Award Information Form (AIF)

The AIF provides essential information to students, staff teams and others on a particular award or a group of awards in a programme and is designed to meet the University College’s expectations and those of external bodies such as the Quality Assurance Agency (QAA) in respect of programme specifications.

SECTION 1 - General Award Information

Qualification (award type) BA(Hons)

Award Title Music Theatre

Intermediate Qualification(s) Cert HE, Dip HE

Awarding Institution University College Falmouth Location of Delivery Woodlane/Tremough Duration of Award 3 years, full-time Professional, Statutory and n/a Regulatory Body accreditation Accreditation Renewal Date n/a (Month and Year) Route Code (SITS) BAMUTHFF UCAS Course Code WW34 Relevant External Subject Benchmark Statement: Benchmarking ‘Dance, drama and performance’ QAA 206 12/07

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SECTION 2 – Entry Requirements, Student Support and Further Opportunities

Entry requirements Standard: Standard entry requirements for UK students and students from the European Union – University College Falmouth recognises a wide variety of qualifications and/or relevant experience, and encourages applications from people of all ages, backgrounds and cultures, with a demonstrable interest in their subject. As well as the specific information listed on the individual course pages, please see the table of our entry requirements below.

This table refers to different ‘level’ qualifications e.g. A Levels are considered a ‘Level 3’ qualification. A BA(Hons) degree is a Level 6 qualification.

For entry to Year 1 of an undergraduate degree

Level 3 qualifications A levels (but not AS or A1 levels on their own) Successful applicants to our undergraduate degree courses will National Diploma have one of the following qualifications, depending on the course applied for Foundation Diploma and its recommended entry requirements: 14-19 Advanced Diploma* (see below)

International, French, European or Welsh Baccalaureate

Scottish Highers

Irish Leaving Certificate

Access to HE Diploma

Other appropriate qualifications evidenced through APL (Accreditation of Prior Learning) or other relevant experience evidenced through APEL (Accreditation of Prior Experiential Learning)

*14-19 Advanced Diploma Creative & Media BA(Hons) Photography, Dance, Theatre Of the subjects currently available and all Media degrees through the 14-19 Advanced Diploma, two are suitable for particular BA(Hons) Manufacturing & Product Design degrees at Falmouth: BA(Hons) 3D Design

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For entry to Year 2 or 3 of an undergraduate degree

Level 5 qualifications Foundation Degree

If you hold one of the following Level 5 qualifications, in a subject directly Higher National Diploma related to one of our BA(Hons) courses, you may apply to join Year 2 (or occasionally year 3) of that related Other relevant and equivalent Level 5 degree: qualifications evidenced through APL (Accreditation of Prior Learning)

For more information on the National Qualifications Framework, please go to http://www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp

In addition to the qualifications listed above, there are also specific requirements for certain subject areas (see below).

Students from the European Union – If your first language is not English, it is really important that you have the necessary English language skills before commencing your studies at UCF. While there is support for you, it is required that you first have the basic requirements of IELTS (or a recognised equivalent testing system) level 5.5 for foundation studies and level 6.0 for undergraduate degrees. Please visit www.falmouth.ac.uk/international for further information.

International students – Academic qualifications are assessed on an individual basis by the International Office and equated to UK entry requirements using the UK NARIC qualifications database to ensure academic quality. Applicants also must meet the minimum English language requirement which is IELTS 5.5 for Foundation, IELTS 6.0 for undergraduate courses and IELTS 6.5 for postgraduate study. Other English language qualifications are accepted and assessed on an individual basis, but they must equate to the IELTS levels specified. International applicants are also required to submit a portfolio or examples of their work (where appropriate), along with two academic references and a personal statement.

Student Support The grouping of Academic Learning Support staff within Academic Services, work closely together to provide a responsive and vibrant learning support environment for students. Support is delivered by a range of staff from within Learning Futures including the Careers Advisory Team, the Educational Development Lecturers, the ASK: Academic Skills and Dyslexia Unit teams, the College’s IT Trainer and the Learning Technology Team, who collaborate together and with others in Academic Services including the Academic Liaison Librarians to develop and deliver best practice.

