STUDY-UNITS

Learning outcomes

Competences

• Make informed choices when approaching a piece of theatre
• Apply the methodologies studied to one’s roles and performances
• Experiment with different acting styles and techniques
• Take care of one’s mental wellbeing as actor

Knowledge

• The theories put forward by these principal practitioners in theatre
• A basic knowledge of the works of the selected practitioners, playwrights, and theatre makers
• The influence of the selected figures on theatre

Skills

• Explore different styles of theatre
• Make use of different approaches to a performance piece

Judgement

• Appreciate the different purposes of particular pieces of theatre
• Understand the political aspects behind the theories and works of the practitioners, playwrights, and theatre makers studied

Communication

• Communicate effectively with an audience
• Work in a group to convey a message through drama

Learning outcomes

Competences

• Integrate critical thinking into one’s artistic and creative practice
• Reflect on one’s learning process in terms of personal and artistic development
• Explore the concept of the artist as activist and potential driver for change in society

Knowledge

• The importance of questioning and critical thinking
• Reflecting on one’s learning process, personal development, and artistic growth
• Formulating critical questions regarding one’s growth as artist and individual
• The artist as activist and as a force for political and social change

Skills

• Take responsibility for one’s own artistic development
• Apply critical thinking to influence one’s choices
• Apply the notion of activism in one’s creative practice

Judgement

• Take control of one’s career and artistic development
• Drive for change in society, politics and culture, through activism in one’s creative practice

Communication

• Formulate analytical questions to better communicate one’s thinking
• Communicate with the public through an artistic approach favouring activism

Learner

• Develop critical thinking and activism in one’s creative practice

Learning outcomes

Competences

• Intensify the objectives for a piece of text through the use of vocal range within a theatre space
• Apply knowledge of vocal care to prevent potential harm to the voice
• Apply skills, exercises, and warm-ups necessary to maintain vocal wellbeing

Knowledge

• Proper breathing and voice placement to sustain one’s vocal energy throughout a performance
• Voice training methodologies and practitioners
• Clarity of voice and diction
• Vocal energy and projection

Skills

• Apply voice techniques to one’s performance
• Conduct voice exercises and care to maintain vocal wellbeing
• Lead one’s own warm-ups in preparation for a rehearsal or performance

Judgement

• Make decisions regarding voice when approaching a character

Communication

• Communicate more expressively and intensely through the use of vocal energy on stage
• Address the audience through clarity of voice, diction, and projection

Learner

• Apply healthy vocal practice and care

Learning outcomes

Competences

• Warm-up the body before rehearsals and performances in order to avoid strains or injuries
• Use the body to communicate a message on stage, to the other performers and to the audience
• Use the body to explore a character, its thoughts and emotions
• Use movement to create or develop different characters
• Use the body to make and emphasise certain character choices

Knowledge

• Physical warm-ups
• Use of movement to express particular character choices
• Ways in which to physically communicate a message
• Basic improvisation skills

Skills

• Use the body as a tool to explore roles and character psychology, intentions, and objectives
• Use movement in the creation or development of a character as an individual
• Apply physical warm-up exercises before rehearsals to avoid strains or injuries

Judgement

• Make decisions on the use of movement to portray character choices
• Form individual warm-ups to best prepare one’s body for a rehearsal or performance

Communication

• Express particular character choices on stage through movement
• Use the body to communicate effectively to other actors, as well as to members of the audience

Learner

• Apply physical warm-up exercises before rehearsals to avoid strains or injuries

Learning outcomes

Competences

• Apply knowledge of the process of devising and creating a piece of theatre
• Explore the different options and possibilities when creating a theatre piece
• Make informed decisions on the piece, and select a devising process that best fits needs
• Work together to share and effectively communicate ideas on a theatre piece

Knowledge

• The process of creating a piece of theatre
• Practical skills needed to transform ideas into actions
• Effects of external circumstances on the devising process and final piece
• Effects of external circumstances on the choices an artist makes when creating a piece of theatre

