Full Programme Approval Proforma - Grimsby Institute · Full Programme Approval Proforma ... Certificate of HE for successful completion of 120 credits at ... programme of study at

FDA Performing Arts v1.3 1

Full Programme Approval Proforma

1 School HE Creative and Digital Industries

2 Title of Programme Performing Arts

3 Award (e.g. FdA, FdSc) FDA

4

Contained Award (list the

contained awards available

for those students who do

not complete the full

programme

Certificate of HE for successful completion of 120 credits at Level 4

5 UCAS code (if applicable) TBC

6 JACS codes TBC

7 Mode of Study (full or part-

time) Full time

8 Duration (total number of

years) 2 Years

9 Number of weeks per

academic year 34 UG

10 Location of delivery Nuns Corner Campus

11 Accrediting Professional /

Statutory Body (if applicable) N/A

12 Entry requirements (including (CEFR) level)

According to the UCAS 2016 tariff, standard entry requirement for

the degree will be 180 UCAS points, with a minimum of grade ‘C’ in

both GCSE Maths & English.

This equates to MMP at BTEC National Diploma level, grades DDD at

‘A’ Level, and on the Diploma Foundation Studies (Art, Design &

Media) this is equal to a Merit.

According to the UCAS 2017 tariff, standard entry requirement for

the degree will be 72 UCAS points, with a minimum of grade ‘C’ in

both GCSE Maths & English.


This equates to MMP at BTEC National Diploma level, grades DDD at

‘A’ Level, and on the Diploma Foundation Studies (Art, Design &

Media) this is equal to a Merit.

All applicants will do an audition

However, in line with the widening participation brief and lifelong

learning strategy, the Institute will also encourage applications from

non-traditional learners who lack formal academic qualifications. All

such non-traditional applicants will be interviewed, and asked to

complete an essay and a judgement made taking into account their

academic potential and relevant experience.

Applicants may be admitted with credit for prior certificated learning

(APcL) or work/life experience or other un-certificated learning

(APeL) (see section 8.3 - Accreditation of prior learning (experiential

and certificated) - of the Higher Education Quality Handbook).

Students who have successfully completed another relevant

programme of study at least at the equivalent level may be eligible

to apply for APcL. Claim forms must be supported by the official

transcript or certificate of the awarding body of the original

qualification and any guidance explaining the allocation of credit and

grading scheme used to enable module comparison.

Students may also be eligible to apply for life or work experience or

other un-certificated learning in which the acquisition of skills or

knowledge at the equivalent level to the higher education

programme has been gained. These APeL claim forms must be

supported by a portfolio of evidence including supporting letters or

statements from third parties (i.e. employers) to validate any claims

made within the portfolio by the applicant.

Further, a letter or statement of support from the programme leader

identifying any interviews or discussions that have taken place with

particular attention being paid to ensure that should the

accreditation be granted, the applicant or enrolled student would be

able to cope with the demands of the programme.

International Admissions

The Institute recognises a wide range of entry qualifications as

being equivalent to A’ level standard; if students hold a qualification

not listed above please contact the HE Manager for Admissions and

Administration for further guidance on +44 (0) 1472 315528.


International students must evidence they possess a satisfactory

command of English language in terms of reading, writing, listening

and are expected to have achieved Level B2 on the Common

European Framework of Reference for Language (CEFR), as defined

by the UK Border Agency.

13

Minimum number of

students – for numbers less

than this approval for the

programme to start must be

obtained

12

14 Degree classification weighting

Certificate stage As per regulations

Intermediate/Foundation

Degree stage As per regulations

15 Aims of the programme and distinctive features/fit with existing provision

The overall aim of this programme is to enable students to develop the knowledge,

understanding and skills required to operate effectively in performing arts industry, with specific

reference to the skills and knowledge required within the area of programme pre-production

and production.

