FDA Performing Arts v1.3 1
Full Programme Approval Proforma
1 School HE Creative and Digital Industries
2 Title of Programme Performing Arts
3 Award (e.g. FdA, FdSc) FDA
4
Contained Award (list the
contained awards available
for those students who do
not complete the full
programme
Certificate of HE for successful completion of 120 credits at Level 4
5 UCAS code (if applicable) TBC
6 JACS codes TBC
7 Mode of Study (full or part-
time) Full time
8 Duration (total number of
years) 2 Years
9 Number of weeks per
academic year 34 UG
10 Location of delivery Nuns Corner Campus
11 Accrediting Professional /
Statutory Body (if applicable) N/A
12 Entry requirements (including (CEFR) level)
According to the UCAS 2016 tariff, standard entry requirement for
the degree will be 180 UCAS points, with a minimum of grade ‘C’ in
both GCSE Maths & English.
This equates to MMP at BTEC National Diploma level, grades DDD at
‘A’ Level, and on the Diploma Foundation Studies (Art, Design &
Media) this is equal to a Merit.
According to the UCAS 2017 tariff, standard entry requirement for
the degree will be 72 UCAS points, with a minimum of grade ‘C’ in
both GCSE Maths & English.
FDA Performing Arts v1.3 2
This equates to MMP at BTEC National Diploma level, grades DDD at
‘A’ Level, and on the Diploma Foundation Studies (Art, Design &
Media) this is equal to a Merit.
All applicants will do an audition
However, in line with the widening participation brief and lifelong
learning strategy, the Institute will also encourage applications from
non-traditional learners who lack formal academic qualifications. All
such non-traditional applicants will be interviewed, and asked to
complete an essay and a judgement made taking into account their
academic potential and relevant experience.
Applicants may be admitted with credit for prior certificated learning
(APcL) or work/life experience or other un-certificated learning
(APeL) (see section 8.3 - Accreditation of prior learning (experiential
and certificated) - of the Higher Education Quality Handbook).
Students who have successfully completed another relevant
programme of study at least at the equivalent level may be eligible
to apply for APcL. Claim forms must be supported by the official
transcript or certificate of the awarding body of the original
qualification and any guidance explaining the allocation of credit and
grading scheme used to enable module comparison.
Students may also be eligible to apply for life or work experience or
other un-certificated learning in which the acquisition of skills or
knowledge at the equivalent level to the higher education
programme has been gained. These APeL claim forms must be
supported by a portfolio of evidence including supporting letters or
statements from third parties (i.e. employers) to validate any claims
made within the portfolio by the applicant.
Further, a letter or statement of support from the programme leader
identifying any interviews or discussions that have taken place with
particular attention being paid to ensure that should the
accreditation be granted, the applicant or enrolled student would be
able to cope with the demands of the programme.
International Admissions
The Institute recognises a wide range of entry qualifications as
being equivalent to A’ level standard; if students hold a qualification
not listed above please contact the HE Manager for Admissions and
Administration for further guidance on +44 (0) 1472 315528.
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International students must evidence they possess a satisfactory
command of English language in terms of reading, writing, listening
and are expected to have achieved Level B2 on the Common
European Framework of Reference for Language (CEFR), as defined
by the UK Border Agency.
13
Minimum number of
students – for numbers less
than this approval for the
programme to start must be
obtained
12
14 Degree classification weighting
Certificate stage As per regulations
Intermediate/Foundation
Degree stage As per regulations
15 Aims of the programme and distinctive features/fit with existing provision
The overall aim of this programme is to enable students to develop the knowledge,
understanding and skills required to operate effectively in performing arts industry, with specific
reference to the skills and knowledge required within the area of programme pre-production
and production.
The specific aims of the programme are:
Engender a professional approach to performing arts, whether as an actor, dancer,
choreographer, vocalist, scriptwriter and/or director or through a more generic
performance practice.
Provide a learning experience that explores these practices across a range of performing
arts platforms.
Foster the industry-specific knowledge and thought processes, subject-specific practical
and general skills required as performing arts practitioners.
Prepare students for a career in the performing arts industry.
Enhance students' performance skills in a range of styles, contexts and skillsets.
Provide students with an understanding of the history and context of performing arts
Provide students with a working knowledge of the performing arts sector and arts policies.
