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Course Description

BA Acting prepares you to compete for work as a professional actor. The course includes a wide variety of classes, including acting, character analysis, movement, music, singing, voice, speech, play analysis and cultural and contextual studies.  This combination of classes will equip you with the skills needed for the acting profession and will situate the actor in a wider context. The classes are inter-connected and designed to address your individual needs and aspirations. 

The teaching approaches used at Drama Centre have evolved from both Russian and American methodologies. The learning materials used for classes include a variety and styles and genres, including naturalism, realism, expressionism and heightened verse drama. You will be actively encouraged to identify links between the great theatre of the past and the contemporary world. In addition to working on classical and modern plays, you will have the opportunity to devise original projects as part of your analysis work. The range of teaching ensures there is a balance between the requirements of stage performance and the demands of screen acting and recorded media. 

The course will deepen your awareness of the realities of a professional acting career. It will help you to learn how to manage its risks, rewards and inherent instability. BA Acting encourages its students to see themselves as creative people who can make a different to their society and community. As such, it provides an inspirational learning experience for people who go on to work in a wide variety of fields. 

BA Acting prepares you to compete for work as a professional actor. The course includes a wide variety of classes, including acting, character analysis, movement, music, singing, voice, speech, play analysis and cultural and contextual studies.  This combination of classes will equip you with the skills needed for the acting profession and will situate the actor in a wider context. The...

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Course Content

In order to develop your own approach to acting, you will study the core disciplines of acting, physical and vocal skills and rehearsal exercises. Many of the activities in these disciplines are concerned with finding your voice as an actor. Through practical exercises, theoretical seminars, workshops and rehearsals, you will engage in a dialogue between you own personal view of the creative process and inherited tradition.

Stage 1

Unit 1: Introduction to Study in Higher Education  
Unit 2: Foundation, Exploration and Work on the Self  
Unit 3: Rehearsal Methods for Realism 
Unit 4: Analysis 1: Archetypes and Storytelling 

In Stage 1, you will be introduced to the principles that underpin the whole of your training. You will begin to undertake the systematic study of the essential skills of an actor. This will occur through a series of practical classes in acting, voice and movement, together with an introduction to the theory of character analysis, also known as movement psychology. From the beginning of the course, you will be encouraged to think of the actor as part of the society in which you live and function. You will be expected to read widely, to visit exhibitions, theatre, film and other performances and to engage with current events.  

Unit 3 consists of three rehearsal exercises, which are practical investigations of a play text. These are designed to develop the actor's ability to apply a methodological approach. Unit 4 will provide a contextual framework for the study of theatre and acting as an art form. You will acquire a solid, practical grounding through the research, construction, participation in and observation of project work. You will also have seminars, workshops, tutorials and discussions. 

Stage 2

Unit 5: Expansion, Consolidation and Work on the Role 
Unit 6: Character Analysis and Composition  
Unit 7: Rehearsal Methods for the Classical Actor 
Unit 8: Analysis 2: Renaissance, Realism, Internationalism 

In Stage 2 you will continue to participate in practical classes in acting, voice, speech and text, movement, ballet, music and singing. You will now develop your ability to be at ease in front of the camera and to understand technical functions in the television studio. You will also be introduced to the opportunities and demands of voice-recording. There is an increased emphasis on the demands of the classical stage and the expressive use of heightened dramatic text both in verse and prose. You will look at the identification of form and the acting choices it leads you to make.

Stage 3

Unit 9: The Skilful Actor 
Unit 10: The Professional Actor 

In the final stage of the course, you will demonstrate ownership of your acting process. You will continue to refine your technical skills through productions and projects. Additional, text-specific skills will be developed for public performances during the year. Your ability to integrate skills into fully achieved, assured performances, both on stage and in front of the camera and your confident presentation of yourself to the profession are at the centre of this part of the course. There will be opportunities to test out audition skills in front of outside professionals and in mock audition workshops for television and theatre. You will also collaborate with MA Directing students on their projects.  

 

In order to develop your own approach to acting, you will study the core disciplines of acting, physical and vocal skills and rehearsal exercises. Many of the activities in these disciplines are concerned with finding your voice as an actor. Through practical exercises, theoretical seminars, workshops and rehearsals, you will engage in a dialogue between you own personal view of the creative...

