Dance Studies 3

This subject is not offered in 2014.

240 hours : Students are expected to undertake self-directed, individual practice.

758-262 Dance Studies 2

758-344 Voice Studies 3

758-346 Acting Studies 3

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/

In Dance 3, the emphasis switches to application of skills to performance. Here the emphasis is on opportunities for students to put into practice the craft and methodologies learned in the first two years to create an autonomous personal process that serves the intention of the particular work and is harmonious with the requirements of other creatives such as directors, music directors, choreographers, designers and technicians. Students will be expected to be able to create and fulfil a sustained, psychologically, physically and emotionally cohesive character journey across a whole role, whether dancing, singing or acting and make a positive contribution to ensemble. Key to this will be the ability to work from technical, interpretative and intuitive imperatives and the ability to adapt their process to the divergent requirements of style and genre. Underpinning all rehearsal and performance work will be an understanding of safe dance practice. Ultimately, students will emerge from Year 3 with a clear understanding of their own potential as a performer and will be able to self-diagnose areas requiring further extension and skills maintenance.

Upon completion of Dance Studies 3 students should be able to:
• perform a role to a professional standard, demonstrating technical and artistic mastery
• implement an autonomous process in support of the work that combines technical, intuitive, imaginative and interpretative aspects
• implement an autonomous process of preparation and external rehearsal that accords with the requirements of the Choreographer, as well as the Director and Music Director
• create and sustain a character journey
• maintain safe technique whilst responding to the demands of choreography
• synthesise vocal, physical and acting skills in the interests of holistic Music Theatre Performance
• Adapt successfully to the requirements of genre and style.
• contribute positively to an ensemble
• understand and fulfil the requirements of working in an ensemble, understudying and/or playing a role.
• Understand the need for continual skills maintenance
• Self-diagnose technical or artistic areas in need of further improvement

.Continuous: preparation and participation in rehearsal and individual lessons, demonstrating continuous application and progress towards stated outcomes during first and second semester (25%)

Formal: based on two performances, one in semester 1 and one in semester 2, demonstrating technical and artistic progress of an appropriate standard (75%)

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This subject is not available as a breadth subject.

Upon completion of this subject students should be able to:
• Demonstrate an appropriate level of skill in the three major skill areas of singing, acting and dance, both individually and in combination.
• Recognise their uniqueness as a performer and maintain that integrity whilst developing diversity.
• Practise their craft with autonomy, confidence, self-awareness and self-motivation.
• Synthesise the knowledge and skills necessary to adapt to the various requirements of genre and style in diverse range of Music Theatre practice.
• Transfer their skills to allied areas of performance, whether in theatre, cabaret, new work, concert performance, film and television or commercial dance.
• Demonstrate a high level of professional conduct and incorporate respect, responsibility and support for collaboration as part of their professional practice.
• Collaborate with the wider educational and artistic community.