Skills

• Devise the process to create a piece of theatre
• Identify and explore alternative possibilities when devising a theatre piece

Judgement

• Select the devising process most appropriate for the performance piece one intends to create
• Assess the financial commitments needed to create and perform a theatre piece
• Allow for proper time management in the devising process, allocating sufficient time for each task required

Communication

• Devise theatre that communicates the message more effectively on stage

Learner

• Devise innovative pieces of theatre

Learning outcomes

Competences

• Apply knowledge of the contexts in which particular works and productions were created or written
• Analyse the ways in which the context and culture of a society inform the theatre it creates
• Analyse how the style of theatre used for a performance is also influenced by the society’s culture and socio-political and economic context
• Analyse the way productions of the same work changed under different circumstances, cultures, and contexts
• Incorporate the current context and culture into one’s practice when creating new work
• Show an awareness of the world in which the works are being performed when interpreting older texts

Knowledge

• The contexts in which particular works and productions were created or written
• The way theatre is influenced by the culture and context that creates it
• Theatre as a product of society and culture

Skills

• Apply awareness of the current context and political climate into the pieces one creates
• Give new meaning and interpretations to older texts when performing them today
• Adapt productions according to the resources available to the artist, choosing cultural settings which such resources may cover

Judgement

• Analyse a theatre piece in terms of its historical, cultural and social context
• When putting up a historical theatre production, select works which are still relevant today

Communication

• Create or adapt works which may be relevant to a contemporary audience
• Provide the contextual setting to a piece of work, to render it more comprehensible to a spectator from a different cultural background

Learner

• Produce works which are contextually relevant

Learning outcomes

Competences

• Apply knowledge of the community and its needs
• Apply knowledge of the impact art can have on the community
• Take responsible actions as an artist or creative to instigate change within the community

Knowledge

• The community: its needs and struggles
• Ways in which art can help a community
• The active role artists play in a community

Skills

• Address community needs by designing and delivering projects in the arts

Judgement

• Analyse the challenges faced by a community to devise creative actions to meet such needs

Communication

• Reach out to different sectors of the community through the arts

Learner

• Create works and projects to produce an impact on society

Learning outcomes

Competences

• Design and implement projects promoting the arts within the community
• Raise the resources required to propose and undertake projects to meet community demands
• Mobilise the different stakeholders to participate actively in community projects

Knowledge

• Spearheading change within a community
• Applying the performing arts to implement projects of benefit to the community
• Creating and successfully delivering community projects in the arts

Skills

• Address community needs by designing and delivering projects in the arts
• Mobilise resources and stakeholders
• Drive actions for change via the arts
• Apply organisational skills and the ability to work as a team in order to reach a common goal

Judgement

• Tailor project proposals to target and mobilise specific sectors of a particular community

Communication

• Formulate a project idea and pitch it to the community leaders and policymakers

Learner

• Create works and projects to produce an impact on society

Learning outcomes

Competences

• Apply knowledge of the different audiovisual media to optimise the level of performance
• Adapt the skills learnt – in voice, movement, and acting techniques – to the audiovisual media
• Practise the techniques necessary when acting for the camera
• Apply knowledge of the process involved behind the camera when filming a scene

Knowledge

• Expressing oneself through the medium of film or TV
• Techniques required when performing for the camera
• Use of the voice to communicate a character’s thoughts and actions
• Use of the body to communicate a character’s thoughts and actions
• Processes involved behind the camera when filming a scene

Skills

• Perform for the screen and other audiovisual media
• Adapt one’s acting techniques to optimise performance in front of the camera

Judgement

• Adapt one’s performance according to the medium
• Make decisions based on one’s knowledge of the filming process

Communication

• Communicate through the medium of film

Digital

• Be aware of digital filming technologies

Learning outcomes

Competences

• Generate ideas and initiate artistic projects to improve society
• Work towards becoming an artist with the ability to impact the future of the community
• Reach out to different organisations to collaborate on a common goal that will benefit society
• Meet the needs of both the artists and the organisations working together
• Collaborate with others in an exchange of skills and expertise to deliver creative projects
• Promote Corporate Social Responsibility initiatives by companies in the community