The specific aims of the programme are:

Engender a professional approach to performing arts, whether as an actor, dancer,

choreographer, vocalist, scriptwriter and/or director or through a more generic

performance practice.

Provide a learning experience that explores these practices across a range of performing

arts platforms.

Foster the industry-specific knowledge and thought processes, subject-specific practical

and general skills required as performing arts practitioners.

Prepare students for a career in the performing arts industry.

Enhance students' performance skills in a range of styles, contexts and skillsets.

Provide students with an understanding of the history and context of performing arts

Provide students with a working knowledge of the performing arts sector and arts policies.

Develop students' creativity and flair within performing arts.

Develop the values of professional practice.

Provide students with the necessary business-related and self-management skills to meet the

demands of employment.

Promote an awareness of the transferability of subject specific skills to other employment

scenarios.


The programme is distinctive because:

Almost half of the 2.1 million digital and creative sector workers in the UK in 2012 were in London

or the South East. Around 455 people are employed as performing arts practitioners in Yorkshire &

the Humber and East Midlands in 2014.

However, the creative sector is characterised by a high proportion of micro enterprises and self-

employment. 68% being self-employed. By their nature micro enterprises and freelancers will

mainly be excluded from Government job data. In some occupations the attractiveness of

freelancing makes it difficult for employers to recruit experienced workers on permanent contracts.

The University Centre Grimsby is home to the a new state of the art arts building including a 200

seated theater dance studio and rehearsal rooms, students will have the opportunity to work in a

professional environment with staff who have proven track records within the industry.

This FdA in Performing arts acknowledges the importance of gaining first-hand experience and

advice from industry professionals, some of these links include;

Industry connections to professional theatre and TV companies

Connections to local TV with access to acting positions and live experiences

Links to professional singers, actor’s directors/producers, academics and teachers

to support the learners, as guest lecturers and supporters of the programme.

Local business management centre with links to business hive and managerial

funding options for entrepreneurs and self-employed practitioners.

Links to local theatres such as; Central Hall, Caxton Theatre, Memorial Hall and the

Grimsby Auditorium to access performances. National theatres Leeds playhouse,

Leeds Theatre Royal, Hull New Theatre and Hull Trucks Educational officer with

links to outreach and live performances

These aims are attained through the delivery of a wide range of core modules both in Year 1 and Year

2 of the programme. The proposed teaching and learning strategy is a combination of tutor-led

formal lectures, seminars and supporting workshops, and work based learning with an emphasis on

developing both the students’ performing arts and professional practice skills.

The pattern of assessment will involve a number of approaches that will require the student to

produce analytical essays, research based portfolios and to plan and deliver presentations. There will

also be an emphasis on producing work that displays critical thinking, problem solving and theoretical


knowledge that underpins the performing arts industry and practitioner. Students’ will be required

to produce reflective diaries/journals, production portfolios and practical assignments. Varied

methods of assessment are embedded into the practical productions allowing for critical, theoretical

and evaluative studies.

The FdA Performing Arts aims to develop skills and knowledge, preparing graduates for work within

the creative industries and as such the programme is delivered as a Foundation Degree allowing

dedicated time to work related scenarios.

The FdA Performing Arts aims to provide a dynamic, exciting and flexible learning experience whilst

providing industry-standard skills and concepts. Academically, it aims to develop the students’

abilities to contextualise their learning historically, culturally and self-reflectively and students will be

encouraged to showcase their work at every opportunity.

The aim of the programme is to provide each member of the cohort with the requisite skills to enter

the performing arts industry as a professional practitioner. Links to self-employment and essential

business knowledge are another unique selling point of this programme.

