MUSTHEAT 1002 - Music Theatre Performance 1B
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code MUSTHEAT 1002 Course Music Theatre Performance 1B Coordinating Unit Elder Conservatorium of Music Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 10 hours per week Available for Study Abroad and Exchange N Prerequisites MUSTHEAT 1001 Restrictions Available to BMusTheatre students only Assessment Continuous criteria based observations in the classroom situation, Practical presentation: voice 10%, Ballet/Pas de deux technical assess 20%, Tap technical assess 10%, Jazz technical assess 10%, Acting text analysis & showing 30% Course Staff
Course Coordinator: Mr George Torbay
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1. Demonstrate understanding of technical elements and physical characteristics of Jazz, Ballet and Tap dance styles;
2. Exhibit increased strength, flexibility, stamina and coordination in the body;
3. Combine technical accuracy with professional-level performance quality;
4. Identify idiosyncratic, habituated physical and vocal patterns and establish an understanding of vocal physiology and its application to performance;
5. Understand the fundamental historical context of ancient Greek theatre;
6. Sustain direct 2nd Circle story telling with clarity and momentum;
7. Develop and understand a comprehensive approach to text memorisation through the lens of mVm’s Text Transfusion;
8. Integrate mVm principles and philosophy of breath and speech in the act of performance;
9. Define the proper care of a performer’s physical instrument, and apply safe techniques to explore the alignment, posture, stamina, flexibility and strength of your body in dance, acting and vocalisation.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,3,4,5,6,7,8,9 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,3,4,5,6,7,8 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1,3,8,9 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1,2,3,4,5,6,7,8,9 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2,3,9 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
7 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1,2,3,4,5,6,7,8,9 -
Learning Resources
Required Resources
• Kristin Linklater: Freeing The Natural Voice - Imagery And Art In The Practice Of Voice And Language PDF (Page 6 to 25)
• Arthur Lessac: The Use and Training of the Human Voice a Bio-Dynamic Approach to Vocal Life
• Donnellan, D. “The Actor and the Target” (Nick Hern Books, 2002) p245-272: A Note on The Verse
• Berry, C. “The Actor and the Text” (Virgin Books, 2000) p9-p31: Sound and Meaning
• The Shakespeare play that contains your Assessment Scene
• Hartnoll, P. “A Concise History of Theatre” (Thames and Hudson, 1968) p72-90: Elizabethan TheatreRecommended Resources
Original cast of Carousel perform ‘Louise’s Ballet’
https://www.youtube.com/watch?v=MP7oatLydC0
Matthew Ball & Mayara Magri perform Kenneth McMillian’s choreography of pas de deux from
‘Louise’s Ballet’ of Carousel
https://www.youtube.com/watch?v=I1iQWaRaHto
2021 revival cast of Anything Goes perform ‘Anything Goes’
https://www.youtube.com/watch?v=O1p5TzZcWis
2017 revival cast of 42nd Street perform choreographic excerpts for ‘TONIGHT at the London
Palladium’
https://www.youtube.com/watch?v=VioVokOeCHk
Dancing Through My Resume: Web-series of Broadway Dancers demonstrating key
choreographic sequences from shows they have performed
https://www.youtube.com/watch?v=TVHOYxWPCT8&list=PLMtY1WeXqvJJPoVet-B3TugKw__X9KXy9
West Side Story at the 2009 Tony Awards – ‘Dance At The Gym’
https://www.youtube.com/watch?v=Vs-aBHptCaQ
Fosse – 2001 Broadway tribute to the work of choreographer Bob Fosse
https://www.youtube.com/watch?v=NSKPYVPCrKI
Agnes De Mille Discusses choreographing Oklahoma
https://www.youtube.com/watch?v=iW35nQUZdk4
American In Paris dream ballet – Choreographed by Christopher Wheeldon
https://www.youtube.com/watch?v=nj0pxgRBKC0
From Ballet To Broadway: Web-series of ballet dancers transitioning to Broadway shows
https://www.youtube.com/watch?v=Kgieqep4jtY&list=PLXRQNhxKUyvbY5wILpS_oDKy5KPiEtdwp
‘Crazy for You’ performance at Royal Variety Gala 2023
https://www.youtube.com/watch?v=q1cRFSWSNFc
‘Good Morning’ from Singing In The Rain
https://www.youtube.com/watch?v=GB2yiIoEtXw
‘Too Darn Hot’ from Kiss Me Kate
https://www.youtube.com/watch?v=aZqienbTtso
