Acting (Contemporary Performance)

Partner Details

Liverpool Institute for Performing Arts

Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH

Alternative Exit

Award Description:Bachelor of Arts - BA

Award Learning Outcomes:Demonstrate a broad and comparative knowledge of the general scope of the subject, its different areas and applications, and its interactions with related subjects. A detailed knowledge of a defined subject or a more limited coverage of a specialist area balanced by a wider range of study. In each case, specialised study will be informed by current developments in the subject. Demonstrate a critical understanding of the essential theories, principles and concepts of the subject(s) and of the ways in which these are developed through the main methods of enquiry in the subject.

Alternative Exit

Award Description:Certificate of Higher Education - CHE

Award Learning Outcomes:Identify cultural, critical, and theoretical contemporary performance perspectives Understand creative and critical exchanges in contemporary performance Exhibit a creative selection of performance techniques, recognising traditions, histories, forms, and practices Implement contemporary performance and acting practitioner theories, relevant to cultural and/or historical contexts Portray independent research when creating new performance Identify interdisciplinary technical fundamentals in contemporary performance Make creative performance choices in response to source material Understand collective creative processes Present creative engagement with contemporary performance process skills Identify vocabularies and techniques appropriate to contemporary performance creation/production Understand investigation and analytical skills to create performance Identify the fundamentals of voice/singing, dance/movement, and environment/imaginative world in performance Describe and interpret live and/or digital performances Explain cultural and critical perspectives in non-traditional performance Identify and interpret cultural concepts in non-traditional performance events and its reception Describe and demonstrate self-management skills, the ability to set goals, manage workloads, work under pressure, and meet deadlines Identify the skills needed to plan collaborative project-based work Identify the skills required to work creatively in collaborative practice-based work Understand negotiation and communication skills Recognise the skills to manage creative, personal, and interpersonal issues

Alternative Exit

Award Description:Diploma of Higher Education - DHE

Award Learning Outcomes:Analyse cultural, critical, and theoretical contemporary performance perspectives Interpret creative and critical exchanges in contemporary performance Demonstrate a creative application of performance techniques, analysing traditions, histories, forms and practices Apply contemporary performance practitioner theories and analyse cultural and/or historical contexts Analyse independent research when creating new performance Demonstrate interdisciplinary technical fundamentals in contemporary performance Examine inventive performance choices in response to source material Employ intelligent collective creative processes Demonstrate a creative selection of contemporary performance process skills applicable to production requirements Demonstrate adaptable performance vocabularies and techniques appropriate to creative working methods in contemporary performance creation/production Understand investigation and analytical skills to create contemporary performance Apply the fundamentals of voice, physicality/movement, and environment/imaginative world in integrated live/recorded innovative performance Analyse and interpret conceptual and contemporary performances Analyse cultural and critical perspectives in non-traditional performance Critically analyse and interpret cultural concepts in non-traditional performance events and its reception Analyse and demonstrate self-management skills, the ability to set goals, manage workloads, work under pressure, and meet deadlines Apply the skills needed to plan and realise collaborative project-based work Implement the skills required to work creatively in collaborative practice-based work Demonstrate negotiation and communication skills Demonstrate the skills to manage creative, personal, and interpersonal issues

Programme Offerings

Full-Time

F2F-LPA-SEP

Educational Aims of the Course

The programme intends to contribute to the education of actors, and its associated disciplines, through effective, coherent, and innovative training that equips graduates as artistic creatives who, in addition to traditional practical skills, develop an ability to utilise practitioner techniques and theoretical insights to critically analyse performance material whilst developing a unique independent methodology and business acumen to maximise the utilities of their skillset. Our programme aims to:

Facilitate graduates to obtain employment as versatile actors across contemporary performance platforms and contexts.
Develop in students an independent and unique autonomy in technical multidisciplinary practical processes.
Utilise student engagement through employment initiatives within the creative industries, including self-employment and entrepreneurial frameworks.
Advance in students an appreciation and understanding of cultural, social, political, and economic perspectives in contemporary performance.

