Creative Practices and Direction (Musical Theatre Creation) MA - 2017/8

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 7

Final award and programme/pathway title

MA Creative Practices and Direction (Musical Theatre Creation)

Subsidary award(s)

Award Title
PGDip Creative Practices and Direction (Musical Theatre Creation)
PGCert Creative Practices and Direction (Musical Theatre Creation)

Modes of study

Route code Credits and ECTS Credits
Full-time PRC63017 180 credits and 90 ECTS credits
Part-time PRC63018 180 credits and 90 ECTS credits

JACs code

N212, W312

QAA Subject benchmark statement (if applicable)

Other internal and / or external reference points

N/A

Faculty and Department / School

Faculty of Arts and Social Sciences - Guildford School of Acting

Programme Leader

BYRNE G Ms (GSA)

Date of production/revision of spec

21/11/2017

Educational aims of the programme

Provide advanced study and practice in creative leadership and direction in theatre-making and/or the training of theatre artists, specific to the pathway chosen

Equip students for employment in the theatre industry and/or related performing arts industries as specialist practitioners in one of the following areas: Directing, Movement Direction & Choreography, Musical Theatre Creation

Provide students with integrated practical and theoretical knowledge of specialist creative and/or pedagogic practices relevant to their chosen pathway; contemporary technical and scholarly contexts; and industry-specific contexts

Enable students to develop intellectual and practical skills to inform and articulate self-reflection and critical awareness, through specialist study and practice, and work with other students in cognate fields

Develop critical and independent practitioners imbued with a sense of learning as a lifetime pursuit via a commitment to professional and personal development

