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

1.
Summarise a range of performance perspectives, identifying their suitability
2.
Define collaborative working methods in group project work
3.
Understand interdisciplinary skills, their integration and recreation in performance
4.
Recognise personal issues that may arise in collaborative creation, and identify practical solutions
5.
Describe areas requiring personal organisation, progression and necessary professional preparations
6.
Summarise skills to retrieve and organise information, identifying independent research techniques
7.
Locate technological and digital resources relevant for self-promotion
8.
Understand historical performance traditions and techniques.
9.
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.

Entry Requirements

A levels

Alternative qualifications considered

BTECs