Develop students' creativity and flair within performing arts.
Develop the values of professional practice.
Provide students with the necessary business-related and self-management skills to meet the
demands of employment.
Promote an awareness of the transferability of subject specific skills to other employment
scenarios.
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The programme is distinctive because:
Almost half of the 2.1 million digital and creative sector workers in the UK in 2012 were in London
or the South East. Around 455 people are employed as performing arts practitioners in Yorkshire &
the Humber and East Midlands in 2014.
However, the creative sector is characterised by a high proportion of micro enterprises and self-
employment. 68% being self-employed. By their nature micro enterprises and freelancers will
mainly be excluded from Government job data. In some occupations the attractiveness of
freelancing makes it difficult for employers to recruit experienced workers on permanent contracts.
The University Centre Grimsby is home to the a new state of the art arts building including a 200
seated theater dance studio and rehearsal rooms, students will have the opportunity to work in a
professional environment with staff who have proven track records within the industry.
This FdA in Performing arts acknowledges the importance of gaining first-hand experience and
advice from industry professionals, some of these links include;
Industry connections to professional theatre and TV companies
Connections to local TV with access to acting positions and live experiences
Links to professional singers, actor’s directors/producers, academics and teachers
to support the learners, as guest lecturers and supporters of the programme.
Local business management centre with links to business hive and managerial
funding options for entrepreneurs and self-employed practitioners.
Links to local theatres such as; Central Hall, Caxton Theatre, Memorial Hall and the
Grimsby Auditorium to access performances. National theatres Leeds playhouse,
Leeds Theatre Royal, Hull New Theatre and Hull Trucks Educational officer with
links to outreach and live performances
These aims are attained through the delivery of a wide range of core modules both in Year 1 and Year
2 of the programme. The proposed teaching and learning strategy is a combination of tutor-led
formal lectures, seminars and supporting workshops, and work based learning with an emphasis on
developing both the students’ performing arts and professional practice skills.
The pattern of assessment will involve a number of approaches that will require the student to
produce analytical essays, research based portfolios and to plan and deliver presentations. There will
also be an emphasis on producing work that displays critical thinking, problem solving and theoretical
FDA Performing Arts v1.3 5
knowledge that underpins the performing arts industry and practitioner. Students’ will be required
to produce reflective diaries/journals, production portfolios and practical assignments. Varied
methods of assessment are embedded into the practical productions allowing for critical, theoretical
and evaluative studies.
The FdA Performing Arts aims to develop skills and knowledge, preparing graduates for work within
the creative industries and as such the programme is delivered as a Foundation Degree allowing
dedicated time to work related scenarios.
The FdA Performing Arts aims to provide a dynamic, exciting and flexible learning experience whilst
providing industry-standard skills and concepts. Academically, it aims to develop the students’
abilities to contextualise their learning historically, culturally and self-reflectively and students will be
encouraged to showcase their work at every opportunity.
The aim of the programme is to provide each member of the cohort with the requisite skills to enter
the performing arts industry as a professional practitioner. Links to self-employment and essential
business knowledge are another unique selling point of this programme.
16
Programme intended learning outcomes
Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each
outcome)
State supporting learning, teaching and assessment strategies for each group of outcomes
a Knowledge and understanding of
Knowledge and understanding of:
i: K1 The processes linking performing arts
processes, drama, dance and music
supported by production. (4.2vii, 4.2viii,
4.3vii)
ii: K2 The role of performing arts practitioners
in terms of community education and
careers (4.2x)
iii: K3 The narrative process and modes of
representation within different genres of
performing arts (4.2vi, 7.9iii, 7.12iii)
iv: K4 The effective development and
employment of performing arts practitioners
in theatre, TV, freelance, education and
production (4.2x, 7.9x, 7.12v)
v:K5 The links between practice, theory,
production and performance skills required
Teaching and learning methods/strategies:
The course emphasis is on teaching and
learning and assessment through practice.
Performing arts deploys a wide range of
teaching methods: lectures, seminars, small and
large group practical and contextual workshops.
There is also improvisation work development
and training workshops, theatre visits, internet,
video and film, master classes, discussions,
demonstrations, technical training and
workshops by theatre companies.
