Theatre for Children and Young People MA/MFA

• Module one: Approaches to Performance

The course begins with a skills-block that includes classes in devising, movement, voice, acting, musicality, approaches to working with children and young people and ensemble practice.

Following the skills block, students take part in two mini-projects: the sensory theatre project, a collaboration with local special schools and an early years project, led by leading practitioners in this field.

• Module two: Theatre for Young Audiences in Performance

Students then create two fully realised projects, including a collaborative project with students from the MA Actor Musicianship course. Previous examples have included an open-air adaptation of Homer’s Odyssey created with young refugees, a verbatim piece for teenagers exploring gender identity, and collaborations with the Primary Shakespeare Company, including touring to secondary schools in North London and whole-school projects co-created with pupils and staff at special schools in Kent.

• Module three: Languages of Practice

Running alongside the practical class work this module supports you to develop your own artistic voice, culminating in the creation of a scratch piece shared alongside a portfolio that documents how the piece was made. The module develops the skills of the artist as practice-researcher; modelled on the way artists think about and share their ideas to producers, funders and an academic audience.

• Module four: Independent Project

The course finishes with an opportunity for you to make the work you want to make, supported by mentors from the college and our industry partners. You can work alone or in a collaboration with students from other courses. The pieces are shared in a mini-festival format and accompanied by a portfolio or written submission.

Year 1

• Module One: Approaches to Performance

The course begins with a skills-block that includes classes in devising, movement, voice, acting, musicality, approaches to working with children and young people and ensemble practice.

Following the skills block, students take part in two mini-projects: the sensory theatre project, a collaboration with local special schools and an early years project, led by leading practitioners in this field.

• Module Two: Theatre for Young Audiences in Performance

Students then create two fully realised projects, including a collaborative project with students from the MA Actor Musicianship course. Previous examples have included an open-air adaptation of Homer’s Odyssey created with young refugees, a verbatim piece for teenagers exploring gender identity, and collaborations with the Primary Shakespeare Company, including touring to secondary schools in North London and whole-school projects co-created with pupils and staff at special schools in Kent.

• Module Three: Languages of Practice

Running alongside the practical class work this module supports you to develop your own artistic voice, culminating in the creation of a scratch piece shared alongside a portfolio that documents how the piece was made. The module develops the skills of the artist as practice-researcher; modelled on the way artists think about and share their ideas to producers, funders and an academic audience.

Year 2

• Module Four: The Widening Field

This module focuses on processes of research and development aimed at realising individualised specialist practice with the view that it ultimately achieves professional validity and viability. The module is deliberately open and flexible as each student’s journey will develop its own pathway.

The module is based around self-directed study, research into the industry and work-based learning through talks/presentations/ seminars throughout the year prior to the attachment. Students are supported in seeking appropriate work-based learning opportunities either with the College’s creative partners, their own contacts, new initiatives with appropriate organisations or ensemble companies or working within appropriate internal placement opportunities.

There will be four taught weekends that offer the opportunity to test and trial the state of your practice with tutor/mentor/peer feedback and input.  These weekends will be focused to support the progressive development of each student’s emerging project.

• Module Five: Final Independent Project

The final module facilitates the creation of your original creative work. This may be a performance, a conceptual paper, a multi-dimensional proposition of a project that you have developed, and pitch to professional organisations; it may be the practical articulation of your own practice or a model and vision for your future organisation.

MA: You will complete around 350 hours of indicative scheduled learning and teaching activities and 850 hours of independent learning on projects, productions, placements or self-directed study. Assessment will be through: Coursework, performances, presentations, assessed tutorials and portfolios.

MFA: In year one you will complete around 350 hours of indicative scheduled learning and teaching activities and 850 hours of independent learning on projects, productions, placements or self-directed study. Assessment will be through: Coursework, performances, presentations, assessed tutorials and portfolios.

In your second year you will complete around 350 hours of indicative scheduled learning and teaching activities and 850 hours of independent learning on projects, productions, placements or self-directed study. Assessment will be through: Coursework, performances, presentations, assessed tutorials and portfolios.