Course Catalogue

Creative Performance Practice (Choreography) Creative Performance Practice (Music Theatre)

1. Hold knowledge at the forefront of, and informed by, a focused approach to the academic and professional discipline of creative performance practice. 2. Have an advanced theoretical knowledge related to the discourse of the creative performance practiced, its connections to the history of the international performing arts context, and its relation to their own practice. 3. Be intellectually rigorous and show originality in their application of knowledge in, for example, rehearsals, practical performances, skills development and sustained written arguments debating the field. 4. Appreciate how the boundaries of performing arts are advanced through sustained and intense practice and research. 5. In collaboration with peers and independently, show originality in tackling and solving problems and deal systematically and creatively with complex creative performance practice-related issues in unpredictable environments. 6. Apply effective methodologies to work efficiently and productively as creative performance makers and practitioners in diverse professional situations. 7. Convey concept, ethical awareness, cooperation, organisation, facilitation, and implementation within the changing artistic field as performance creators.

The knowledge and understanding required for mastery of craft is acquired via skill based and exploratory workshops, lectures, seminars, production work and discursive sessions in seminars and tutorials. Knowledge and understanding are assessed via coursework, including group and individual practical and performance work supported by evaluative statements/reports, oral presentations, essays in context and viva voce, including self and peer assessment where appropriate. Negotiated content of learning activities and assessment forms part of the ongoing discourse of each students’ development. Intellectual (thinking) skills are promoted through teaching in lectures, practical workshop/laboratory sessions, seminar group discussion and tutorials, and are assessed by coursework, essay, oral presentation, and viva. A substantial part of the programme is given over to independent negotiated individual and collaborative practical creative or performance projects. A Final Project module embodies the focus of the programme. This is a negotiated, practical creative practice investigation into a line of academic enquiry which culminates as an original research output. The assessment weighting for this task is set at 75%. The remaining 25% assessment weighting is the accompanying piece of academic writing which is a critical reference informed analysis of the practical process undertaken and a critical evaluation of the artefact/performance created. Visiting lecturers and the contribution of professional theatre artists will make a significant contribution to the programme. Assessment methods and requirements are specified for each module in the respective Module Guide accessed from the Canvas virtual learning platform. Both Formative and Summative Assessments are used within the programme. Formative focuses on guiding, developing and correcting knowledge/ability/skills in preparation for the formal mark-bearing Summative Assessment. Summative assessment marks are reported to the LJMU Board of Examiners and ratified marks then appear on the students’ individual Progress transcript at the end of the academic year. Unratified marks are returned to the students within 15 working days of the assessment taking place and accompanied by written, aural or face to face feedback from the marker of the assessment task. Students are clearly guided as to the specific nature of the requirements for the assessment tasks, which are explained in detail in each of the Module Guides. The IAB is committed to equality of opportunity and, where reasonable and appropriate, can adjust the assessment task where an individual student has demonstrated a specific need. The specified learning outcomes are not adjusted, and the level must be maintained. The student is instead provided with the opportunity to demonstrate their achievements of the learning outcome in an alternative manner. Modifications to an assessment may include but not be limited to: ● Additional time allowance. ● Oral presentation as replacement for written work. ● Written or oral demonstration of a task where practical demonstration is not possible. Any modification must be approved by the External Examiner for the programme before assessment work begins.

The MA programme is vocationally specific, designed especially to develop work-related learning. The curriculum, learning environment and teaching and learning strategies employed on the programme are designed specifically to enhance and develop the student’s employability. Wherever possible, the projects developed on the programme reflect professional working practices and context. The Arts Entrepreneurship module, with its focus on business development provides the students with the knowledge and expertise to operate effective strategies for self-promotion and employment.