‘Stair Dance’ from The Little Colonel
https://www.youtube.com/watch?v=wtHvetGnOdM
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Learning & Teaching Activities
Learning & Teaching Modes
All music theatre students must undertake the Music Theatre Performance course. It is a skills-based practical course focussed on the three areas of acting technique, voice production and dance skills. This includes key areas of BALLET, TAP and JAZZ dance, ACTING technique as well as scene work, VOICE theory and production. As such, all classes are workshop style where attendance is critical for skills development.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Acting: 2 x 2 hour workshop each week
Voice: 1 x 2 hour workshop each week
Tap Dance: 1 x 1 hour workshop each week
Ballet Dance: 1 x 1 hour workshop each week
Jazz Dance: 1 x 1 hour workshop each week
In addition to the listed contact hours per week, It is anticipated that students would spend 4-6 hours per week in preparing for workshops, preparing assignments and undertaking required readings.Learning Activities Summary
Students are expected to maintain 100% attendance at all classes. See below for penalties.
Independent Practice
Students must prepare and practise all repertoire, technical exercises and other material assigned by their lecturers and arrive for each session fully prepared
Class Activity
All classes are practically based skill development. It is essential for growth and development that there is active participation at each session.
Out of Class Activity
Acting and Voice will require students to present to the University community a showing of their semester’s work. These showings usually take place in the final week of classes or in Week 13.Specific Course Requirements
Specific dance wear and rehearsal ‘blacks’ will be quired for all classes. Students will be given this information prior to the first class with clear instructions and guidelines. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Acting:
1. Engagement and Inquiry
2. Shakespeare Scene WorkFormative & Summative 40% 3,4,5,6,9 Dance:
1. Ballet Assessment A (Research)
2. Ballet Assessment B (Technique)
3. Tap Dance Assessment
4. Jazz Dance AssessmentSummative 40% 1,2,3,9 Voice:
1. Performance: Perform a self-created Soundscape and handing in a vocal score notation on paper
2. Weekly practical exercises
3. Accountability: Answering a questionnaireFormative & Summative 20% 2,3,4,5,6,7,8,9 Assessment Related Requirements
Participation:
Active and positive participation in 100% of workshops is expected.
Students will need to seek approval from the Head of Music Theatre for any absence. This process is clearly explained in the Music Theatre Handbook in MyUni.Assessment Detail
ACTING #1: Rigorous session engagement and inquiry
ACTING #2: Written Task, The Greeks – On BeliefWeighting: 60% Due date: Week 12 Task description: Rigorous session engagement and inquiry:
This includes punctuality and attendance, all homework assignments and progress between sessions.
ACTING #3: Written Task, The Greeks – PerformanceWeighting: 10% Due date: Week 12 Task description: You will compose a 500-600 word reflection on the current role of a significant belief in your life. This can explore responses to one or several of the following questions.
What do you believe in that cannot be rationally proven?
How do you justify this belief?
How does belief guide the fundamental choices in your life?
When and why can belief beyond rationality be useful or powerful?
When or why can belief beyond empirical science be dangerous?
This task is assessed on depth of self-reflection and clarity. It will be a reflection on your personal relationship with belief, not an indictment of other people’s beliefs.
Weighting: 30% Due date: Week 12, Little Theatre Task description: This will be a workshop presentation for students and staff. Our progress on the chosen scenes/play will be performed. DANCE #1: Jazz (Technique Examination)
Weighting: 30% Due date: Week 12 Task description: Each student (regardless of level) will present a series of technical exercises across the room demonstrating strength, flexibility, and coordination. These exercises will be rehearsed in class time and include ‘option up’ variations which the student may choose to present. You will also learn a new (unseen) choreographic combination to perform.