16

Programme intended learning outcomes

Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each

outcome)

State supporting learning, teaching and assessment strategies for each group of outcomes

a Knowledge and understanding of

Knowledge and understanding of:

i: K1 The processes linking performing arts

processes, drama, dance and music

supported by production. (4.2vii, 4.2viii,

4.3vii)

ii: K2 The role of performing arts practitioners

in terms of community education and

careers (4.2x)

iii: K3 The narrative process and modes of

representation within different genres of

performing arts (4.2vi, 7.9iii, 7.12iii)

iv: K4 The effective development and

employment of performing arts practitioners

in theatre, TV, freelance, education and

production (4.2x, 7.9x, 7.12v)

v:K5 The links between practice, theory,

production and performance skills required

Teaching and learning methods/strategies:

The course emphasis is on teaching and

learning and assessment through practice.

Performing arts deploys a wide range of

teaching methods: lectures, seminars, small and

large group practical and contextual workshops.

There is also improvisation work development

and training workshops, theatre visits, internet,

video and film, master classes, discussions,

demonstrations, technical training and

workshops by theatre companies.

Assessments: In performing arts practical and written assessments are undertaken. These may include; presentations/performances, essays, portfolios, practical and independent and /or group study.


to communicate intentions to audiences

(4.2vi, 4.3vi)

vi: K6 The collective processes and make clear

links between the interplay of performance

and original works (4.3x, 7.9vii, 7.12vii)

Assessments also may include rehearsals, full scale productions, projects in the community, guided independent research, tutorials, seminars and work experience.

b Intellectual skills

Be able to

i: I1 Appreciate forms of communication,

performing arts and culture with reference to

social and political change.(5.2v)

ii: I2 Critically analyse knowledge and

understanding within the field of performing

arts by examining the cultural framework

within performance (5.4i, 5.4iii, 7.9vii)

iii: I3 Employ a range of research skills in the

definition of potential audiences markets and

self-employment as well as employed routes in

performing arts (5.2iv)

iv: I4 Demonstrate independent critical

thinking, initiative and self-motivation in

parallel to the progression of academic and

creative texts.(5.3iv)

v:I5 Present texts to a professional standard

relevant to performing arts and reflect upon

key aspects of performance and produces

independent analysis (5.4ii)

vi: I6 Collect qualitative and quantitative data

from a variety of sources, organise it and, with

guidance, analyse and interpret it to form a

general picture of target audiences for a

specific performance. (5.3iii)














c Practical/Professional skills

Be able to: Teaching and learning methods/strategies:




i:P1 Employ effective and relevant practical

theories in the production of performing arts

work (5.7iv)

ii: P2 Work specifically to a brief and

functioning, under strict guidelines and

constraints, and work effectively as part of a

production team undertaking a specific role

during the production of a variety of

performances (5.8i, 5.8ii, 5.8iii)

iii: P3 Evaluate individual working practices

and undertake self-reflective analysis of

academic and creative processes including

key genres and conventions to performing

arts (5.7i, 5.6v)

v:P4 Contribute towards the creation or

production of performance through for

example, direction, choreography, stage

management, sound/lighting or promotion:

to realise a script, text or other

documentation in public performance (5.2iii)

vi: P5 Understand and employ creative,

aesthetic and performing arts processes and

produce work which demonstrates the

effective manipulation of voice body or text

and written word from creative and aesthetic

considerations (5.2i, 5.2ii, 5.2iv)











d Transferable skills

Be able to:

i: T1 Evidence competence in IT and ILT

resources. (5.10i, 5.10ii)

ii: T2 Perform to an audience answering a brief

(5.2i, 5.2ii)

iii: T3 Present texts to a professional standard

relevant to performing arts (5.9ii)











iv:T4 Manage the planning and production of

various performing arts work exercising

flexibility and creativity drawing upon time

management, planning and organisational

skills (5.6i, 5.6ii, 5.6iii, 5.6iv)

v:T5 Communicate with a wide range of

people and in a range of situations. (5.9i)

vi:T6 Manage own learning including

demonstration of the capacity for

independent thought (5.6i, 5.6iv)





