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Royal Conservatoire of Scotland

BA Musical Theatre

UCAS Code: 202F

Bachelor of Arts - BA

Entry requirements

Passes in two subjects at GCSE Advanced level

Passes in three subjects at Higher level

You may also need to…

Perform an audition

About this course

Course option


Full-time | 2020



The BA Musical Theatre programme at the Royal Conservatoire of Scotland offers practical, high level vocational education for exceptionally talented students who are dedicated to becoming highly skilled and employable professional artists. We are unique because we offer a quadruple-threat, conservatoire-level tuition in acting, singing, dance and music.

We offer an extraordinary combination of world class facilities, professional connections, and opportunities for collaboration, at a level and intensity that’s not available elsewhere. We keep all class sizes small so every student is nurtured and advanced through individual teaching and mentoring. You will train as a truly multi-disciplinary artist, so you will need to demonstrate high-level acting, singing, and dance ability, as well as additional instrumental skills. You will be very open to new ideas, ways of learning, and collaboration.

You need to be eager to perform, ambitious, intellectually agile, and a fantastic communicator with a story to tell. You will spend time working with directors and writers on new musical theatre, as well as traditional and contemporary productions. You’re also likely to find yourself working in professional venues and rehearsal spaces, and we try and give you as many opportunities as possible to engage with the industry. In your final year you’ll present an industry showcase in Glasgow and London, and (by audition) for our North American students, in New York city.

You will work regularly with students from across RCS; our music students form the orchestra of all of our major shows, production students provide the off-stage and backstage support, and, as well as filming with our film students in our studios and on location, you may find yourself on BBC production sets, with guidance and support from BBC Scotland.


Year 1 – Focus on skill development

Your contact and independent study time features core practical skills in acting, music, dance and voice. Each core skill involves various forms i.e. Music content includes Choir, Theory, 1to1 instrumental studies, piano lab.

Underpinning this is a strong focus on your professional practice with theory, research, reflection, professional Development Planning, song & monologue portfolio development, personal marketing, collaborative practice and performance classes. This is effectively your fifth discipline.

In Year 1 collaboration is a key component and you will be involved in a unique cross conservatoire module which gives you the opportunity to work closely with students from across RCSc to develop practical collaborative skills.

You will assessed for each core module, in both continuous process and exam/submission formats. There will be written submissions for the more theory based subject areas and exams for more performance based skill areas.

Year 2 – Focus on synthesis & Performance Process

Core skills classes and professional practice modules continue to support new learning areas and project work including collaborative instrumental labs, songwriting, producing, budgeting, acting for media, musical theatre scenes and an opportunity for public performances of devised musical theatre work. You will also have opportunity to expand your learning via options modules offered across RCS.

Year 3 – Focus on Performance and Professional Practice

The final year concentrates on developing your performance experience, profile, marketing, audition techniques and industry connections. Skills classes augment dedicated rehearsal process for two main stage musicals (book and contemporary). You have the opportunity for an elective choice in actor musicianship performance or other choice elements. Professional practice modules continue to underpin your learning, with strong emphasis on employment skills.

Tuition fees

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Northern Ireland
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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 -

The Uni

Course location:

Royal Conservatoire of Scotland


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.


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.


Teaching and learning

Staff make the subject interesting
Staff are good at explaining things
Ideas and concepts are explored in-depth
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

Library resources
IT resources
Course specific equipment and facilities
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

UK students
International students
Male students
Female students
2:1 or above
Drop out rate

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.


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.

Average annual salary
Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Artistic, literary and media occupations
Design occupations
Customer service occupations

Drama is a very popular degree subject — in 2015, over 5,000 degrees were awarded to UK graduates. With so many graduates around, jobs in acting are very sought-after and often gained through personal contacts, or through your careers service so be prepared to practise your people skills and to make full use of your university facilities. But there are lots of roles in the arts for drama graduates, in direction, production, audio-visual, set and clothing design and PR. The skills taught by drama courses can be useful elsewhere — a lot of the economy can use people who can perform and present in front of others, and so drama graduates can be found in teaching, management, advertising, project and events organisation and community work. Be aware that freelancing and self-employment is common, as are what is termed 'portfolio careers' — having several part-time jobs or commissions at once — one in ten drama graduates last year had more than one job on the go at once after six months. And starting salaries are not the best - but nevertheless the large majority of drama graduates going into acting still felt that it was just the job for them regardless of pay.

What about your long term prospects?

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


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







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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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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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).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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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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