Assessments: In performing arts practical and written assessments are undertaken. These may include; presentations/performances, essays, portfolios, practical and independent and /or group study.
FDA Performing Arts v1.3 6
to communicate intentions to audiences
(4.2vi, 4.3vi)
vi: K6 The collective processes and make clear
links between the interplay of performance
and original works (4.3x, 7.9vii, 7.12vii)
Assessments also may include rehearsals, full scale productions, projects in the community, guided independent research, tutorials, seminars and work experience.
b Intellectual skills
Be able to
i: I1 Appreciate forms of communication,
performing arts and culture with reference to
social and political change.(5.2v)
ii: I2 Critically analyse knowledge and
understanding within the field of performing
arts by examining the cultural framework
within performance (5.4i, 5.4iii, 7.9vii)
iii: I3 Employ a range of research skills in the
definition of potential audiences markets and
self-employment as well as employed routes in
performing arts (5.2iv)
iv: I4 Demonstrate independent critical
thinking, initiative and self-motivation in
parallel to the progression of academic and
creative texts.(5.3iv)
v:I5 Present texts to a professional standard
relevant to performing arts and reflect upon
key aspects of performance and produces
independent analysis (5.4ii)
vi: I6 Collect qualitative and quantitative data
from a variety of sources, organise it and, with
guidance, analyse and interpret it to form a
general picture of target audiences for a
specific performance. (5.3iii)
Teaching and learning methods/strategies:
The course emphasis is on teaching and
learning and assessment through practice.
Performing arts deploys a wide range of
teaching methods: lectures, seminars, small and
large group practical and contextual workshops.
There is also improvisation work development
and training workshops, theatre visits, internet,
video and film, master classes, discussions,
demonstrations, technical training and
workshops by theatre companies.
Assessments: In performing arts practical and written assessments are undertaken. These may include; presentations/performances, essays, portfolios, practical and independent and /or group study.
Assessments also may include rehearsals, full scale productions, projects in the community, guided independent research, tutorials, seminars and work experience.
c Practical/Professional skills
Be able to: Teaching and learning methods/strategies:
The course emphasis is on teaching and
learning and assessment through practice.
FDA Performing Arts v1.3 7
i:P1 Employ effective and relevant practical
theories in the production of performing arts
work (5.7iv)
ii: P2 Work specifically to a brief and
functioning, under strict guidelines and
constraints, and work effectively as part of a
production team undertaking a specific role
during the production of a variety of
performances (5.8i, 5.8ii, 5.8iii)
iii: P3 Evaluate individual working practices
and undertake self-reflective analysis of
academic and creative processes including
key genres and conventions to performing
arts (5.7i, 5.6v)
v:P4 Contribute towards the creation or
production of performance through for
example, direction, choreography, stage
management, sound/lighting or promotion:
to realise a script, text or other
documentation in public performance (5.2iii)
vi: P5 Understand and employ creative,
aesthetic and performing arts processes and
produce work which demonstrates the
effective manipulation of voice body or text
and written word from creative and aesthetic
considerations (5.2i, 5.2ii, 5.2iv)
Performing arts deploys a wide range of
teaching methods: lectures, seminars, small and
large group practical and contextual workshops.
There is also improvisation work development
and training workshops, theatre visits, internet,
video and film, master classes, discussions,
demonstrations, technical training and
workshops by theatre companies.
Assessments: In performing arts practical and written assessments are undertaken. These may include; presentations/performances, essays, portfolios, practical and independent and /or group study.
Assessments also may include rehearsals, full scale productions, projects in the community, guided independent research, tutorials, seminars and work experience.
d Transferable skills
Be able to:
i: T1 Evidence competence in IT and ILT
resources. (5.10i, 5.10ii)
ii: T2 Perform to an audience answering a brief
(5.2i, 5.2ii)
iii: T3 Present texts to a professional standard
relevant to performing arts (5.9ii)
Teaching and learning methods/strategies:
The course emphasis is on teaching and
learning and assessment through practice.
Performing arts deploys a wide range of
teaching methods: lectures, seminars, small and
large group practical and contextual workshops.