17 Programme structure

Certificate Stage

Semester 1 modules

Introduction to Performing Arts C 20 4 Y

History of Performing Arts C 20 4 Y

Semester 2 modules

Theatre in Education C 20 4 Y

Live Performance Production C 20 4 Y

Long thin modules (two semesters)

Code/New

Title Core/

Option Credits Level

Compensatable Yes/No

Skills for Study and Employability C 20 4 Y

Theatre Production C 20 4 Y


Foundation Degree Stage

Semester 1 modules

Cultural Studies C 20 5 Y

Performing Arts Development

(Drama and Dance) C 20 5 Y

Employment in the Industry C 20 5 Y

Semester 2 modules

Community Arts C 20 5 Y

Drama Performance in TV C 20 5 Y

Musical Theatre C 20 5 Y

18 References used in designing the

programme

QAA Subject Benchmarks for Foundation degree benchmark statement (2010) QAA Subject Benchmarks for Dance, Drama and Performance (2015)

19 Employers used in designing the

programme

Class act theatre company

David Wrightam director

Joshua Mumby actor

Carol Mumby Education specialist

20 Indicators of quality and standards

The programme will follow the QA standards of the

Grimsby Institute Group (the Institute). The

programme has been written with reference to

appropriate external reference points.

QAA reviews through the Institute will be published

and any weaknesses addressed as appropriate. The

Institute also undertakes a number of scheduled

internal periodic and thematic reviews throughout


each academic year to assure itself of the quality and

standards of its provision.

The HE Quality department receives External Examiner

reports and a copy is then forwarded to the Director of

Quality (HE) and the relevant School at the Institute.

The Institute requires action plans to be created for any

actions recommended as a result of student, tutor,

moderator or External Examiner comments. These are

reported to the Regulations, Performance and

Progression Committee (RPPC). The Institute also

monitors External Examiner reports and these are

reported on through faculty self-evaluation

documents, the Institute quality enhancement report

and the Institute's External Examiner's institutional

analysis report.

Annual course reviews (AMRs) will take place in line

with the requirements of the Institute and actions

planned to rectify any weaknesses and further develop

the quality of the provision. These AMRs are

moderated internally by the Head of School and then

submitted to the HE Quality & Standards department

to ensure key sources such as External Examiner

reports are fully reflected upon before being published

and also to reduce variability in the quality of

information presented.

21 Particular support for learning

The needs of learners with disabilities are taken into

account in the design of all learning programmes.

Students will be screened at induction to identify those

with individual learning support needs. The Institute

has well - established procedures in place to support all

identified students through the application and

assessments for the Disabled Students' Allowance to

secure any specialist equipment or tuition which is

required.

Students will also be invited in for advice and support

through the DSA procedure.

Each student is entitled to one tutorial per semester

with the programme leader to discuss individual issues

relating to both modules and the programme overall.

In addition, the Institute employs a HE Academic

Achievement Coach. The HE Academic Achievement


Coach is available to work with students to support

them in the development of their study skill abilities

and includes interventions such as support towards use

of ICT, giving presentations, using formal writing and

appropriate academic conventions, avoiding

plagiarism, analytical and critical writing skills.

Students have access to one support and also

timetabled study skill workshops.

22 Methods for evaluating and improving

the quality of learning

All students will have the opportunity to comment on

the quality of the learning experience on each module.

Staff will also be expected to complete module

evaluations for each module that they deliver. This

feedback must be analysed by the module leader and

the results fed into the annual monitoring report,

School self-evaluation document and the subsequent

year's module handbook. Programme and module

leaders must give consideration to modification to

improve the delivery of any module and this should be

recorded in the annual monitoring report and carried

forward for minor or major modifications as

appropriate.

The Institute's policy requires that all teaching staff

should be observed delivering learning at least

annually. Teaching and learning that does not reach the

minimum expected standard will result in an action

plan agreed between the line manager and the

member of staff.

