De Montfort University
UCAS Code: W313 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
UCAS Tariff
In addition, all applicants will be auditioned. Students who can demonstrate exceptional practical ability but do not have the required UCAS tariff may be considered for admission to the programme following a short-written test and panel interview.
You may also need to…
Perform an audition
About this course
This foundation year, designed over three intensive terms, is highly vocational and is constructed to help each student achieve their potential in all three disciplines – Acting, Singing and Dance. Most classes will be technique based to ensure the correct foundations across all disciplines.
The Singing/Acting module equips students with the technical foundations in singing and acting. The module includes a series of practical classes focussed on the acquisition, development, and application of musical theatre skills, and includes classes in acting, improvisation, acting through song, ensemble, and voice.
The Dance Module involves a series of practical classes in the core disciplines of ballet, jazz, and tap, providing a technical and artistic overview. Fitness and wellbeing are integrated into the module to help strengthen and improve stamina.
Routes to Performance. This module develops technical skills by putting them into practice within a performance context in our in-house theatre. A range of
texts will be explored to showcase the skills and techniques acquired in class.
Contextual Studies. This module provides an overview of key practitioners, performance styles and key texts. Students will develop an ability to reflect on, analyse and critique the work they do in class and rehearsal.
To apply for this course you will need to have 48 UCAS points and be over the age of 18 years old by the start date of the course.
Modules
Modules
EPDA0805 Singing/Acting
EPDA0806 Dance
EPDA0807 Routes to Performance
EPDA0808 Contextual Studies
Assessment methods
The programme offers a range of learning strategies including:
Workshop based learning, both tutor and self-led. Lectures and large group teaching, Seminars, tutorials, and field trips. A variety of assessment strategies is deployed to underpin the learning process.
These include:
Formative & Continuous Assessment – Students are given verbal feedback on an almost daily basis in classes as a means of developing technique in inherently practical sessions, this is both for the group as a whole, but will frequently encompass individual observation and discussion. At structured points in the year, students will be given this feedback in personal written form, or via a personal or group tutorial to allow for personal development, reflection, and improvement.
Summative Assessment – A structured and college wide format exists for the appropriate and even diarisation of formal and summative assessment, ensuring students work points are fairly spaced throughout the college calendar. Students may be asked to undertake essays/dissertations, practical performances, presentations, journals, portfolios, all of which will give rise to an individual mark irrespective of if they are group or solo tasks.
Tuition fees
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The Uni
Performance Preparation Academy (Guildford)
Arts, Design and Humanities
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Music
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
Drama
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Music
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
Drama
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Music
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£14k
£19k
£20k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Drama
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£14k
£19k
£20k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Teaching Excellence Framework (TEF):
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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