Partner Details

Liverpool Institute for Performing Arts

Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH
Alternative Exit
Alternative Exit
Alternative Exit

Programme Offerings

Full-Time

F2F-LPA-SEP

Educational Aims of the Course

  • To stimulate and focus the students’ enthusiasm, creativity, joy, and passion in their discipline as a designer and maker.
  • 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.

Learning Outcomes

1.
Demonstrate an understanding of the influence of legacy and tradition in terms of current and future practices in relation to design for performance.
2.
Critique and select appropriate, creative, technological and design production processes.
3.
Developing a repertoire of interpretative skills, practices and making techniques and applying them effectively to engage with an audience/performance.
4.
Taking responsibility as an individual artist whether working independently or within a group for creative decision-making.
5.
Realising the design possibilities of a script, score and other textual and documentary sources and/or creating new work using the skills and crafts of performance making/writing.
6.
Synthesise a range of approaches to achieve successful professional relationships, and evaluate techniques to solve creative collaborative issues.
7.
Assess responsibilities as a designer in a working environment, synthesising risk factors for participants and ethical considerations.
8.
Work effectively under pressure and to deadlines.
9.
Engage in performance and production, based on acquisition and understanding of appropriate performance and production vocabularies, skills, structures, working methods and research paradigms.
10.
Understand group dynamics to operate collaboratively within collective, creative and professional contexts to generate and pursue shared goals.
11.
Develop research skills, synthesising and organising results, and evaluate the significance of the material in practice.
12.
Critical perspectives on relevant theories and debates in relation to performance design.
13.
Plan self-learning and improve performance as the foundation for life-long learning.
14.
Evaluate professional opportunities and create plans for successful personal development.

Teaching, Learning and Assessment

The aim of the programme is to develop a flexible, scaffolded curriculum, which with progression increases the responsibilities and challenges through deliberate practise primarily through project-based learning. Students are required to progress through levels of skill development and apply them in creative and technical learning environments that mirror professional practice. Methods of delivery include:

Lectures/Talks
A member of staff or a visiting lecturer giving a talk on a given theme or subject matter as stimulus or information pertinent to the module. Visits by industry and current practitioners are embedded in delivery to ensure currency and to strengthen links between theory, practice and vocational skills. The majority of lectures will be face-to-face but occasionally some content may be delivered online.

Seminars           
Smaller group discussions on given topics or themes, which may be led by staff or students.

Workshop Demonstrations       
A member of staff may demonstrate how technical equipment or processes work.

Workshop Classes          
A member of staff may work with up to 10 students in a technical environment. This method is primarily employed to demonstrate principles on a practical, one-to-one basis, while ensuring that this knowledge is imparted to an extended group of students and that conceptual links between theory and practice are made.

Production Work
Working either independently or under tutor direction in studio, theatre or other locations.

Tutorials
Normally on a one-to-one basis, individual tutorials are designed to help guide students through the process of their (largely) self-directed work at Level 6. Supervising tutors are allocated for research projects at Level 6 and practical projects, and their role is to support the student’s own work process, as well as to monitor progress.

Field Study / Visit
An organised and normally accompanied student visit to alternative locations, for example recording studios, trade shows, venues, AV facilities.

The optional modules at Level 5 will include a variety of subjects which will vary from year to year, so not all subjects will be offered each year.

Opportunities for work related learning

The programme design is focused on providing a vocational training which mirrors professional practice. Project, work-based learning is a core activity and the primary forum for teaching, learning and assessment. There is further engagement with the industry through the Industry Placement module at Level 5.

Programme Structure

Programme Structure Description

All modules at Level 4 are core, with no options.   

At Level 5, 90 credits are core. In addition, students choose 1 x 30 credit option from Design Practice A or B. There are no prerequisites in these choices. 

All modules at Level 6 are core, with no options. 

Approved variance from Academic Framework Regulations

This programme has an approved Variance to UG A3.2 which states: ‘Modules comprise 10 or 20 credits except for a research project/dissertation module at Level 6 which may comprise 30 or 40 credits. At Level 7 in integrated Master’s programmes the research project/dissertation module will comprise 40, 50 or 60 … For more content click the Read More button below. In this programme modules may comprise of 15, 30, 45 and 60 credit modules.

Entry Requirements

A levels
Alternative qualifications considered
BTECs
International Baccalaureate
Other international requirements

HECoS Code(s)

(CAH25-02) performing arts