Programme learning outcomes

Attributes Developed Awards Ref.
Comprehend the implications and potential for theatre and wider performing arts practices presented by key developments in creative processes, training and producing regimes, and contexts for preparation and production MA
Demonstrate an awareness of recent developments and specific techniques in the relevant specialist pathway MA
Generate ideas, concepts, proposals, processes, solutions and/or perspectives independently and/or collaboratively in response to set briefs and/or as self-initiated activity MA
Employ both convergent and divergent thinking in processes of observation, investigation, speculative enquiry, conceptualisation, facilitation and/or making MA
Critically evaluate one's knowledge and understanding of relevant performance/pedagogic practice MA
Interact effectively with others through collaboration, collective endeavour and negotiation MA
Demonstrate leadership skills, providing clarity and direction for others MA
Demonstrate competence with specialist creative/facilitative theatre and performing arts practices (specific to the pathway followed) MA
Understand critical, contextual, conceptual and ethical dimensions of creative practices, leadership and facilitation in theatre and performance practices MA
Articulate the practitioner's relationship with key creative and production colleagues, performers, industry professionals and audiences MA
Comprehend the implications and potential for theatre and wider performing arts practices presented by key developments in creative processes, training and producing regimes, and contexts for preparation and production PGDip
Demonstrate an awareness of recent developments and specific techniques in the relevant specialist pathway PGDip
Employ both convergent and divergent thinking in processes of observation, investigation, speculative enquiry, conceptualisation, facilitation and/or making PGDip
Interact effectively with others through collaboration, collective endeavour and negotiation PGDip
Demonstrate competence with specialist creative/facilitative theatre and performing arts practices (specific to the pathway followed) PGDip
Understand critical, contextual, conceptual and ethical dimensions of creative practices, leadership and facilitation in theatre and performance practices PGDip
Articulate the practitioner's relationship with key creative and production colleagues, performers, industry professionals and audiences PGDip
Generate ideas, concepts, proposals, processes, solutions and/or perspectives independently and/or collaboratively in response to set briefs and/or as self-initiated activity PGCert
Demonstrate competence with specialist creative/facilitative theatre and performing arts practices (specific to the pathway followed) PGCert
Understand critical, contextual, conceptual and ethical dimensions of creative practices, leadership and facilitation in theatre and performance practices. PGCert
Articulate the practitioner's relationship with key creative and production colleagues, performers, industry professionals and audiences PGCert
Understand critical, contextual, conceptual and ethical dimensions of creative practices, leadership and facilitation in theatre and performance practices K
Articulate the practitioner's relationship with key creative and production colleagues, performers, industry professionals and audiences K
Comprehend the implications and potential for theatre and wider performing arts practices presented by key developments in creative processes, training and producing regimes, and contexts for preparation and production K
Demonstrate an awareness of recent developments and specific techniques in the relevant specialist pathway K
Generate ideas, concepts, proposals, processes, solutions and/or perspectives independently and/or collaboratively in response to set briefs and/or as self-initiated activity C
Employ both convergent and divergent thinking in processes of observation, investigation, speculative enquiry, conceptualisation, facilitation and/or making C
Critically evaluate one's knowledge and understanding of relevant performance/pedagogic practice C
Manage and make appropriate use of the interaction between context, brief, planning, process, outcome and critical reflection C
Analyse information and experiences, formulate independent judgments, and articulate reasoned arguments through reflection, review and evaluation C
Source and research relevant material, assimilating and articulating relevant findings C
Formulate reasoned responses to the critical judgments of others C
Identify personal strengths and needs, and reflect on personal development, adapting plans accordingly C
Select, evaluate, adapt and make appropriate use of techniques, materials, processes and partnerships P
Develop ideas through to outcomes P
Demonstrate skills in communication, expression and facilitation P
Utilise appropriate discipline-specific languages to investigate, analyse, articulate and apply ideas and information P
Demonstrate competence with specialist creative/facilitative theatre and performing arts practices (specific to the pathway followed) P
Present ideas and work to co-creators, performers, audiences and other stakeholders, as appropriate, in a range of situations P
Seek and respond to the views of others in the development or enhancement of their work P
Work in combination with others in relevant performing arts settings, demonstrating skills in teamwork, negotiation, organization, and decision-making P
Interact effectively with others through collaboration, collective endeavor and negotiation T
Demonstrate leadership skills, providing clarity and direction for others T
Work effectively as part of a team and in pursuit of shared goals T
Study independently, set goals, manage own workloads and meet deadlines T
Anticipate and accommodate change, and work within contexts of ambiguity, uncertainty and unfamiliarity T
Source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources T
Select and employ communication and information technologies T
Demonstrate resourcefulness and entrepreneurship T

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Master's Degree programme is studied full-time over one academic year, consisting of 180 credits at FHEQ level 7. All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)

Part-time

This Master's Degree programme is studied part-time over two academic years, consisting of 180 credits at FHEQ level 7. All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)

Programme Adjustments (if applicable)

N/A

Modules

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guess Speakers / Visiting Academics Y
Professional Training Year (PTY) N
Placement(s) (study or work that are not part of PTY) Y Yes
Clinical Placement(s) (that are not part of the PTY scheme) N
ERASMUS Study (that is not taken during Level P) N
Study exhange(s) (that are not part of the ERASMUS scheme) N
Dual degree N

Other information

Students enter the MA Creative Practices and Direction to a specified pathway, personally supervised by their pathway leader, an expert in the subject area. All students take the following modules:
• Principles of Collaboration
• Research Methods for Practice
• Integrated Practice
• Specialist Techniques & Performance Enquiries
• Personal Profile Development
• Technology for Practice
• Advanced Creative Practice

Each of these modules has been designed to enable individual pathway-specific learning opportunities. Research and study on each of these modules is pathway specific and is overseen by the module convenor in liaison with the five pathway leaders. Assessment strategies have been designed to enable an appropriate assessment opportunity for each individual pathway.

Students on this pathway are advised to choose Training the Performing Body if their focus is on vocal and in particular singing technique, and their career trajectory will involve them working closely with singers in the realization of sung material. They are advised to choose Physical Performance if their focus is on the organisation of individuals and groups on stage and they are likely to work on staging dynamics in performance.

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.