Acting

Partner Details

Liverpool Institute for Performing Arts

Awards

Target Award

Award Description:Foundation Certificate - FC

Programme Offerings

Part-Time

F2F-LPA-SEP

Educational Aims of the Course

1. Develop the student's understanding and realisation of performance traditions, performing arts perspectives and texts via practitioner approaches 2. Develop the student's ability to assimilate research and employ subject vocabularies, considering apposite communication and presentational skills 3. Develop the student's collaborative and interdisciplinary skills, integrating acting, movement and voice 4. Develop the student's professional preparation, organisational and independent research skills

Learning Outcomes

Summarise a range of performance perspectives, identifying their suitability

Define collaborative working methods in group project work

Understand interdisciplinary skills, their integration and recreation in performance

Recognise personal issues that may arise in collaborative creation, and identify practical solutions

Describe areas requiring personal organisation, progression and necessary professional preparations

Summarise skills to retrieve and organise information, identifying independent research techniques

Locate technological and digital resources relevant for self-promotion

Understand historical performance traditions and techniques.

Interpret texts in order to realise performance

10.

Recognise practitioner approaches and their contextual application

11.

Recognise the relevance of practitioner techniques and vocabularies

12.

Identify skills necessary to explain, argument and reason

13.

Assimilate independent research in response to current performance practices

14.

Identify appropriate presentation and communication skills

15.

Demonstrate psychological, physical and vocal performance techniques

16.

Recognise the relationship between theory and practice

Teaching, Learning and Assessment

The purpose of our foundation certificate courses is entry to the performing arts professions or further learning. All assessment is underpinned by a central pedagogy of deliberate practice, project based learning and critical, personal reflection. As such students are asked to demonstrate skill development, an ability to apply those skills in complex situations and forward plan based upon informed analysis. Transferability and universality of approaches; where possible this set of connections is encouraged as a progressive ethos across the suite of Acting levels, rather than isolated within modules. This holistic sense of the curriculum is important given our attention to key attributes considered as part of the admissions process. Assessment strategies have been determined according to the demands of each particular learning outcome, capturing the broadest yet most appropriate method of assessment to best fulfil the potential of the student. The structure of the curriculum allows for self-directed learning alongside project based professional simulations or actual professional placements.

Opportunities for work related learning

This is a one-year intense programme with high levels of staff contact and as such there are not the opportunities for formal credit bearing work placement activities. However, despite its introductory nature the programme is designed to provide the student with insight into the performing arts as a profession as well as a creative practice. Wherever appropriate, professional employment working practices are adopted, particularly in the performance modules. The practical performance skills development modules are supported by modules which explore and develop the students understanding of the performing arts as an industry. As a result successful students will complete the programme not only with creative skills but with a broad understanding of how to begin the process of finding and sustaining viable employment.

Programme Structure

Programme Structure Description

Student must complete and pass all modules within the programme to receive the award.

Structure

Level 3 Core

Entry Requirements

A levels

Acceptance upon the programme is by audition/interview only. Candidates are invited to audition/interview on the basis of completing the LIPA application form and an assessment based upon five equally weighted criteria (school/college leavers will normally be expected to have achieved a minimum of 64 UCAS tariff points from a minimum of two A levels excluding General Studies and five grade C GCSE passes which should include Maths and English Language).

Alternative qualifications considered

Experience (professional, semi-professional, amateur or voluntary). Communication skills (literacy and analysis). Enterprise (independence, initiative, self-generated activity). Interdisciplinary (interest, knowledge and ability in other art forms). Audition format includes introduction to LIPA and a practical workshop. The Foundation nature of the programme means that the programme recruitment team may take on students who have not achieved the threshold criteria in certain areas if they have demonstrated greater achievement in others. The threshold criteria may be varied if the student can demonstrate, through other means, their capacity to successfully take advantage of the programme. As such the programme admissions criteria will be of particular benefit to those from non-traditional backgrounds, or who may have had, or have, circumstances or disabilities which hindered their attainment of traditional qualifications. This statement should be seen in the context of the Equal Opportunity statement below. Equal Opportunity LIPA is an equal opportunities organisation and aims to successfully recruit students from a wide range of different socio-economic and personal backgrounds. To ensure effective equality of opportunity within the application process it is subject to regular audit which monitors applicant/student characteristics such as age, gender and ethnicity. Disabled students are also welcomed. All disabled applicants, who meet the minimum entry requirements will be offered an interview/audition. When the need is known in advance, reasonable adjustments to the interview/audition process will be made to ensure equality of access. When the applicant is successful at interview/audition and when reasonable adjustment(s) can be made to the programme to accommodate the applicant a place will be offered. RP(E)L and Credit Transfers The introductory nature of this programme means that RP(E)L and Credit transfers are not applicable.

Course Catalogue

Acting - 36074 - FC