ADVANCED PROFESSIONAL PRACTICE - 2025/6

Module Overview

The focus of this module is an extended placement, where students work in a professional setting (including but not limited to performer movement training and rehearsal and production), with the expectation of deep and rigorous engagement with practice and research. Through preparatory seminars, students are guided through processes for evaluating and determining their professional developments and interests and planning for their placement learning and activity, as well as research methodologies and practices for selecting and designing their research study. Throughout their practical placement experience students will draw upon learning from the entire programme to work in a variety of movement contexts, working independently and within teams to apply their knowledge and gain further skills and experience. In addition, students will identify an area of research interest and complete an independent research project, which can incorporate learning and research from their placement experience.

Module provider

Guildford School of Acting

Module Leader

TRINGHAM Anna (GSA)

Number of Credits: 60

ECTS Credits: 30

Framework: FHEQ Level 7

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

Module Availability

Year long

Prerequisites / Co-requisites

N/A

Module content

This module is divided into three components: Preparation for Placement, Placement, and Independent Research Project. Preparatory seminars and tutorials will provide students with an overview of the industry and stimulate reflection and evaluation of personal professional development interests and needs. Following this, students undertake an extended professional placement where they apply their knowledge and understanding and gain further skills and experience. The exact format and structure of the placement will be mutually agreed between the student, the host organisation and the course/module leader, but may include assisting, shadowing, observation, delivery of practical activities in movement direction and/or teaching settings. Placements can be carried out within GSA, or beyond, depending on student preference. Students may engage with placements in creative institutions, educational settings, charitable enterprises, social activities, as best fits their personal learning journey and enquiry. Students may make arrangements for one placement for the teaching block or combine a number of placements. Placement hours indicated above are indicative and will vary according to each student's selected placement. Following placement students will identify and pursue an independent research project, which may be presented in written, verbal, or part-practice forms, in order to develop and deepen their personal interests and approach to movement direction and teaching.

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

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

• The ability to work professionally and effectively in professional settings.


• The ability to work proactively and responsively, and deliver and support effective movement direction and teaching.


• A developing personal approach to the work, moving beyond taught content and into independent decision making, understanding, and application.


• An advanced understanding of research and critical reflection.


• A thoughtful and informed understanding of movement direction and the ability to communicate effectively and appropriately in written, physical, or verbal forms.

Thus, the summative assessment for this module consists of:

A thorough reflection and analysis of the placement experience in the Placement Review, incorporating a host report and student¿s reflection and learning prior, during, and after the placement experience; Observation of 1 hour of practical delivery by the student, the exact content to be mutually agreed between the host, student, and course/module leader; and the Independent Research Project: drawing upon their placement experience and the programme content as a whole, students develop and present a 4,000 word research project in written, verbal, or part-practice forms.

Formative assessment and feedback is embedded within the learning and teaching for this module, and may include: tutorials, in-class discussion, engagement with online discussion forums, peer-to-peer feedback, supervision, presentation of draft written material, informal presentation of research proposal. This variety of approaches accommodates for different learning styles and needs, and allows students to receive and and apply feedback in practical contexts. Supervision and tutorials will support them to reflect on their placement experience and develop their research aims and interests.

Module aims

• Invite students to reflect and evaluate on their skills, experience, and development needs.
• Give students a clear understanding and overview of the industry.
• Allow students to apply their knowledge and skills in real-world professional contexts
• Stimulate reflection, research, and a personal approach to movement direction and teaching through developing an independent research project.
• Provide a bridge between training and the professional field.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to

Provide a clear overview of the industry and potential career interests and pathways and stimulate reflection and evaluation of own professional development needs and interests, preparing student for placement and their professional life beyond the programme. Undertaking bespoke placements in professional contexts allows students to apply their learning in real-world contexts, gain practical experience and professional skills, and work resourcefully to adapt and respond to evolving situations. The independent research project allows students to identify and deepen an area of personal interest, drawing together learning from the programme as a whole and particularly their placement experience, and develop critically informed responses to movement direction and teaching concerns.

The learning and teaching methods may include:

Seminars, independent research and study, tutorials, supervision. Placement activities may include but are not limited to observation, shadowing, assisting, delivery, exact activities will be discussed and agreed between the host organization, student, and course/module leader. Tutorials and supervision will support students to identify and develop their area of research interest in preparation for their Independent Research Project.

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: MOVM002

Other information

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

Guildford School of Acting is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Employability:

Students will develop their understanding of the professional field through research, training, and networking in preparation for their placement. During placement, students will focus on gaining professional skills and experience, preparing them for life and work post-training.

Digital Capability:

Students will develop their digital capabilities through undertaking online research, training, and networking in preparation for their placement. During placement, students will engage with the VLE discussion forums to ensure reflection and community engagement whilst remote working.

Resourcefulness and resilience

During placement, students will work resourcefully to responding to evolving circumstances as their placements develop, and apply their knowledge and learning in a range of unforeseen contexts, building resilience.

Global and Cultural Capabilities and Sustainability

Through collaboration and research students will engage with a wide range of perspectives and people, guided by supervision to challenge their assumptions and knowledge, and be supported to make ethical and sustainable choices in their practical work and research.

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 2025/6 academic year.