Academic Liaison Librarians provide support and guidance to students on accessing and evaluating information, information retrieval and research methods and referencing software, Refworks for UCF. They are the main point of contact for Academic staff on developing collections: books, e-books, journals both print and electronic, images, databases, music collections and for

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research and dissertation support. The Academic Liaison Librarians also work with the ASK team to provide dissertation support and can provide seminars, workshops and one to one support. The Archives and Special Collections Service work closely with the ALL team and can provide workshops on archival collections and methods.

The Careers Advisory Team provide strong support for students during their period of study and offer a service beyond graduation. Careers Advisors work closely with academic staff at award and department level to deliver a series of presentations and workshops as well as one to one support.

The Educational Development Lecturers work alongside specified departments to support the development of retention and enhancement initiatives. A number of important initiatives have been undertaken over the course of the academic year, often alongside academic and other academic support teams.

ASK: Academic Skills provide a range of services to enhance student learning. ASK Advisors deliver lectures, workshops or group tutorials at the request of Academic Staff to support students in writing essays, dissertations, reports and journals; reading and research skills; presentation skills; time management and organisation. There is also an individual tutorial service where students can seek advice about their academic work or study skills.

ASK also provide subject specific in-sessional English Language classes during the autumn and the spring terms. Students can book individual tutorials, but ASK do not proof-read written work. ASK also run a Pre-Sessional English course each September for students who have already met the requirements of their offer. ASK advisors work closely with Academic Staff, Learning and Teaching, Learning Technology, Academic Liaison Librarians and the Dyslexia Unit to provide feedback on issues affecting student work and to shape workshop delivery to best support student needs. In particular, ASK works alongside the Dyslexia Unit to support students who are being assessed for dyslexia and works extensively with those students who have literacy difficulties but who are without designated support.

The IT Trainer provides a framework of IT Training workshops, ranging from introductory sessions with the computer in the early first term for students new to IT, though structured courses open to all students in InDesign, Illustrator, Photoshop and Dreamweaver which can be followed through to ACA level qualifications. Further training courses are available in Flash, Powerpoint, Digitising Documentation and the ECDL qualification, as well as tailored courses to meet the needs of specific awards. A range of IT training resources supplements the training and is available on The Learning Space.

Finally, Learning Technology Support play a key role within Learning Futures working closely with academic and academic support staff to ensure that the work of learning support teams is accessible and available in innovative ways that students can easily access. Through this team the technology underpinning many of the learning enhancements and support initiatives is realised.

There is also a number of pastoral student support services provided by the Accommodation & Welfare service, including a student counselling service.

Students with disabilities UCF is committed to supporting students with disabilities in accordance with requirements of the

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Disability Discrimination Act and the Equalities Act. Students with declared disabilities are invited to link with the Accessibility Service prior to commencing their academic course. UK and eligible EU students are supported via the Disabled Student Allowance. Students who are not eligible for DSA are supported via internal funding where possible.

The Accessibility Service works with the UCF Specialist Academic Skills unit (for learning difficulties) as well as internal support staff and external agencies to ensure that students with disabilities are supported as per need assessment recommendations.

Distinctive Features Music theatre is a still-emerging art form and our core aim is to be leading contributors in this field, with the course’s unique focus on you devising and performing new music theatre work. This is one of the only courses in the UK and Europe to focus specifically on composing and making contemporary new work.

This is a multidisciplinary award, exploring music, theatre, writing, image, movement, design and technology, it offers an intensive practical focus, while also helping develop thinking, reflective music theatre practitioners, who are able to analyse, research and write about their practices and the wider contexts of music theatre practices. It also offers you the opportunity to undertake an Erasmus exchange and study abroad. The course will also enable you to make work within a variety of other professional contexts including for example schools, community centres, museums and arts institutions.

Music Theatre at Falmouth compared to other UK institutions The majority of higher education foundation and BA courses are called Musical Theatre, with an accompanying clear focus on a range of Euro-American musical theatre skills and practices (Bath Spa, University of Chichester, Thames Valley University, Colchester Institute). Specialised teaching is also available in the smaller conservatoire institutions like RADA and LAMDA. As a university, our aim is a different one: to teach and foster innovative music theatre practices of a wider and contemporary kind.