Learning Outcomes

Evaluate cultural, critical, and theoretical contemporary performance perspectives

Organisation
Problem solving
Communication
Intercultural

Evaluate creative and critical exchanges in contemporary performance

Intercultural
Collaboration
Digital capability
Communication
Creativity
Problem solving
Organisation

Synthesise a creative application of performance techniques, analysing traditions, histories, forms, and practices

Creativity
Digital capability
Organisation
Intercultural
Communication
Problem solving

Integrate contemporary performance practitioner theories and analyse cultural and/or historical contexts

Digital capability
Problem solving
Leadership
Intercultural
Communication
Organisation
Creativity
Collaboration

Evidence independent critical research when creating new performance

Organisation
Creativity
Digital capability
Communication
Intercultural
Problem solving

Synthesise interdisciplinary technical fundamentals in contemporary performance

Collaboration
Intercultural
Communication
Problem solving
Leadership
Organisation
Creativity

Demonstrate original performance choices in response to source material

Problem solving
Organisation
Collaboration
Intercultural
Leadership
Communication
Creativity

Exhibit professional collective creative processes

Collaboration
Organisation
Intercultural
Communication
Leadership
Problem solving
Creativity

Synthesise a sophisticated creative selection of performance process skills applicable to production requirements

Collaboration
Problem solving
Organisation
Intercultural
Leadership
Creativity
Communication

10.

Incorporate vocabularies and techniques appropriate to professional standards in contemporary performance creation/production

Organisation
Intercultural
Collaboration
Creativity
Communication

11.

Integrate and analyse source material to interpret and create professional performance

Problem solving
Organisation
Intercultural
Leadership
Collaboration
Creativity
Communication

12.

Evaluate the fundamental interdisciplinary components of conceptual contemporary performance

Organisation
Problem solving
Digital capability
Intercultural
Leadership
Communication
Creativity
Collaboration

13.

Critique, evaluate and interpret experimental, contemporary, and conceptual performances

Collaboration
Organisation
Intercultural
Problem solving
Creativity
Communication

14.

Formulate intersectional cultural and critical perspectives in non-traditional contemporary performance

Digital capability
Problem solving
Intercultural
Organisation
Communication
Creativity

15.

Critically evaluate and interpret cultural concepts in non-traditional contemporary performance and its reception

Problem solving
Intercultural
Creativity
Digital capability
Collaboration
Communication

16.

Evaluate and demonstrate self-management skills, the ability to set goals, manage workloads, work under pressure, and meet deadlines

Creativity
Digital capability
Problem solving
Organisation
Communication
Numerical literacy

17.

Integrate the professional skills needed to plan, realise, and complete collaborative project-based work

Numerical literacy
Problem solving
Organisation
Collaboration
Creativity
Communication
Digital capability
Leadership

18.

Synthesise the skills required to work creatively in collaborative practice-based work

Organisation
Creativity
Problem solving
Collaboration
Leadership
Communication

19.

Demonstrate professional negotiation and communication skills

Collaboration
Problem solving
Communication
Creativity
Leadership

20.

Demonstrate the professional skills to manage creative, personal, and interpersonal issues

Problem solving
Leadership
Collaboration
Communication
Numerical literacy
Creativity

Teaching, Learning and Assessment

The course is delivered across a 30-week academic year, at an average of 30+ hours per week. At its progressive levels of study, the course addresses and aligns with hierarchical frameworks, such as Bloom’s Taxonomy, to capture knowledge and comprehension, application and analysis, synthesis, and evaluation. This is implicit within the writing of level and module outcomes, as well as the constructive alignment (Biggs) of learning outcomes for delivery and assessment.
Formative feedback is continuous and ongoing. Summative assessment is structured to allow for developmental learning, and skills and knowledge advancement. Learning outcomes have been crafted within these frameworks to allow for the development of specialist subject-specific discipline skills, knowledge and ideas, intellectual and analytical skills, transferable and professional graduate skills.

