Acting Skills 1

This subject has the following teaching availabilities in 2015:

120 hours.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

In first year of Acting Skills classes the creative and expressive potential of the actor is explored through the development of imagination, self-awareness, flexibility, connection and play, whilst analytical and craft-based skills are introduced to assist the performer’s development of a full personal process. Movement classes will develop the actor’s awareness of physical expression and potential for transformation. The focus on the self will place the actor at the centre of their work as a performer and potential performance maker and will be balanced against the requirements of working in an ensemble.

The acting skills taught in this module will provide a common language and range of acting process applicable to both music theatre and ‘straight’ theatre performance.

On completing this subject students will be able to:
• exhibit a working understanding of language and concepts central to the actor’s craft and implement these in practice;
• exhibit a developing understanding that imagination, spontaneity and curiosity to develop a sense of play and exploration are essential in all facets of their learning;
• exhibit greater freedom, expression and articulation in the body;
• understand that full engagement of the self in the work and with others is the essential foundation upon which performance skills are built;
• exhibit a developing ability to reflect on and describe their personal engagement with the work;
• understand to offer, receive and utilise constructive critical feedback and exhibit a developing ability to put this into practice;
• exhibit a developing ability to work in an ensemble with personal integrity, trust and unconditional respect for the work of others;
• gain a sense of autonomy in their artistic process by identifying personal patterns and areas of resistance or difficulty and working positively to overcome them.

Continuous: 65% TOTAL: comprising: (Acting skills 45%, movement 20%) preparation and participation in classes, demonstrating continuous application to given task and progress in learning and engaging with key concepts

Formal: 25% TOTAL: based on performance of two set tasks, one in acting skills (15%) and one in movement (10%) in Week 12

Written: 10% TOTAL: self-assessment of progress based on a journal of classroom experiences, reflection and self-directed study. Submitted week 13, 500 words

Late submission: Unless an extension has been granted, for essays/assignments submitted after the due date, the mark a student is awarded for their work will be reduced by 10% for each day the work is late. Using electronic submission means work may be submitted on any day.
Unless an extension has been granted, assignments submitted later than 5 working days (or 1 week if due on a weekend) after the due date will not be marked, and will receive no marks.

Hurdle requirements: Students must attend 80% of all scheduled classes and attempt all elements of assessment to be eligible for a pass in this subject.

This subject is not available as a breadth subject.

On completing this subject students will be able to:
• exhibit extensive practical and theoretical understanding of their discipline including acquisition of skill level, discipline, relevant professional knowledge, and ethics appropriate to professional artistic practice;
• be critical and creative thinkers, with an aptitude for continued self-directed learning.;
• recognise and value their uniqueness as an artist whilst developing diversification;
• participate fully in collaborative learning and to confront unfamiliar problems.