EMBODIED VOICE AND MOVEMENT 2 - 2024/5

Module Overview

Students will be expected to attend warm-up sessions and arrive appropriately prepared for physical and vocal work. Research and preparation will be necessary in pursuit of some of the modules aims. Students are required to warm up and dress appropriately for classes.

This module continues to interrogate the landscape of vocal and movement expression for the actor. Developing somatic awareness of the body in movement and voice, the student will apply a range of expressive vocal and movement-based methodologies. The integration of voice and movement develops an embodied knowledge of the skills required to work with heightened theatrical context and text. Embodied knowledge allows students to read and understand the body through movement and voice by responding and adapting to the expressionistic demands on the actor within the rehearsal room and in performance.

In the delivery of this module, GSA is guided by the UN's 17 Sustainable Development goals. We aim 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. We aim to recycle and repurpose sets, props and other production resources where possible, promoting a circular economy.

Module provider

Guildford School of Acting

Module Leader

RYAN Rose (GSA)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 5

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

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

Building on the work of Embodied Voice and Movement 1 students will explore the essential ‘balance’ between the technique and emotional freedom required of the actor.

Indicative content for Embodied Movement includes:

• Animal Study: The transformation into a non-human animal


• Trip to the zoo


• Anthropomorphic Study: Developing a human character from an animal study.


•  Animal study as inspiration for a scripted character.


• Working with emotions in movement


• Exploring Laban’s efforts of action drive


• Movement expression equation


• Effort duos


• Personal and character effort maps


• Effort weaves • Uniting efforts and text


• Manifesting thoughts and feelings


• Creating a physical score


• Efforts in rehearsal


• Physical codes and keys


• Personal safety in movement


• To use the efforts to deepen the ability to observe and translate.


• Encourage students to create a vibrant and truthful relationship with their imagination


• Daily physical warm-up which may include Cardio-vascular fitness, Exercises for the development of core strength, Dynamic stretches to warm muscles and joints, Upper and lower body conditioning

• Practical voice which further develops the vocal skills and continues to enhance the students understanding of grounding centring and alignment explored in level 4


• Applied Voice, further develops the knowledge built upon in level 1. Exploring both text and accent, with a deeper development of the embodied voice that enhances the integration of genres, styles and conventions for the actor. 


• Of equal importance are the works of the poets and playwrights that use of alliteration, euphony, assonance and onomatopoeia which is particularly good vehicle for developing the emotional and imaginative muscles that complement the physiological musculature of the voice


• Voice work begins by exploring the authentic voice of self and moves towards an exploration and understanding of new sounds. 


• Any material explored or chosen by students could reflect a global diversity and various forms.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate a developed understanding of embodied movement and voice and the application of embodied skills.

The module is continually assessed through the first two teaching blocks. With the formative assessment for the two teaching blocks consisting of a portfolio of workshop activities. The final teaching block will be the application of the skills in a Black Box production, this will provide the final summative assessment and will be synoptically assessed.

Formative assessment and feedback will be given through a 1 – 1 session at the end of teaching block 1 and teaching block 2. In Teaching block 1 the tutor and student will agree SMART targets, which will be reviewed at the end of teaching block 2 and new targets set. Summative feedback will be in response to the previous targets and how they have been met.

Module aims

• Demonstrate key principles of voice and movement within a somatic framework, developing embodied knowledge of human expression.
• Transfer integrative knowledge of human movement and vocal expression drawing from a range of diverse movement and voice methodologies.
• Integrate movement and vocal methodologies into the work of the actor.
• Ensure well-founded development of movement and vocal skills, building upon existing knowledge and developing individual progress.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Place an emphasis on the applied practical development of vocal and movement skills that are required for extended and best practice as an actor.

Enable students to acquire versatility in their physical and vocal skills, integrating their embodied knowledge across a range of genres and styles.

The learning and teaching methods include:

Practical, skills based and tutor led group sessions following traditional formats.

Ongoing practical classes, masterclasses and seminars. Visual, Audio and Kinaesthetic methods of learning – including use of VLE.

4 hours per week for 18 weeks for movement (72hrs)

4 hours per week for 18 weeks for voice (72hrs)

156 hours self-led research and 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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: ACT2023

Other information

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

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 2024/5 academic year.