Marking:
Alignment & Control 40%
Coordination 25%
Style & Dynamic Range 25%
Commitment & Professionalism 10%
DANCE #2: Ballet Assessment A (Research Project-Oral Presentation)
Weighting: 20% Due date: Week 6 Task description: Choose ONE (1) of the following choreographers:
Justin Peck
Agnes de Milne
Gillian Lynne
Jerome Robbins
Christopher Wheeldon
Research your chosen choreographer using videos, articles, and interviews. Include all links and hard copy sources in your biography.
Create a 5-minute oral presentation on film (maximum 8-minute) speaking directly to camera. This video may be edited (ie: does not need to be a single take).
Discuss the following:
What about their career most interests/impresses you?
What do you like/appreciate about their choreography?
Select a particular piece of their choreography that you like. Could you perform it? Today?
What would you need to work on in ballet class to better execute their choreography?
Do you recognise any movements/shapes we execute in ballet class in their choreography?
Any other discoveries or observations?
Create a one- or two-page timeline for your chosen choreographer outlining their birth, important projects and death (if applicable). Include a broader look at what else was happening around the same times within the Music Theatre industry. For example:
What other shows were on/being created at the same time? Do you think there was any influence?
If they or their work was nominated for an award, but didn’t win, who beat them? Who else was nominated that year?
Had they worked with the same director/creative team before?
Did any of their projects overlap?
Have any of their work been revived?
Include a biography with your timeline that lists your research sources.
Marking:
Quality of Research 30%
Ability to Self-evaluate 20%
Presentation 30%
Timeline 20%
DANCE #3: Ballet Assessment B (Technique Examination)
Weighting: 20% Due date: Week 12 Task description: Instructions: Each student (regardless of level) will present a series of Barre and Centre Practice exercises, and an Enchainment rehearsed in class time. Material includes ‘option up’ variations which the student may choose to present.
Marking:
Technical Accuracy 50%
Coordination 20%
Choreographic Comprehension 20%
Musicality 10%
DANCE #4: Tap (Practical Examination - including unseen choreography)
Weighting: 30% Due date: Week 12 Task description: Each student (regardless of level) will learn and present an unseen choreographic combination that include ‘option up’ variations which the student may choose to present. Students will also be required to present their own 2x8-count choreographic combination without musical accompaniment incorporating dynamics and various rhythms. Students will also be tested on terminology; required to identify and/or demonstrate a selected tap step.
Marking:
Technique & Quality of Sound 40%
Musicality 25%
Performance Style 20%
Commitment & Professionalism 10%
Terminology 5%
VOICE #1: Accountability Sessions
VOICE #2: QuestionnaireWeighting: 20% Due date: Week 13 Task description: Instructions: Record your own personal experience of the exercises and findings in class. This should contain a written exploration of your challenges, struggles, successes and epiphany’s. resulting in a personal reflection of your journey throughout the semester. Not simply what you did, but how you experienced.
VOICE #3: QuestionnaireWeighting: 20& Due date: Week 13 Task description: Instructions: Record your own personal experience of the exercises and findings in class. This should contain a written exploration of your challenges, struggles, successes and epiphany’s. resulting in a personal reflection of your journey throughout the semester. Not simply what you did, but how you experienced.
At the end of the semester you will be asked to answer a simple reflective questionnaire about your vocal journey and experience in voice class thus far.
Weighting: 60% Due date: Week 12 Task description: Instructions: 1. Perform a story, self chosen in agreement with the teacher. The student will be assessed on the ability to drive the segments of the dramatic structure of the story by differentiating the expressive dynamics of the vocal delivery such as timbre pace/pause, emotional expression, clarity of speech, and projection. Submission
ALL MUSIC THEATRE ASSESSMENTS INCUR A 10% PER DAY PENALTY FOR LATE SUBMISSIONS. Extensions are only granted prior to the assessment due date.
Late assignment policy:
Extensions are only granted when supporting documentation can be provided and then, and only then, by arrangement with the course lecturer prior to the due date and time. Extensions will not be granted under any other circumstance. Assessed work that is submitted late (after the due date and time) will not be examined for assessment or feedback.
In the case of illness this will require a medical certificate, and in the case of personal (non-medical) circumstances you will need a letter of support from a University Student Counsellor. For further information please refer to the following website: http://www.adelaide.edu.au/counselling_centre/Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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