The Rehearsed Performance Project Module begins in Term One by focussing on material that encourages supports and develops disciplined ensemble practice.  Term 2 focuses on material that demands more advanced character development techniques and technical challenges.   The module is delivered in two parts:

Term 1: Performing the Ensemble

The module will engage with the specific disciplines of genre and style and will contain strong choreographic and musically challenging elements.  It will facilitate the development of a structured and effective rehearsal technique, underpinned by both practice-based and academic research.

Term 2: Developing the Character

• To apply advanced singing, dancing and acting techniques to a rehearsed performance project, underpinned by textual analysis and contextual research
• To enable the necessary integration of appropriate vocal and physical skills to create a vibrant and articulate performance within a musical theatre context.
• To provide strategic and methodological rehearsal and performance experience within a range of differing musical theatre texts
• To inculcate a sophisticated understanding of the disciplines and rigours implied by committed ensemble practice

·         The ability to analyse a performance text, both spoken and sung, to make creative and relevant choices and to communicate these effectively to an audience

·         The ability to demonstrate the practical application of theory through performance

·         The application of integrated techniques in the creation of a believable, original and appropriate character, whether individual or as member of an ensemble

·         The ability to adapt physical and vocal techniques in accordance with period, context, style and genre.

·         The ability to demonstrate a professional level of ensemble practice

The Rehearsal Project Module begins with improvisations, individual and group exercises as well as intensive work on both text and musical score. 

In Term 1, the rehearsal process will involve the utilisation of techniques acquired in Modules 1 and 2 and contextual research produced in Practice Research (Module 3) that will encourage the student to engage imaginatively with the text with regard to creating a credible environment and/or choral background against which the narrative can take place. Students will consider the implications and opportunities of characters that are defined by action, text and musical language. The chosen material selected will reflect the demographic of the particular student cohort, and will present challenges of contrasting style or genre where possible; the material will in any event be drawn from seminal works in the musical theatre canon, particularly selected to provide a rich dramatic context for study.

Students will test out their preparation strategies in order to meet the challenges of appropriate performance energy and emotional availability.  Students will learn strategies to maximise the creative potential in working with others and will be inducted into the rigours of creative ensemble practice. 

In the second term students will work on one or more particular roles from musical theatre pieces, thus increasing their exposure and subsequent understanding of the differing demands of style and genre, and permitting a closer, more individual monitoring of their technical skills. Selected pieces may be American (Broadway) or British in origin and may include writers and composers such as Rodgers and Hammerstein, Stephen Sondheim, Noel Coward, Kurt Weill and Leonard Bernstein.  This enables the integration of the more complex vocal and physical techniques then being addressed in Modules 1 and 2 and is supported by the contextual research and analysis procedures set up in Module 3.

Rehearsal workshops

Group and Individual research sessions

Group and Individual structured improvisations

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