Student satisfaction is measured by student surveys on

larger courses; on the smaller courses student opinion

may be gathered by other survey means. Student

representatives are invited to course team meetings

and additionally have the opportunity to raise items

with the course leader at individual meetings outside

the course team.

Furthermore the Institute holds HE Student

subcommittee meetings each semester at which their

remit is to;

Consider matters relating to the student experience within Higher Education

Enhance the learner voice within the Institute's Higher Education strategic and operational agenda

Look at areas for development

Provide feedback on areas of good practice


Forward suggestions of the development of Institutional policy and strategy

Collate from and report back to other students any key themes and outcomes relating to the learner experience

23

Identify any ethical issues that relate to

this programme’s teaching and

assessment (supporting material may

be monitored from time to time)

Ethical approval will be required and all issues will be

dealt with here. This is achieved through submission to

the Institute’s Ethics Committee, which meets monthly

throughout the academic year.

24 Is the 20 credit Level 5 mandatory

module Work Based or Work Related? Work related

25

How are WBL opportunities managed,

monitored and reviewed, and what

particular arrangements are there for

student support

As per Grimsby Institute policy and procedures

26

Have all resources (both physical and

human) been considered for the

programme with specific consideration

given to the RTS status of all teaching

staff on programme? Please provide

detail here.

Mirrored dance studio

Seated theatre with lighting and sound rig

Full RTS has been obtained for all teaching staff

Angela Pearson

Stephanie Greenwood

Seonaid Kaye

27 Other sources of information about

this programme N/A

28 Date of most recent Institute periodic

review N/A

29 Year of next Institute periodic review 2018

30 Revision History

Version Details of major modification Date of approval

1

2


Curriculum Map -Programme Outcomes

Module name Code Level K1 K2 K3 K4 K5 K6 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6

Introduction to Performing Arts C 4

X X X X X X X X X X X

History of Performing Arts C 4

X X X X X X X X

Theatre in Education C 4 X X X X X X X X X X X X X X X

Live Performance Production C 4

X X X X X X X X X X

Skills for Study and Employability

C 4

X X X X X X X X

Theatre Production C 4

X X X X X X X X X X

Cultural studies C 5 X X X X X X X X

Performing Arts Development

(Drama and Dance)

C 5

X X X X X X X X X X X X X X

Employment in the Industry C 5

X X X X X X X

Community Arts C 5 X X X X X X X X X X X X X X

Drama Performance in TV C 5

X X X X X X X X X X

Musical theatre C 5 X X X X X X X X X X X X X


Assessment Methods Year 1 Matrix

Assessment Method Introduction to

performing arts History of performing

arts Theatre in education Live Performance

/Production Skills for Study and

Employability Theatre production

Learning Portfolios (60%)

(100%)

Including evaluation of 2000 Words (50%)

Essay Assignments 2000 Words (70%)

Reflective Journal and Evaluation 2000 Words (70%)

Reports Report 1500 (40%)

Performance / Presentation 15 minute Group (40%)

20 minute Group (30%)

60 minute Group and Reflection (60%)

60 minute Group (30%)

Technical Production Skills 60 minute Group (50%)


Assessment Methods Year 2 Matrix

Assessment Method Cultural studies Performing Arts Development (Drama and Dance)

Employment in the industry

Community Theatre TV drama Musical theatre

Learning Portfolios 2000Words (50%)

(50%)

Report 2000 words (60%)

Reflection 1500 Words (50%)

Essay Assignments 2500 words (60%)

Performance

Group 45 min Individual 2 x 5 min (50%)

Group 30 min (50%)

(50%)

Process Log

Including evaluation of 2000 Words (50%)

Oral Presentations 15 mins (40%)

20 mins (50%)

Community Workshop 60 Minutes (40%)


Documents

Full Programme Approval Proforma - Grimsby Institute · Full Programme Approval Proforma ... Certificate of HE for successful completion of 120 credits at ... programme of study at