There is also improvisation work development
and training workshops, theatre visits, internet,
video and film, master classes, discussions,
FDA Performing Arts v1.3 8
iv:T4 Manage the planning and production of
various performing arts work exercising
flexibility and creativity drawing upon time
management, planning and organisational
skills (5.6i, 5.6ii, 5.6iii, 5.6iv)
v:T5 Communicate with a wide range of
people and in a range of situations. (5.9i)
vi:T6 Manage own learning including
demonstration of the capacity for
independent thought (5.6i, 5.6iv)
demonstrations, technical training and
workshops by theatre companies.
Assessments: In performing arts practical and written assessments are undertaken. These may include; presentations/performances, essays, portfolios, practical and independent and /or group study.
Assessments also may include rehearsals, full scale productions, projects in the community, guided independent research, tutorials, seminars and work experience.
17 Programme structure
Certificate Stage
Semester 1 modules
Introduction to Performing Arts C 20 4 Y
History of Performing Arts C 20 4 Y
Semester 2 modules
Theatre in Education C 20 4 Y
Live Performance Production C 20 4 Y
Long thin modules (two semesters)
Code/New
Title Core/
Option Credits Level
Compensatable Yes/No
Skills for Study and Employability C 20 4 Y
Theatre Production C 20 4 Y
FDA Performing Arts v1.3 9
Foundation Degree Stage
Semester 1 modules
Cultural Studies C 20 5 Y
Performing Arts Development
(Drama and Dance) C 20 5 Y
Employment in the Industry C 20 5 Y
Semester 2 modules
Community Arts C 20 5 Y
Drama Performance in TV C 20 5 Y
Musical Theatre C 20 5 Y
18 References used in designing the
programme
QAA Subject Benchmarks for Foundation degree benchmark statement (2010) QAA Subject Benchmarks for Dance, Drama and Performance (2015)
19 Employers used in designing the
programme
Class act theatre company
David Wrightam director
Joshua Mumby actor
Carol Mumby Education specialist
20 Indicators of quality and standards
The programme will follow the QA standards of the
Grimsby Institute Group (the Institute). The
programme has been written with reference to
appropriate external reference points.
QAA reviews through the Institute will be published
and any weaknesses addressed as appropriate. The
Institute also undertakes a number of scheduled
internal periodic and thematic reviews throughout
FDA Performing Arts v1.3 10
each academic year to assure itself of the quality and
standards of its provision.
The HE Quality department receives External Examiner
reports and a copy is then forwarded to the Director of
Quality (HE) and the relevant School at the Institute.
The Institute requires action plans to be created for any
actions recommended as a result of student, tutor,
moderator or External Examiner comments. These are
reported to the Regulations, Performance and
Progression Committee (RPPC). The Institute also
monitors External Examiner reports and these are
reported on through faculty self-evaluation
documents, the Institute quality enhancement report
and the Institute's External Examiner's institutional
analysis report.
Annual course reviews (AMRs) will take place in line
with the requirements of the Institute and actions
planned to rectify any weaknesses and further develop
the quality of the provision. These AMRs are
moderated internally by the Head of School and then
submitted to the HE Quality & Standards department
to ensure key sources such as External Examiner
reports are fully reflected upon before being published
and also to reduce variability in the quality of
information presented.
21 Particular support for learning
The needs of learners with disabilities are taken into
account in the design of all learning programmes.
Students will be screened at induction to identify those
with individual learning support needs. The Institute
has well - established procedures in place to support all
identified students through the application and
assessments for the Disabled Students' Allowance to
secure any specialist equipment or tuition which is
required.
Students will also be invited in for advice and support
through the DSA procedure.
Each student is entitled to one tutorial per semester
with the programme leader to discuss individual issues
relating to both modules and the programme overall.
In addition, the Institute employs a HE Academic
Achievement Coach. The HE Academic Achievement
FDA Performing Arts v1.3 11
Coach is available to work with students to support
them in the development of their study skill abilities
and includes interventions such as support towards use
of ICT, giving presentations, using formal writing and
appropriate academic conventions, avoiding
plagiarism, analytical and critical writing skills.
Students have access to one support and also
timetabled study skill workshops.
22 Methods for evaluating and improving
the quality of learning
All students will have the opportunity to comment on
the quality of the learning experience on each module.
Staff will also be expected to complete module
evaluations for each module that they deliver. This
feedback must be analysed by the module leader and
the results fed into the annual monitoring report,
School self-evaluation document and the subsequent
year's module handbook. Programme and module
leaders must give consideration to modification to
improve the delivery of any module and this should be
recorded in the annual monitoring report and carried
forward for minor or major modifications as
appropriate.