Opportunities for work related learning

Some modules may be assessed in professional work-based scenarios.

Programme Structure

Programme Structure Description

Each level of study comprises four 30 credits modules. At each level, a single module – Artistic Practice – exists as a shared module, providing cross-course integration and skills development. The course is a full-time practical training specialising in contemporary approaches to acting, theatre and screen performance. All modules are … For more content click the Read More button below. Acquisition of learning outcomes is through a combination of lectures, small group teaching and practical classes, workshops. Directed production projects, and additional contributions from visiting professionals, specialists, and external professionals, enhance the delivery of outcomes. Cross-modular links connect theory and practice, as well as inter-disciplinary collaboration across the curriculum, supplemented also by opportunities for students to work independently outside the curriculum on self-directed production projects (Artistic Practice). The learner is encouraged to undertake independent research to supplement and consolidate what is taught, to broaden knowledge and understanding of the subject area. All modules are supported by additional resources on Moodle (our Virtual Learning Environment). Assessment (both formative and summative) is through a combination of continuous class assessment, formal and informal presentations, in-house and public performances, formal and informal studio presentations, written/audio/video analyses and/or logbooks as part of a developing portfolio. Within the practical elements of the programme at Level 4, emphasis of assessment is predominately weighted towards the technical demonstration of understanding tested in rehearsals and presentations. At Level 5, the emphasis begins shifts, amalgamating technique and process, with focus on interdisciplinarity and performance toward the end of the level of study. At Level 6, the emphasis develops to focus primarily on performance or product, supported by follow-up written/audio/video analyses, reflections, or evaluations. At all levels, knowledge and Ideas are tested in outcomes 1-5; subject-specific discipline skills in outcomes 6-10; intellectual and analytical skills in outcomes 11-15; and transferable and professional graduate skills in outcomes 16-20. Theory and practice are integrated to inform a cogent and coherent understanding of the intellectual properties of performance works, practitioners, philosophies, and critical theories. Modules involve key research elements concerning practical engagement with performance concepts and the interpretation of source material. Given the practical nature of the programme, technical skills achievement is of kinaesthetic, experiential engagement and activity. Interdisciplinarity demands the application of practice, interpreting theoretical approaches, concepts, and methods. Continuous analysis and interpretation of source material, including individual feedback, runs throughout the programme, as well as self-directed, group and individual study. Skills in powers of expression, self-management, and inter-personal professional working methodologies, including time-management, planning and goal attainment are incorporated at every level, in Artistic Practice, and especially in Project I, II and III at Level 5 and Productions I, II and III at Level 6.

Acquisition of learning outcomes is through a combination of lectures, small group teaching and practical classes, workshops. Directed production projects, and additional contributions from visiting professionals, specialists, and external professionals, enhance the delivery of outcomes. Cross-modular links connect theory and practice, as well as inter-disciplinary collaboration across the curriculum, supplemented also by opportunities for students to work independently outside the curriculum on self-directed production projects (Artistic Practice). The learner is encouraged to undertake independent research to supplement and consolidate what is taught, to broaden knowledge and understanding of the subject area. All modules are supported by additional resources on Moodle (our Virtual Learning Environment).

Assessment (both formative and summative) is through a combination of continuous class assessment, formal and informal presentations, in-house and public performances, formal and informal studio presentations, written/audio/video analyses and/or logbooks as part of a developing portfolio. Within the practical elements of the programme at Level 4, emphasis of assessment is predominately weighted towards the technical demonstration of understanding tested in rehearsals and presentations. At Level 5, the emphasis begins shifts, amalgamating technique and process, with focus on interdisciplinarity and performance toward the end of the level of study. At Level 6, the emphasis develops to focus primarily on performance or product, supported by follow-up written/audio/video analyses, reflections, or evaluations.