Knowledge

• The difference between a performer and a creative
• Identification of organisations and contacts for potential future collaboration
• How art can assist different sectors in society for the mutual benefit of the creative and the community
• The impact of artistic projects and collaborations on society and the local community
• Interdisciplinarity and steps of the collaborative process
• The concept of Corporate Social Responsibility

Skills

• Learn how different organisations operate and work together towards common goals
• Collaborate with other artists and creatives for common objectives
• Propose and deliver artistic projects with clear goals and benefits to society

Judgement

• Adopt interdisciplinary approaches to the arts to produce more comprehensive outcomes
• Define the mutual benefits to organisations when discussing collaborative proposals
• Formulate artistic collaborations for the Corporate Social Responsibility strategy of a business

Communication

• Promote teamwork and communicate the outputs of projects undertaken with other collaborators
• Highlight the benefits to society of artistic and creative activities

Learner

• Collaborate effectively with other artists and within a community

Learning outcomes

Competences

• Evaluate artistic and creative activities in terms of their sustainability
• Explore the impact that artistic works can have on their surroundings
• Consider the impact that work produced today can have on future generations
• Incorporate the concept of sustainability into each project proposed or created
• Render as sustainable as possible one’s artistic practice

Knowledge

• The notion of sustainability in the arts
• Economic, environmental and social sustainability
• Methods of incorporating sustainability into the artistic practice
• Applying resources effectively

Skills

• Make an efficient and sustainable use of resources in one’s artistic practice
• Implement methods of sustainability into one’s creative projects
• Promote sustainability issues through one’s professional work in the arts

Judgement

• Reflect on the influence of one’s artistic works and activities in terms of sustainability
• Analyse the impact of creative projects on the environment and future generations

Communication

• Communicate sustainability issues through one’s artistic work
• Raise awareness on the need for sustainability through the arts

Learner

• Integrate sustainability into one’s creative practice

Digital

• Apply digital technologies to reduce the use of materials

YEAR 2

Learning outcomes

Competences

• Apply aspects of the theories and methodologies studied to one’s roles and performances
• Select and combine practices and methodologies when creating a performance or project
• Identify challenges related to the application of individual methodologies to specific performances
• Understand the relationship between the practitioners, playwrights, and theatre makers studied and the political climate in which they produced their works and methodologies
• Take care of one’s mental wellbeing as actor

Knowledge

• The practical incorporation of the acting methodologies explored
• Further exploration of the works of the selected practitioners, playwrights, and theatre makers
• Different ways of approaching a piece of text for performance
• Different approaches to working on a character
• Exercises and techniques for rehearsals and performances
• The purposes of different exercises

Skills

• Select appropriate styles and techniques for a specific role
• Select the approach that best achieves the objective of the performance piece
• Select appropriate exercises for rehearsals

Judgement

• Adapt approaches explored to meet new challenges and production requirements
• Understand the way playwrights and practitioners make use of different theatre styles to achieve different outcomes through their works and performances
• Justify the choices made for specific roles

Communication

• Communicate effectively with an audience
• Work in a group to convey a message through drama

Learning outcomes

Competences

• Explore artists’ responses to cultural, social and political systems of the past
• Reflect on one’s art and artistry, even as a driver for change
• Apply the notion of critical thinking when designing projects

Knowledge

• The artist as activist and agent of change
• Critical thinking to instigate positive change in one’s individual development and practice
• Formulating and supporting a hypothesis
• Analysing a hypothesis in relation to a selected project

Skills

• Respond to cultural, social and political situations through art
• Formulate opinions and hypotheses as individuals and artists
• Use critical thinking as agent for positive change on a personal and artistic level

Judgement

• Assess and respond artistically to cultural, political and social conditions
• Make choices regarding one’s own path to artistic growth

Communication

• Interact with the public on cultural, political and social issues that call for change
• Communicate critical arguments in support of a hypothesis drawn up when developing a project