The Institute's policy requires that all teaching staff
should be observed delivering learning at least
annually. Teaching and learning that does not reach the
minimum expected standard will result in an action
plan agreed between the line manager and the
member of staff.
Student satisfaction is measured by student surveys on
larger courses; on the smaller courses student opinion
may be gathered by other survey means. Student
representatives are invited to course team meetings
and additionally have the opportunity to raise items
with the course leader at individual meetings outside
the course team.
Furthermore the Institute holds HE Student
subcommittee meetings each semester at which their
remit is to;
Consider matters relating to the student experience within Higher Education
Enhance the learner voice within the Institute's Higher Education strategic and operational agenda
Look at areas for development
Provide feedback on areas of good practice
FDA Performing Arts v1.3 12
Forward suggestions of the development of Institutional policy and strategy
Collate from and report back to other students any key themes and outcomes relating to the learner experience
23
Identify any ethical issues that relate to
this programme’s teaching and
assessment (supporting material may
be monitored from time to time)
Ethical approval will be required and all issues will be
dealt with here. This is achieved through submission to
the Institute’s Ethics Committee, which meets monthly
throughout the academic year.
24 Is the 20 credit Level 5 mandatory
module Work Based or Work Related? Work related
25
How are WBL opportunities managed,
monitored and reviewed, and what
particular arrangements are there for
student support
As per Grimsby Institute policy and procedures
26
Have all resources (both physical and
human) been considered for the
programme with specific consideration
given to the RTS status of all teaching
staff on programme? Please provide
detail here.
Mirrored dance studio
Seated theatre with lighting and sound rig
Full RTS has been obtained for all teaching staff
Angela Pearson
Stephanie Greenwood
Seonaid Kaye
27 Other sources of information about
this programme N/A
28 Date of most recent Institute periodic
review N/A
29 Year of next Institute periodic review 2018
30 Revision History
Version Details of major modification Date of approval
1
2
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Curriculum Map -Programme Outcomes
Module name Code Level K1 K2 K3 K4 K5 K6 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 P5 T1 T2 T3 T4 T5 T6
Introduction to Performing Arts C 4
X X X X X X X X X X X
History of Performing Arts C 4
X X X X X X X X
Theatre in Education C 4 X X X X X X X X X X X X X X X
Live Performance Production C 4
X X X X X X X X X X
Skills for Study and Employability
C 4
X X X X X X X X
Theatre Production C 4
X X X X X X X X X X
Cultural studies C 5 X X X X X X X X
Performing Arts Development
(Drama and Dance)
C 5
X X X X X X X X X X X X X X
Employment in the Industry C 5
X X X X X X X
Community Arts C 5 X X X X X X X X X X X X X X
Drama Performance in TV C 5
X X X X X X X X X X
Musical theatre C 5 X X X X X X X X X X X X X
FDA Performing Arts v1.3 14
Assessment Methods Year 1 Matrix
Assessment Method Introduction to
performing arts History of performing
arts Theatre in education Live Performance
/Production Skills for Study and
Employability Theatre production
Learning Portfolios (60%)
(100%)
Including evaluation of 2000 Words (50%)
Essay Assignments 2000 Words (70%)
Reflective Journal and Evaluation 2000 Words (70%)
Reports Report 1500 (40%)
Performance / Presentation 15 minute Group (40%)
20 minute Group (30%)
60 minute Group and Reflection (60%)
60 minute Group (30%)
Technical Production Skills 60 minute Group (50%)
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Assessment Methods Year 2 Matrix
Assessment Method Cultural studies Performing Arts Development (Drama and Dance)
Employment in the industry
Community Theatre TV drama Musical theatre
Learning Portfolios 2000Words (50%)
(50%)
Report 2000 words (60%)
Reflection 1500 Words (50%)
Essay Assignments 2500 words (60%)
Performance
Group 45 min Individual 2 x 5 min (50%)
Group 30 min (50%)
(50%)
Process Log
Including evaluation of 2000 Words (50%)
Oral Presentations 15 mins (40%)
20 mins (50%)
Community Workshop 60 Minutes (40%)
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