Graduate Diploma in Voice Studies

The major focus of the GRADUATE DIPLOMA IN VOICE STUDIES is to extend the understanding of voice pedagogy and skills through experiential teaching and learning and to apply this to the discipline of performing arts and the students' own professional contexts. The course provides extensive skills and knowledge in the practice and implementation of vocal pedagogical skills to a professional standard and develops the students' ability to acquire effective diagnostic skills of their own voice and the capacity to transfer and implement these skills in a professional context. The Graduate Diploma has a strong emphasis on developing the students' ability to implement an approach to working with the relationship between voice, speech and text which demonstrates the underlying pedagogical principles of voice and speech. Students will have a thorough understanding of the relationship between the actor's voice and contemporary and classical texts and be equipped to work across a variety of professional performance contexts and settings. Entry to this course is upon completion of the Graduate Certificate in Voice Studies or equivalent professional experience.

The Graduate Diploma in Voice Studies is designed to provide a deepening of knowledge and skills in the application of voice and speech techniques to the discipline of performing arts and to the students’ own professional contexts. Students completing the Graduate Diploma in Voice Studies will:

• have deepened and broadened their skills in the application of voice, speech, language and text in preparation for rehearsal and production in schools, community and professional settings or in their own professional context;
• have critically examined a range of contemporary voice and speech methodologies to be developed and applied in a professional context;
• have developed, practised and implemented vocal pedagogical skills to a professional standard;
• have developed an understanding of the relationship between the actor’s voice and contemporary and classical texts;
• have developed a thorough understanding of their own voice and speech;
• have developed and implemented effective diagnostic tools for addressing idiosyncratic habits and enhancing voice practice with individuals and groups;
• have developed and implemented an approach to working with the relationship between voice, speech and text which demonstrates the underlying pedagogical principles of voice and speech teaching;
• have developed their cognitive understanding of the anatomy of the voice as it relates to practical problem-solving solutions with groups and individuals; and
• have developed a critical and analytical approach to the major international voice and speech teachers’ pedagogies.

8 core subjects:

1. In order to be considered for entry, applicants must have completed:
• an undergraduate degree with a relevant major (such as Acting, Theatre, Creative Arts or Performance Studies) or equivalent.
Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:
• prior academic performance.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 6.5 is required.

Note: Students enrolled in the Diploma who complete the first 50 points of the program with a weighted average mark of less than H2A (75%) will exit the program and receive the Certificate. Applicants may be admitted into the Diploma with 50 points credit if they have (a) previously completed the Certificate with a weighted average mark of at least H2A (75%), or equivalent, or (b) can demonstrate extensive relevant professional experience, subject to a suitable level of performance in an interview and audition.

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

Graduates from this course will be critical and creative thinkers, with an aptitude for continued self-directed learning. They will have expanded their analytical and cognitive skills through experiential learning and have the capacity to participate fully in collaborative learning and confront unfamiliar problems. Graduates will have good interpersonal and decision-making skills, including an awareness of personal strengths and limitations. They will have an understanding of the cultural diversity of our community.

Upon completion of this subject students are expected to:

• cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems;
• cognitive skills to think critically and to generate and evaluate complex ideas;
• specialised technical and creative skills in a field of professional practice;
• communication skills to demonstrate an understanding of theoretical concepts;
• communication skills to transfer complex knowledge and ideas to their professional settings;
• integrated the skills and knowledge from the various subjects into a coherent understanding;
• have an aptitude for continued self-directed learning and be critical and creative thinkers;
• expanded their analytical and cognitive skills through experiential learning;
• the capacity to participate fully in collaborative learning and to confront unfamiliar problems, including an awareness of personal strengths and limitations;
• the capacity for critical thinking and analysis of pedagogical processes;
• the capacity to respond to unfamiliar problems with a flexible and innovative approach;
• the application of advanced skills in leadership, initiative and group dynamics.