Sch Director Teaching & Learning; Sr Lecturer

Performance for Screen - UH-000479

The University of Huddersfield seeks and encourages applicants from a range of backgrounds in order to widen participation, improve access, and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study, and make a successful transition to studying at University. We encourage local, national and international applications.
Further information for International Students can be found on:
            <a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>
The University’s policy for admissions is outlined in section D of the Regulations for Awards:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards">http://www.hud.ac.uk/registry/regulationsandpolicies/awards</a>
Specific admission criteria for the BA Performance for Screen
Candidates (over 17.5 years of age) will normally provide evidence, where possible, of previous study at an appropriate level in (and a serious engagement with) Drama or another relevant discipline. Performance in examinations (normally at A-level or Btec level 3 Extended Diploma  level), previous experience and achievements, personal statements, references, previous work and a workshop-based interview are all considered.
School/college leavers who have reached 17.5 years on admission should normally have a total of at least 120 points on the UCAS tariff, or BTEC level 3 Extended Diploma at DDM level in a relevant subject eg Drama or English.
Mature applicants (over 21) without formal qualifications will be considered on an individual basis. Applicants with prior learning or prior experiential learning will be considered individually by the School Accreditation and Validation Panel to assess whether it is appropriate to grant general of specific credit towards the course.
Applications from international students will be considered on an individual basis, and with advice from the University’s International Office. Where necessary, applicants will be expected to demonstrate their spoken and written English language skills by achieving a minimum IELTS score of 6.0 including 5.5 in all elements and at least 6.0 in Writing.
All home applicants will be invited to attend a Selection Day, at which they will participate in a workshop by way of audition. Some applicants may also be invited to interview.
The course conforms to the University’s equal opportunities policy in all respects, including admissions.

UH-000479 - Performance for Screen

Intermediate Core

Intermediate Optional

Intermediate Compulsory

Intermediate Level

Honours Core

Honours Optional

Honours Compulsory

Honours Level

Foundation Compulsory

Foundation Core

Foundation Optional

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Structure

Bachelor of Arts

Diploma of Higher Education

Certificate of Higher Education

to work collaboratively, with flexibility, efficiency, and effective self and project management.

to comprehend of the complex nature of performance and screen languages, forms and practices.

knowledge and understanding of broad areas of contemporary drama, theatre performance, and film/video, seen within their political, historical, social, philosophical, cultural and aesthetic contexts.

to work independently, with flexibility, efficiency, and effective self and project management.

to articulate the theory underpinning their own practice and that of others.

to utilise their knowledge of multimedia, theatrical, cultural and performance examples in understanding, and challenging, theoretical perspectives.

to identify, analyse and reflect upon pertinent elements within their own practical and intellectual experiences.

to use their individual skills as a practitioner and/or a researcher to communicate effectively within performances and/or written reports or theses.

Sandwich mode: to make mature choices in career and personal development.

insight into the complexities of various performative and screen-based creative processes.

understanding of the theoretical and practical considerations crucial to a range of performance and screen-based experiences.

to understand theatrical and audiovisual meanings and conventions, values, codes and artefacts in relation to their cultural environments.

to apply specialist terminologies in performing and screen arts.

knowledge and understanding of specific and exemplary practitioners, texts, writers, theorists and examples of practice.

to make use of libraries, archives, performances, workshops, digital resources and other sources in research and creative practice.

awareness of contrasting examples and possible models of the relationship between performers, media, and audiences.

knowledge and understanding pertaining to dramatic and postdramatic forms as they apply to both live and onscreen performance.

awareness and understanding of current theory, practice and debate in a range of areas of drama, film/video, theatre, and performance.

to understand, interrogate and apply a variety of theoretical positions and weigh the importance of alternative perspectives.

to exercise appropriate individual skills, relevant to the creation of performance, in an area such as improvisation, screenwriting, storyboarding, directing, character development, stage management, lighting, or design.

in-depth knowledge of a specific area of current practice and/or research related to theatre, film/video, and performance.

to recognize and interpret formal conventions and the shaping effects upon communication of circumstances, authorship, production, and context.

to think critically and creatively, and to develop both independent perspectives and strategies for problem-solving.

to discern how cultural contexts influence the creation and reception of live and mediated performance.

understanding of specific texts, practices or other materials used as the starting point for the generation of performance and screen material.

to identify and use appropriate strategies for the study of multimedia phenomena and of professional practice, and express and communicate the results of academic and practical research in writing, verbally and through performances and/or presentations.

to use and understand appropriate technical vocabulary in relation to a range of issues facing contemporary practitioners and theorists in multimedia, and live performance.

to make thorough and creative use of practical experimentation and use this skill to contribute to research, performance, or the creation of screen works.

to use and share developed skills as a practitioner to contribute to group processes and productions.

to communicate complex ideas and arguments clearly in written, oral and performance presentations, observing appropriate academic and/or professional conventions.

to analyse how different social and cultural contexts affect the nature of performance and the generation of meanings.

to approach unfamiliar multimedia, theatrical, cultural, and performance examples from a secure base of knowledge and understanding.

UH-000479

<ul>
<li>Review of School of Music, Humanities and Media with subject review of Drama</li>
<li>National Student Survey</li>
<li>University Course Evaluation Survey</li>
<li>QAA Institutional Audit 2010</li>
</ul>
 
Please note: This specification provides a concise summary of the main features of the Course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the module handbooks and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.  
 
Key sources of information about the course can be found in:
 
<ul>
<li>Course Document</li>
<li>Module Documents</li>
</ul>

All students have a personal tutor for pastoral and academic support. The course leader is available for academic support, as are seminar tutors and module leaders. All members of staff have office hours when students are encouraged to seek any help they need.
 
<ul>
<li>An Induction Programme introduces staff and services within the University, including the Learning Centre. Induction activities in Drama include Health &amp; Safety Training to ensure that students develop into fully aware professional practitioners.</li>
</ul>
 
<ul>
<li>Details of academic and personal support, as well as other information to help students navigate the course, are listed in the Student Handbook.</li>
</ul>
 
<ul>
<li>Staff have regular office hours in which they are available for student support.</li>
</ul>
 
<ul>
<li>Module Tutors are responsible for monitoring students’ performance and engagement within a particular module, and bringing any problems to the attention of the Course Leader and/or Personal Tutor as appropriate.</li>
</ul>
 
<ul>
<li>The Personal Development Plan is integrated into the Personal Tutor system at Foundation level, and embedded in core modules at all levels. PDP takes the form of encouraging students to reflect on their learning, to supplement their curriculum work with as much related activity as possible and to keep good records of that activity as the basis for a CV.</li>
</ul>