Course Catalogue

To stimulate and focus the students enthusiasm, creativity, joy and passion in their discipline, as a designer or technician.

To cultivate a critical awareness of the social, economic and cultural factors that impact on performance, both nationally and internationally.

To develop professional level design and technical skills, across a range of performance, utilising well-established and emerging technologies, as well as encouraging creative innovation.

To encourage the ability to act independently, or as part of a team, as an effective, and creative multi-skilled professional.

To promote working methods that follow recognised industry good practice.

To provide the student with the skills to sustain a career in the field of theatre and performance design and technology.

Students are encouraged throughout the degree to become independent and self-directed. The provision of all resources (including Module Handbooks) by means of a VLE rather than through course handouts is consistent with this philosophy. The level of independence increases at each level, with students beginning to determine their own areas of specialisation at Level 5 and then working to professional expectations at level 6. These professional expectations are enhanced by a public season of performances that adhere in delivery and structure to a professional producing venue environment.

The ‘making performance possible’ philosophy sees learners at level 4 assuming various production assistant roles, work based learning, with an incremental increase in responsibility occurring at levels 5&6.

The Placement at level 5 affords further opportunity for application, reinforcement of knowledge and further establishment of areas of vocational interest.

Teaching and learning is delivered through a variety of methods. These include lectures, seminars and workshops, small group tutorials and individual tutorials.

In all 3 levels students are exposed to real world production issues by means of case studies, visits and regular series of inputs from established design and technology practitioners. This includes the annual Graduate Conference, when former LIPA TPTD graduates speak to current students about their experiences in employment since graduating.

Testing of the knowledge base is undertaken through a combination of methods as follows: • Unseen written examination • Short answer questions • Individual and group presentations • Essays • Interview • Portfolio collation • Written self-evaluation • Continuous assessment • Written research paper • Project-based assessment - combining practise and a written journal or evaluation

Intellectual skills are developed through the teaching and learning programme outlined above. Each module, whatever the format of the teaching, involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and individual feedback (written or verbal) for students on work produced.

Students receive initial guidance on how to identify, locate and use material available in libraries and elsewhere. Comprehensive bibliographies are provided for each module at the outset, as are guidelines for the production of coursework essays, extended essays and dissertations.

Classes and tutorials are given on research design, data collection and analysis techniques. Throughout their studies, students take classes in a range of design / technology disciplines and are introduced and invited to use appropriate models in the realisation of their practical work.

Assessment: • Individual and group presentations • Essays • Interview • Written research paper

The aim of the programme is to produce a multi skilled practitioner who is able to analyse the employment opportunities and career progression within the industry, both as an employee and a freelancer. Throughout the Professional Development strand at levels, 4, 5 & 6 this is developed through research and active career planning documentation. The Production Process and Vocational Practise both involve students working on a variety of roles, collaborating in the production of the LIPA public season as well as presenting opportunities for the learner to work externally at one of the many organisations the course has developed professional links with.

Skills C1-C4 are primarily assessed through contribution to projects and The placement. Most modules require regular written work that will include technical paperwork but also self-reflective essays that discusses both their learning and a critical diagnosis of the production process. 

Work related learning is a core teaching and learning activity across all three levels of study, amounting to 220 credits by level 6.

TPD Level 4: Design and Construction Skills – These modules place the student in an assistant capacity working on the LIPA public season, they are inducted into the essential skills that relate to their roles and then supported by tutorials and guidance from the teaching team, student heads of department are also expected to mentor and manage the level 4 learner.

TPD Level 5: Vocational Skills Project 1 & 2, The Production Process,– Developing skills acquired at Level 4 these modules place the learner in a more central role, with greater responsibilities in the production process. They are supported through tutorials and supervised by a relevant tutor. The Professional Development 2 – In addition to the production of a career plan and job application the students are expected to undertake a minimum of 100 hours of professional practice, including a collaborative project with students from other LIPA degrees. Students will be provided with regular support and guidance to help them to identify and take advantage of opportunities for professional practice. Professional practice could include collaborative projects; relevant work or voluntary experience and enterprise activities. The Placement - Second year students undertake a work placement, incorporating a minimum of 15 days of professional practice. They are expected to find and apply for their own placement, and are assessed on a portfolio of evidence and on their written reflective evaluation. Many students gain their first employment after LIPA as a direct or indirect result of their placement. Staff ensure that the work placements adhere to the QAA Code of Practice on Work-based learning and placements with learning outcomes clearly identified

Level 6: Vocational Practise – Working as heads of department on the LIPA public season, there is an emphasis on independent professional delivery, team management, peer mentoring and the perpetuation of good practise. The learner is supported by an appropriate supervising tutor. The Portfolio. – Recognising the opportunities that the learner has to develop a significant body of work through their practical work on the LIPA public season and that upon graduation their first professional employment will likely based on the presentation of this work. This module sees the student produce an extensive portfolio of their design work across the years of study. Professional Development 3 – third year students present a portfolio, summarising and evaluating their professional practice, and articulating future career and personal development plans, alongside their evaluation of a series of interviews with external employers.