Learner

• Develop independent learning, critical and creative thinking skills as tools for problem solving

Learning outcomes

Competences

• Intensify the objectives for a piece of text through the use of vocal range within a theatre space
• Integrate vocal exercises and practical techniques into one’s performances
• Apply skills, exercises, and warm-ups necessary to maintain vocal wellbeing
• Perform texts that make use of iambic pentameter
• Understand and perform verse and renaissance texts

Knowledge

• Proper breathing and voice placement to sustain one’s vocal energy throughout a performance
• Voice training methodologies and practitioners
• Voice decisions for creative exploration when working on a character
• Clarity of voice and diction
• Vocal energy and projection
• Renaissance texts and the skills and techniques required to perform them

Skills

• Apply voice techniques to one’s performance
• Conduct voice exercises and care to maintain vocal wellbeing
• Lead one’s own warm-ups in preparation for a rehearsal or performance
• Practise vocal creative explorations to develop a character
• Effectively perform renaissance texts
• Apply knowledge of verse, rhythm, and iambic pentameter to performances of renaissance texts

Judgement

• Make decisions regarding voice when approaching a character

Communication

• Communicate more expressively and intensely through the use of vocal energy on stage
• Address the audience through clarity of voice, diction, and projection

Learner

• Apply healthy vocal practice and care

Learning outcomes

Competences

• Practise and maintain movement and warm-up skills before rehearsals and performances to avoid body strains or injuries
• Use the body to communicate a message on stage, to the other performers and to the audience
• Use the body to explore a character, its thoughts and emotions
• Use movement to create or develop different characters
• Use the body to make and emphasise certain character choices
• Use stimuli in order to create a physical piece as individuals, as well as in groups

Knowledge

• Physical warm-ups
• Use of movement to express particular character choices
• Ways in which to physically communicate a message
• More advanced improvisation skills

Skills

• Use the body as a tool to explore roles and character psychology, intentions, and objectives
• Use movement in the creation or development of a character as an individual
• Use movement in the development of a piece of theatre, as individuals and within a group

Judgement

• Make decisions on the use of movement to portray character choices
• Decide on movement options when developing a piece of theatre

Communication

• Express particular character choices on stage through movement
• Use the body to communicate effectively to other actors, as well as to members of the audience
• Communicate together as a team to create a physical sequence or maintain an improvisation

Learning outcomes

Competences

• Make use of different stimuli when creating a theatre piece
• Work together to share and effectively communicate ideas on a theatre piece

Knowledge

• Use of stimuli to create and develop ideas
• Effects of external circumstances on the devising process and final piece
• Effects of external circumstances on the choices an artist makes when creating a piece of theatre
• Problem solving and finding alternative solutions and possibilities

Skills

• Make use of prompts and stimuli when devising a theatre piece
• Identify and explore alternative possibilities when devising a theatre piece

Judgement

• Select the devising process most appropriate for the performance piece one intends to create

Communication

• Utilise external stimuli that may lead to better feedback from the audience when devising theatre

Learner

• Devise innovative pieces of theatre

Learning outcomes

Competences

• Apply knowledge of the works studied
• Apply knowledge of the styles of theatre studied and the techniques they involve on stage
• Explore the impact of these styles and works of the playwrights associated to them on the development of theatre and performance
• Explore the relevance of these theatre styles and related techniques to one’s own performances

Knowledge

• Selected playwrights and their plays
• The work of individual playwrights in developing a style of theatre
• Different styles of performance
• The context in which influential theatre practitioners wrote or developed their works
• The context in which the works studied were first performed
• The impact and influence of such works and the styles associated to them on theatre
• The relevance of such works in today’s society

Skills

• Interpret a role through the techniques of different acting styles, when required
• Adapt and interpret plays from different cultures and historical periods for today’s context

Judgement

• Decide how to adapt acting styles and techniques to different performances
• Analyse the significance of specific plays and performance methods to the development of theatre
• Analyse the use of theatre to make social and political statements
• Discuss the different uses and purpose of particular acting styles