Our uniqueness lies in our detailed focus on the collaborative making of new Music Theatre. In this we share some of the pedagogical ambitions of a very small number of institutions like Sussex University, Exeter University, the University of Central Lancashire and Bournemouth University. However we differ from them in critical ways: Sussex University runs an MA in Music Theatre, Exeter at present runs one module in Music Theatre, Lancashire and Bournemouth both include sustained study and performance of existing Musical Theatre works as well as devising some new work.

Career/further study opportunities Career: Over the three years the aim of the course is to progressively develop creative, versatile and initiative-taking music theatre practitioners, who are fully literate in locating where their creative practice can be situated in an ever-expanding contemporary arts industry. Expected destinations include: working on diverse projects as a freelance music theatre practitioner; initiating or joining small, mid or large scale performance companies, such as Wildworks, Vincent Dance, The Shout, Lone Twin Theatre; working for producing/receiving houses such as The Roundhouse, The Cube or The

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Traverse Theatre; making new work within a variety of other professional contexts including for example schools, community centres, museums and arts institutions.

Our strong history of students enabling making to occur is evident in many of our alumni becoming producers and curators of new work – for example at The Cube, Bristol and at The Roundhouse, London. Through a constant emphasis on sensitivity to context, we will teach you the ability to engage with a wide variety of participants. The success of this is evidenced by a number of our students who go on to become workshop facilitators and teachers in diverse contexts.

Further study: This course will also provide preparation for you to engage in further study at Masters level or to pursue further professional training if desired. Graduates are also well prepared to undertake a PGCE if a teaching career is desired, and very employable as they are able to offer both drama and music specialisms.

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SECTION 3 – Teaching, Learning and Assessment

Educational Aims This course aims to develop your ability to make and perform original new Music Theatre. You will learn to collaborate effectively with a wide range of other practitioners in interdisciplinary projects. The course will foster the development of your literacy in thinking, speaking, writing and researching music theatre. The course will enable you to develop as entrepreneurial individual practitioners who can manage and administrate your own and others arts practices, and as independent arts practitioners, fully able to contribute toward this still emerging arts form. In addition, graduates from this course are characterised by their flexibility and ability to apply transferable skills – engaged as they are continually in the particular interaction between the investigative, critical, analytical and expressive skills.

BA(Hons) Music Theatre has the following specific aims: 1. enable you to engage in written and practical/embodied work that proposes and debates new models and languages in music theatre and performance for the 21st century 2. enable you to articulate critically and debate artistic practices: your own and that of others 3. anticipate the world of work and prepares you for professional longevity in your practice, supporting your development as reflective practitioners and lifelong learners

Learning Outcomes Upon successful completion of this award, you should be able to: 1) evidence a range of music theatre performance skills and strategies in the making and performing of work in a variety of contexts 2) read, analyse and document music theatre work in ways that inform, support and challenge your performance practice 3) develop appropriate research strategies to support your music theatre practice, and to demonstrate effective application of practice as research 4) present research that places your practice within a contemporary critical and cultural context 5) fashion, articulate, communicate and discuss ideas coherently, and with reference to the context 6) work safely, flexibly and creatively within established deadlines 7) demonstrate a preparedness for: 1) individual music theatre practice; 2) post-graduate study; and 3) employment in the creative industries

Teaching Strategy Teaching is based on experiential learning-through-doing. This takes place in studio- and site-based workshops, seminars, praxis sessions and laboratory making environments, offering opportunity for performance and giving and receiving of feedback. These are complemented by independent study, in which you will carry out practical and theoretical research assignments, either individually or in small groups. Teaching is done by core teaching staff, all of whom are theatre practitioners, and by visiting arts practitioners, delivering up to date and relevant key practices and thinking.

You will be exposed to professional work through: programmed activities at the Performance Centre; by going out to observe a wide variety of work; and by carrying out externally-based projects, which can include working in companies, institutions, colleges or on individual creative projects.