At all levels, knowledge and Ideas are tested in outcomes 1-5; subject-specific discipline skills in outcomes 6-10; intellectual and analytical skills in outcomes 11-15; and transferable and professional graduate skills in outcomes 16-20. Theory and practice are integrated to inform a cogent and coherent understanding of the intellectual properties of performance works, practitioners, philosophies, and critical theories. Modules involve key research elements concerning practical engagement with performance concepts and the interpretation of source material. Given the practical nature of the programme, technical skills achievement is of kinaesthetic, experiential engagement and activity. Interdisciplinarity demands the application of practice, interpreting theoretical approaches, concepts, and methods. Continuous analysis and interpretation of source material, including individual feedback, runs throughout the programme, as well as self-directed, group and individual study. Skills in powers of expression, self-management, and inter-personal professional working methodologies, including time-management, planning and goal attainment are incorporated at every level, in Artistic Practice, and especially in Project I, II and III at Level 5 and Productions I, II and III at Level 6.

Structure

Level 4

Level 5

Level 6

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.’

In this programme modules may comprise of 15, 30, 45 and 60 credit modules.

Entry Requirements

A levels

We are committed to accepting students on to this course who have the potential to succeed as performers and who will gain sustained work in the performing arts and entertainment industries. With this in mind, we wish to identify key attributes and achievements through applications and interview or audition. The key attributes that we seek to identify are:
• Knowledge, ability, and experience of acting
• Commitment to the performing arts
• Ability to work effectively with others
• Broad interest and engagement
• Self-awareness
• Spirit of enterprise

The minimum educational standard that we are looking for is:
GCSEs
We normally require a minimum of five GCSEs grade C. These should include Maths and English. Plus, a minimum of 64 UCAS tariff points. We accept all types of equivalent qualifications.

The following are the most common UK qualifications that people tend to apply to us with:
A/AS Level
This should be from two A Levels (i.e. grades C, C), excluding General Studies. Points from AS and Key Skills are not counted.

Alternative qualifications considered

Audition or Interview
Candidates are invited to audition/interview based on completing the LIPA and/or UCAS application form. We look for evidence of the key attributes and an ability to achieve the qualifications standard. In exceptional cases people may be invited to audition/interview who have not met or are not on course to meet the qualifications standard. In these cases, there must be substantial potential demonstrated against the other attributes. The audition or interview allows us to evaluate you as a practitioner in your area of interest. Offers of a place will follow where you demonstrate high ability and the potential to succeed. At the audition we provide an overview of LIPA and candidates are asked to present prepared pieces, they also take part in a practical workshop. At a recall event, candidates are asked to bring a piece of written work, take part in workshops and present prepared pieces. They may also be asked interview questions. On occasions, we may combine all elements into a single audition.

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 we provide effective equality of opportunity within the application process we carefully consider each application individually and acknowledge differences that can exist between applicants’ experiences from diverse backgrounds. We regularly update our approaches to take into account changing understanding of communities and cultures and we monitor applicant/student characteristics such as age, gender and ethnicity.

Recognition of Prior (Experiential) Learning [RP(E)L] and Credit Transfers
If you can demonstrate that you have already achieved learning equivalent to a module or modules, or a level of study, in the programme then you may be eligible to be awarded credit for this learning or to have credit transferred from another UK institution. You will be required to complete an application to have your qualifications or experience approved by the Head of Department and the university. This requires the presentation of appropriate evidence, and we will map the evidence against the programme outcomes to be certain of equivalence. If approved credit will be awarded and you will proceed on to the appropriate level of the course to complete the remaining credit for the award.

BTECs

Extended Diploma (i.e. Merit, Pass, Pass profile).
BTEC Diploma (i.e. Merit, Merit).
Acceptable on its own and combined with other qualifications such as an A Level, in which case total needs to be 64 UCAS tariff points across both qualifications.
90 Credit Diploma (Distinction, Merit).
Acceptable on its own or can be combined with other qualifications such as an A Level, in which case total needs to be 64 UCAS tariff points.

Course Catalogue