Communication

• Interpret and convey to an audience a performance piece in different acting styles
• Interpret plays from different cultures and historical contexts to render them relevant to a contemporary audience

Learning outcomes

Competences

• Apply knowledge of film techniques and the processes involved behind the camera
• Apply knowledge of the various roles needed to produce a film
• Apply the principles of effective film editing
• Be familiar with film production equipment
• Work under the guidance of a professional in the field

Knowledge

• The processes involved in creating and producing a film
• The different roles that come into play when producing a film
• Skills and techniques in film production
• The equipment used when producing a film
• The importance of effective editing

Skills

• Apply different techniques in film production
• Use basic programmes and technologies to create visual effects and edit a film
• Work in a team to produce a short film

Judgement

• Make choices regarding the most effective shots
• Make choices regarding the different possible edits of a scene, and the film as a whole

Communication

• Work as a team to create an effective and artistic product
• Use film as a medium through which to deliver a message

Learner

• Work in a production team

Digital

• Use basic digital technologies to shoot and produce a short film
• Use basic film editing and visual effects software

Learning outcomes

Competences

• Carry out research on job opportunities, casting calls, casting directors, and roles
• Practise for all the components of an audition and casting process
• Select appropriate monologues to present during an audition
• Practise monologues in preparation for audition and casting opportunities

Knowledge

• Identifying audition opportunities
• Researching about roles, auditions, and casting or company opportunities
• Presenting oneself to be considered for a role or to join a company
• Preparing for an audition
• Rules and etiquette in an audition room
• Introducing oneself to a panel and professional interviews
• The audition process
• The casting process

Skills

• Carry out research on the roles one is auditioning for
• Apply audition techniques
• Practise a range of monologues

Judgement

• Decide which roles to apply for
• Select appropriate monologues for an audition
• Make informed decisions in the audition room
• Maintain flexibility and take direction even in the audition room

Communication

• Communicate confidently with the auditioning panel
• Highlight one’s creative strengths, professional talents, and range of acting skills

Learner

• Refine auditioning skills

Learning outcomes

Competences

• Adapt knowledge of the way playwrights and practitioners incorporated politics into their works
• Apply the principle of individuality in art and theatre
• Explore and express one’s understanding of current affairs, particularly through the theatre
• Discover one’s artistic persona and allow it to emerge through one’s work

Knowledge

• The relationship between theatre and politics
• The importance of individuality in art and theatre
• Expressing one’s ideas and opinions effectively
• Integrating one’s social and political ideas into one’s work and the responsibility that this entails
• Allowing one’s personality to pervade one’s work
• Communicating a political message through the medium of theatre

Skills

• Select the most effective style in which to communicate one’s ideas and political message
• Express one’s social and political ideas, as well as opinions on current issues, through one’s work
• Seek individuality and explore one’s personality and voice as an artist

Judgement

• Select themes that resonate with one’s core beliefs and incorporate them into one’s work
• Analyse the way a political message is conveyed through the medium of theatre

Communication

• Express one’s views on current issues through theatre and entertainment
• Allow one’s personality as an individual artist to colour one’s work when addressing the public

Learner

• Produce works which are politically aware

Learning outcomes

Competences

• Practise the skills learnt in an audition and performance setting
• Apply realism techniques in a production
• Rehearse and work together with other performers
• Work under the guidance of a director
• Perform in front of an external audience

Knowledge

• Auditioning for a role
• Learning lines efficiently
• Preparing for a role
• Taking direction
• The etiquette of a rehearsal room and work environment
• Contemporary performances

Skills

• Work with other actors, directors, and theatre professionals
• Develop a character role
• Take acting suggestions and direction
• Prepare and warm up effectively before a rehearsal or performance

Judgement

• Make decisions on roles or characters played or auditioned for
• Take constructive criticism and adapt accordingly

Communication

• Communicate effectively with the audience

Learner

• Refine skills for auditioning and performing