You will also be taught performance-related writing practices, which will equip you to be flexible in discussing your work, particularly through submitting assessed portfolios, funding applications,

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proposals, programmes or more academic essays and presentations.

Assessment Strategy You are assessed through making and performing project work, both live and recorded. You will submit documentation of this work, including the development process and the event, and undertake contextual research through booklets and written reports. You will carry out presentations, including of academic materials and framed discussion of practical work and participate in oral vivas, individually and in groups. You will submit different modes of writing, for example: essays, proposals, and art books.

All assessment requires transferable skills to be applied – in particular through group and individual projects and student seminars, critiques and final major projects. Practical work requires excellent time management, inter-personal communication skills, team skills in working in groups, highly focused and disciplined delivery of their craft within set time limits and working to specific resource availabilities. You will develop flexibility and adaptability in dealing with the changing nature of human interaction and production.

The writing requirements enable you to manage extremely effectively a wide variety of writing practices in the industry, including creative ones (such as writing new works) and administrative ones (like funding applications, publicity and promotional materials).

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Curriculum Structure, Assessment Methods and Learning Outcomes

Module Level Module Name Credit Seme- Core Assessment Contributing towards the Learning Outcomes code ster (C) Methods (Taught (T), Practised (P) and/or Assessed (A))

Option

1 / 2 (O) 1 2 3 4 5 6 7 MTH110 4 Making Music Theatre 1: Skill & 20 1 C PO TPA TPA TPA TPA Techniques MTH120 4 Music Theatre Studio Production 20 1 C PF TPA TPA TPA TPA TPA MTH130 4 Theories and Practices of 20 1 C OT TPA TPA TPA TPA TPA Contemporary Music Theatre MTH140 4 Making Music Theatre 2: Design 20 2 C PO TPA TPA TPA TPA TPA TPA MTH150 4 Performing Music Theatre: 20 2 C PF TPA TPA TPA TPA TPA TPA Audiences and Places MTH160 4 Contexts of Contemporary 20 2 C ES TPA TPA TPA TPA Music Theatre MTH270 5 Music Theatre Ensemble 20 1 C PO TPA TPA TPA TPA TPA TPA TPA Production MTH230 5 Making Music Theatre 3: 20 1 C PO TPA TPA TPA TPA TPA TPA TPA Collaborative Strategies MTH220 5 Devising Project 1 20 1 C PR TPA TPA TPA TPA TPA THE241 5 Situated Project 20 2 C PO, ES TPA TPA TPA TPA TPA TPA PER250 5 Proposals for Practice 20 2 C OT TPA TPA TPA TPA TPA MTH260 5 Devising Project 2 20 2 C PO TPA TPA TPA TPA TPA TPA PER310 6 Practice in Context 40 1 C OT, PR TPA TPA TPA TPA TPA TPA TPA PER320 6 Dissertation 20 1 C DI TPA TPA TPA TPA TPA TPA PER330 6 Professional Practice Project 40 2 C PF, PO ,OR, OT TPA TPA TPA TPA TPA TPA TPA PER340 6 Complementary Practice 20 2 C OT, RE TPA TPA TPA TPA TPA TPA TPA

*The following codes for assessments methods apply: OT Assessment Key: AR Artefact IT in-module test PO presentation Foundations of Devising = Research Trail CB computer-based LR literature review RE individual report Situated Project = Presentation with Framing Statement and Bibliography

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CS case study PC practical OR oral Proposals for Practice = Proposal OT other - see next panel Theories and Practices of Contemporary Music Theatre DI dissertation or project PF performance = Contextual Review ES Essay PL placement Professional Arts Project = Viva GR group report PO portfolio Complementary Practice = Extended Dissertation/Writing on Practice

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SECTION 4 – Learning and Employability

Skills Development Strategies

Knowledge and Understanding: To help with the development of this you will: Increase your performance skills relevant to music theatre work. Demonstrate understanding of how to compose and devise successfully either working solo or in collaboration. Demonstrate an ability to recognize and contribute to the context that is new music theatre practices and to engage in constructive and critical debate about its practitioner’s works and one’s own work. Develop an increasingly wide and appropriate vocabulary with which to analyse different kinds of music theatre work.

