evidenced by:-
- Demonstrating further progress and overall improvement.
- Further changes in physicality,
- A sophisticated level of understanding and knowledge of vocabulary.
Thus, the practical summative assessment for this module consists of:
- Continuous assessment of classwork in singing, jazz, ballet & tap in Teaching Block 1, 2 and 3 (70%)
- Practical assessment of in singing, jazz, ballet & tap in Teaching Block 3 (30%)
Formative assessment & Feedback
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 lesson plan every week.
Students are encouraged to self-assess and peer-assess within the class structure which becomes a valuable strategy for visual, auditory and kinaesthetic learning.
- To provide an environment where continuous practice is encouraged and fostered
- Prepare students for industry entry level expectation in terms of fitness, flexibility and level of autonomy
- To consolidate the skills requisite to creating and sustaining performance
- To encourage students to become reflective and responsive in their ongoing practice after Level 6 study
- To foster a working environment that encourages shared practice and core professional values
|001||Demonstrate a sophisticated tool kit of performance techniques.||K|
|002||Demonstrate integrated skills in acting, singing and dancing to a professional level||K|
|003||Develop a performance, imagination and understanding of style and genre.||C|
|004||Demonstrate discipline and consistency in a professional context.||T|
|005||Develop and demonstrate the effective application of learned practices.||P|
|006||Establish an understanding of the performing arts profession and the individuals’ role within it.||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
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.
The learning and teaching strategy is designed to:
- Place an emphasis on the practical development of skills that are required for extended and best practice in the profession.
- Enable students to increase versatility in their vocal and physical skills and integrate their knowledge across all musical theatre disciplines all of which prepares the students for the practical and integrated physical demands of the musical theatre industry.
The learning and teaching methods include:
- Practical, skills based and tutor led individual or group sessions following traditional class formats.
- Visual, Audio and Kinaesthetic methods of learning – including use of VLE.
- Jazz, Ballet and Tap classes are streamed by ability to ensure appropriate learning contexts for all levels of competence.
- Students are re-assessed at regular intervals and may be re-allocated to higher or lower class levels.
Due to Health and Safety implications, it may be inappropriate for some students to participate in Double-work (pas de deux).
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.
Upon accessing the reading list, please search for the module using the module code: MUT3015
GSA delivers its provision across three teaching blocks, within the University of Surrey’s existing semester structure.
Programmes this module appears in
|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 2022/3 academic year.