Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:Semester 2, Southbank - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: Contact Hours 10 hours per week – Studio workshops |
Total Time Commitment:
Study Period Commencement:
Study Period Commencement:
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
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
CoordinatorMr Robert Walton
Mr Robert Walton
This subject enables the student to consolidate their training into professional practice through a series of targeted performance tasks and the development of a professional development plan (PDP). The process of creating the PDP will focus the student’s attention on the next steps after graduating and will include identification of career aspirations and future training needs. The performance tasks focus on the specific training needs of the individual and are negotiated in dialogue with staff (e.g. selection of scene study or monologue material, the development of a devised performance, performance in a touring production).
To provide the student with the opportunity to:
• Plan their professional development by considering the transition out of the BFA and into the profession or further study.
• Participate in responsive training relevant to the needs of each individual through the selection of negotiated performance tasks.
Rehearsal Work (Weekly preparation of parts and material, individual and/or ensemble practice, presentation of research tasks, active contribution to all rehearsals, classes and performances as directed). During semester (Term 4). 20%
Performance Development Plan (1000 words). End of semester. 20%
Practical assessment of assigned or negotiated studio based or public performance tasks. Ongoing throughout semester. 60%
100% weekly punctual and full attendance is expected. Less than 80% attendance will result in a fail. Ongoing. Hurdle
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
• Critical Thinking: Articulate a well consider professional development plan that addresses your needs as an emerging professional.
• Autonomy: Demonstrate practice as an autonomous actor by identifying, offering, negotiating and realising performance tasks.
• Performance: Demonstrate independent application of actor training in differing performance contexts.
• Performance: Demonstrate an appropriate command of performance skills, including acting, voice and movement, and the aesthetic choices made within a performance environment.
• Professional Practice: Operate as a professional in training by demonstrating good conduct in time keeping, attendance, collaborative attitude, creative risk taking and full participation with the project.
|Links to further information:||http://www.vca.unimelb.edu.au/performingarts|
Bachelor of Fine Arts (Theatre Practice) |
Download PDF version.