Intellectual Skills: To help with the development of this you will: Research: carry out practical and theoretical research projects, exercises and embed this in your developing artistic trajectory. Write: document processes of research, proposals, statements of intent and performance scores. Reflect/Analyse: write up developmental learning and learn to connect this to wider performance training or contextually related issues. Debate: fashion, articulate, communicate and discuss ideas coherently. Connect an ability to present work/research that places music theatre practices within a contemporary professional, critical and cultural context

Practical Skills: To help with the development of this you will: Demonstrate a range of music theatre performance skills and strategies in the making and performing of work in a variety of contexts. Read, analyse and document music theatre work in ways that inform, support and challenge their performance practice. Generate, organise, facilitate and participate in music theatre and performance practices. Demonstrate a preparedness for individual music theatre practice, post-graduate study, and employment in the creative industries.

Transferable Skills: To help with the development of this you will: Fashion, articulate, communicate and discuss ideas coherently, and with reference to the context. Work safely, flexibly and creatively within established structures and deadlines. Communicate appropriately and effectively in personal, industrial and academic contexts to identified audiences. Demonstrate effectiveness in initiative taking and development of both individual and group projects. Demonstrate an increasingly developed understanding of the constraints and opportunities that exist in working in a public context.

Team Working The award emphasises collaboration at all levels of working. You are engaged from the beginning of the course working in small groups making Music Theatre work in laboratory class assignments, with

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tutors and working independently and this continues through producing assessed performances and notation of collaborative devising in modules in Stages 1, 2 and 3. This culminates in your final project in Stage 3. You will also carry out a major project – Practice in Context – at the beginning of Stage 3 which enables you to work in professional teams outside the college, and gives you an opportunity to develop your interpersonal skills and understanding.

Improving Learning and Performance You will be given a variety of continual feedback on your work, either during sessions or after handing in or performing assignments. We actively engage students and staff in feedback sessions and you will be encouraged to discuss any issues with your academic advisor, in mapping out your learning journey over the three years. Your academic advisor can guide you in how to maximise on your feedback in your next modules.

You will also be encouraged to develop a self reflective and analytic approach to your own learning, through engaging in debate and evaluation of your and other work in practical and learning journal materials. You will be continually supported with sessions in study skills, outlining, for example how to research, reference and detailing what is expected from you in assessments. You will also be fully inducted in the University’s rich resources for study support.

Career Management Skills Over three years, the aim of the course is to progressively develop creative, versatile and initiative- taking music theatre practitioners, fully literate in locating where your creative practice can be situated in an ever-expanding contemporary arts industry.

You will link strongly with the Music Theatre industry through practitioners and companies visiting to teach and perform their work and with you going out repeatedly into a variety of working contexts, to explore how your developing practice can intersect with a variety of music theatre environments. This is a staged process, starting with making work in public spaces at Stage 1, to working in specific external public locations in Stage 3 to the Practice in Context module, which is an independent project taking place outside the college.

Your final year is conceived of as linking your emerging practice to industry and professional practice – making work in and outside college and creating a variety of relevant materials which frame and advertise your emerging creative practice – such as project proposals, programmes, funding applications or websites.

HEAR / Progress Files All students are entitled to a transcript detailing the modules they have studied and the results given for those modules. The transcript is normally issued on completion of studies at the University College. A more detailed Higher Education Achievement Record (HEAR) is under development in the sector and expected to apply for students enrolling into level 4 from September 2012 forwards.

Professional Standards You will be treated as a professional practitioner from your first day of study. As such, you will be expected to maintain high standards of professional practice as is expected of all the practitioners at the university. You are expected to attend all sessions, on time and ready to work. If unable to attend, contact needs to be made with the tutor concerned via email to explain absence. General behaviour assumes respect and care for your fellow students and staff at all times. Dress codes will be outlined

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in course documents, appropriate to the nature of the work you are taking part in.

Plagiarism is taken very seriously and University guidelines will be adhered to at all times. CRB checks will be expected when taking part in any projects involving vulnerable people – as per professional practice. Codes of ethics for engaging in public contexts will be introduced and are expected to be used.

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