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Royal Conservatoire of Scotland

BA (Hons) Contemporary Performance Practice

UCAS Code: W310

Bachelor of Arts (with Honours) - BA (Hons)

Entry requirements


Passes in two subjects at A level Subjects required are: • English or Drama at A Level

Passes in three subjects at Higher level Subjects required are: • English or Drama at Higher

You may also need to…

Perform an audition

About this course


Course option

4.0years

Full-time | 2021

Subject

Drama

The BA (Hons) Contemporary Performance Practice Programme is an interdisciplinary performance-making degree focused on the generation of new and original performances that sit outside of traditional theatre.

The programme aims to develop socially engaged artists who can make a contribution in the world as performance-makers, educators, advocates and active citizens. The programme is committed to exploring the ecological and social function of performance and how performance can be an “act of community”. While studying the four-year CPP programme students encounter a range of concepts including social practice, live art, performance art, post-dramatic performance, installation, performance research, site-specific and documentary practices. The diversity of practices means that students are equipped with multiple skills, not only in performance-making but also in facilitation, working in communities and collaboration.

The student journey over the four years begins with The Ego-centric Artist: Digging From Where You Stand in first year. After beginning with devising autobiographical work, in second year students move out from the idea of the “self” and begin to work in communities and educational context framed as The Socio-centric Artist: Radical Pedagogy in Action. Third year is The Researching Artist: An Ecology of Mind where students undertake performance research projects and the final year of study is The Eco-centric Artist: Living a Sustainable Practice where they do their degree show (at the Into the New festival) and also chose from a range of Artist Commissions including working in prisons, directing, undertaking a secondment or making site-specific work. As the student progresses through the programme their learning becomes more autonomous and they begin to clearly define and situate their own arts practice within various contexts.

Assessments range from making performance (solo and collaboratively), creating artist statements, writing performance analyses, planning and facilitating workshops, devising and undertaking a performance research project, constructing a professional portfolio, and many other things – every day is different! A highlight of the programme is the community of practice which is fostered through site-specific trips, weekly coffee gatherings, the programme’s Into the New and Propel festivals and our annual week-long Creative Residential Retreat in the Borders of Scotland.

Modules

Year One

In the first year the focus is autobiographical – you learn about yourself and what you are bringing to a space as a performer. You will learn about the methods and strategies of making performance using autobiography as your material. You are encouraged to question your attitudes, values and understandings and translate these discoveries into original performance work.

Year Two

In your second year you begin to explore how to apply your arts practice in social and participatory contexts including community and educational contexts. You will take part in a residency in a community which will result in an original piece of performance work. This stage of the programme focuses on your development as a socio-centric artist and how you engage with other people.

Year Three

The emphasis is on the researching artist. You will learn how to create text for performance, supported through individual mentoring by a performance tutor. You will study the ‘researching artist’ culminating in a dissertation exploring an idea relevant to your own performance practice. You can also undertake a professional placement and create an original collaborative performance.

Year Four

In your final year the focus is on ‘The Ecocentric Artist”, you will work towards developing a sustainable arts practice that will support your transition into your chosen professional field. You will make an original performance work for the Into The New festival staged in a performance venue in Glasgow. You will have the opportunity to select projects which focus on directing, arts in participatory contexts, arts in criminal justice settings, site-specific work or an international professional secondment.

CPP Choice Modules offered include Arts and Medicine and Somatic Practices.

For more information on the programme, plesae see our website - https://www.rcs.ac.uk/courses/ba-contemporary-performance-practice/

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,250
per year
EU
£17,685
per year
International
£17,685
per year
Northern Ireland
£9,250
per year
Scotland
£1,820
per year
Wales
£9,250
per year

Extra funding

The Royal Conservatoire is able to offer a number of entrance scholarships which are awarded as part of the audition/selection process on the basis of merit and financial need. Please see our website for more information - https://www.rcs.ac.uk/apply/finance/scholarships/.

The Uni


Course location:

Royal Conservatoire of Scotland

Department:

School of Drama, Dance, Production and Film

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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.

87%
med
Drama

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.

Drama

Teaching and learning

96%
Staff make the subject interesting
94%
Staff are good at explaining things
88%
Ideas and concepts are explored in-depth
95%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

89%
Library resources
91%
IT resources
94%
Course specific equipment and facilities
59%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

71%
UK students
29%
International students
46%
Male students
54%
Female students
12%
2:1 or above
4%
Drop out rate

Most popular A-Levels studied (and grade achieved)

B
C
A*

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.

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.

£22,000
high
Average annual salary
100%
high
Employed or in further education
82%
high
Employed in a role where degree was essential or beneficial

Top job areas of graduates

71%
Artistic, literary and media occupations
13%
Design occupations
6%
Customer service occupations

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Performing arts

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£8k

£8k

£10k

£10k

£16k

£16k

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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Course location and department:

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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).

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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