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Entry Requirements

The standard entry requirements for this course are as follows:

One or a combination of the following accepted full Level 3 qualifications:

  • Two A Levels at grade C or above
  • Pass in Foundation Diploma in Performance (Level 3 or 4) and one A Level at grade C or above
  • Distinction, Merit, Merit at BTEC Extended Diploma
  • Pass at UAL Extended Diploma
  • Access to Higher Education Diploma
  • Equivalent EU/international qualifications, such as International Baccalaureate Diploma

And three GCSE passes at grade 4 or above (grade A*–C).

Entry to this course will also be determined by audition.

AP(E)L – Accreditation of Prior (Experiential) Learning

Exceptionally applicants who do not meet these course entry requirements may still be considered. The course team will consider each application that demonstrates additional strengths and alternative evidence. This might, for example, be demonstrated by:

  • Related academic or work experience
  • The quality of the personal statement
  • A strong academic or other professional reference

Or a combination of these factors.

Each application will be considered on its own merit but cannot guarantee an offer in each case.

English language requirements

IELTS score of 7.5 or above, with at least 6.5 in reading, writing, listening and speaking.

The standard entry requirements for this course are as follows: One or a combination of the following accepted full Level 3 qualifications: Two A Levels at grade C or above Pass in Foundation Diploma in Performance (Level 3 or 4) and one A Level at grade C or above Distinction, Merit, Merit at BTEC Extended Diploma Pass at...

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Assessment Methods

  • Coursework  
  • Continuous assessment  
  • Practical skills assessment  
  • Written assessment  
  • Self-assessment 

  • Coursework  
  • Continuous assessment  
  • Practical skills assessment  
  • Written assessment  
  • Self-assessment 

Additional Information

Course dates

Autumn term:
Monday 16 September 2019 – Friday 6 December 2019
Spring term:
Monday 6 January 2020 – Friday 20 March 2020
Summer term:
Tuesday 14 April 2020 – Friday 26 June 2020

Course dates

Autumn term:
Monday 16 September 2019 – Friday 6 December 2019
Spring term:
Monday 6 January 2020 – Friday 20 March 2020
Summer term:
Tuesday 14 April 2020 – Friday 26 June 2020

Student Satisfaction

Source: NSS

Overall student satisfaction
81%
of students were satisfied overall
The teaching on my course
90% of students strongly agree that staff are good explaining things
95% of students strongly agree that staff have made the subject interesting
100% of students strongly agree that the course is intellectually stimulating
95% of students strongly agree that the course has challenged them to achieve their best work
Learning opportunities
100% of students strongly agree that the course has provided them with opportunities to explore ideas or concepts in depth
95% of students strongly agree that the course has provided them with opportunities to bring information and ideas together from different topics
100% of students strongly agree that the course has provided them with opportunities to apply what they have learnt
Assessment and feedback
85% of students strongly agree that the criteria used in marking have been clear in advance
85% of students strongly agree that the marking and assessment has been fair
81% of students strongly agree that the teedback on their work has been timely
81% of students strongly agree that they have received helpful comments on my work
Academic support
86% of students strongly agree that they have been able to contact staff when they needed to
86% of students strongly agree that they have received sufficient advice and guidance in relation to their course
81% of students strongly agree that good advice was available when they needed to make study choices on their course
Organisation and management
62% of students strongly agree that the course is well organised and running smoothly
81% of students strongly agree that the timetable works efficiently for them
57% of students strongly agree that any changes in the course or teaching have been communicated effectively
Learning resources
75% of students strongly agree that the IT resources and facilities provided have supported their learning well
100% of students strongly agree that the library resources (e.g. books, online services and learning spaces) have supported their learning well
86% of students strongly agree that they have been able to 3ess course-specific resources (e.g. equipment, facilities, software, collections) when they needed to
Learning community
95% of students strongly agree that they feel part of a community of staff and students
86% of students strongly agree that they have had the right opportunities to work with other students as part of their course
Student voice
76% of students strongly agree that they have had the right opportunities to provide feedback on their course
76% of students strongly agree that staff value students’ views and opinions about the course
67% of students strongly agree that it is clear how students’ feedback on the course has been acted on
73% of students strongly agree that the students’ union (association or guild) effectively represents students’ academic interests

University TEF Outcome

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Statistics

Source: hesa.ac.uk

  • UCAS Points48

  • Employment Rate90%

  • Average Graduate Salary£21000

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