The BA (Hons) Musical Theatre Performance programme is designed to enable you to develop the skills, attributes and knowledge necessary for a career as a creative entrepreneur and artist (singer-actor-dancer) in the Musical Theatre industry.
- Support and guide your development in preparation for a career in the professional musical theatre industry
- Empower students to operate as creative entrepreneurs
- Foster the development of graduates able to make and perform musical theatre works that reflect, interrogate and/or enrich society
- Enable you to value, have confidence in, articulate and execute your own artistic choices
- Support your development as an independent learner able to recognise and realise your own intellectual, creative and practical potential
- Facilitate your learning from professional musical theatre practitioners
- Enable you to understand the range of creative roles within musical theatre and how these might inform future employability
- Nurture your collaborative and leadership skills.
The programme comprises three years of full-time study, made up of Skills and Techniques classes, Performance Projects, development of learning knowledge and academic skills, industry knowledge and self-marketing skills, and a Research Project. The programme enables you to develop and consolidate relevant skills and attributes progressively over time through a structured series of developmental explorations, tasks and challenges. Your personal, creative and professional development is informed by reflecting on and learning from your successes and failures in a positive, highly supportive learning environment that encourages creative risk taking, adventure, discovery and the pursuit of excellence.
The programme works broadly along industry lines in terms of the working week being in the region of 35 hours during weekdays, with performances in the evenings and some Saturdays, including matinees. The credit envelope for each module has been calculated with this workload in mind, acknowledging that substantial self-directed study is required of the Musical Theatre performer (e.g. song/line learning etc.), and that not all performers will be called for all rehearsals throughout a rehearsal period: there is thus some independent time embedded within the rehearsal time as well as that stated in module descriptors.
Skills and Techniques
The Skills and Techniques modules lie at the heart of the BA (Hons) Musical Theatre Performance programme. The modules have been designed to enable students to develop their musical theatre singing, acting and dancing skills and techniques to meet the demanding needs of the professional musical theatre industry. Students undertake a structured series of classes throughout the year that have been carefully constructed to ensure firm foundations are established. Students are exposed to a wide range of repertoire, styles and genres appropriate to the level and year of study and encouraged to develop self awareness, critical analysis, evaluation and personal management skills.
- Individual singing lessons
- Group singing (repertoire)
- Group singing (musicianship)
- Musical Theatre Voice
- Acting class
- Voice class
- Acting Through Song masterclasses
- Dance (Ballet, Jazz, Contemporary and Tap) classes
Performance opportunities are carefully crafted to ensure students experience a diverse range of musical theatre performance scenarios. Experiences are modeled on real life performance contexts, within which students can apply and adapt their developing skills to meet the needs of musical theatre repertoire over the duration of the course. Students work alongside highly experienced industry professions, enabling students to apply and adapt relevant singing, acting and dance skills to musical theatre works and understand industry expectations, protocols and practices within audition, rehearsal and performance settings.
The scale and size of the performances develop over the three years of training, and students are allocated seven performance projects over the three years of study. Performance Projects include:
- Small and Medium showings of work
- Classic and Contemporary Musical theatre repertoire
- Theatre in Education
- In depth study into the works of Sondheim
- Agent Showcase
- Devised Musical
Creative Artist (Year 1)
The Creative Artist explores what a creative artist is, what the realities of being a creative artist are, and how and why you should identify yourself as one.
The module examines industry working practices, protocols and expectations and how the creative artist engages with these successfully, in particular, examining the interface between individual creative methodology and industrial practice. In addition, the module enables you to examine your own career and life goals and develop effective strategies for achievement.
Creative Learning (Year 1)
Creative Learning enables students to focus on the conscious development of their learning as a constantly evolving transferable skill, applicable and adaptable to Musical Theatre and a wide variety of contexts. Students will explore learning from “experts” (including practice and text-based models); learning from peers, and learning from their own practice, and experience. Students will consider questions such as “Why is there a teacher in the room?” and “What kind of learner am I”, and will engage in learning activities that develop their understanding of learning as well as expanding their knowledge.
Creative Entrepreneur (Year 2)
The Creative Entrepreneur builds on learning gained in The Creative Artist, enabling students to recognise and maximise their earning potential in the marketplace.
The module examines notions of "selling" the creative artist as potentially both "product" and creator of product, and encourages students to examine how such products are promoted and sold in the marketplace. Students gain insight into the business aspect of the industry, and understanding as to how opportunities can be maximised by the creative entrepreneur.
Creative Pathways (Year 2)
Creative Pathways provides students with opportunities to broaden their awareness and understanding other employment possibilities within the industry, through an exploration of the roles of “Creatives” (i.e. Director, Music Director, Choreographer) and “Writers” (i.e. Librettist, Composer, Lyricist). [NB: It is acknowledged that the term “Creatives” normally includes the Designer, Lighting, Sound, etc; those “technical” elements are beyond the scope of this module, hence the focus is on those roles most closely involved in shaping performance with performers.]
Creative Research (Year 2)
Creative Research builds on knowledge-acquisition and usage skills explored previously in Creative Learning and Creative Artist, developing further the students ability to investigate, interrogate and articulate given topics, using text-based and practice-based research methodologies. The title implies the exploration both of imaginative text-based approaches to knowledge discovery (e.g. informed use of learning networks) and research that has a creative outcome (e.g. critical and contextual analysis of script/song leading to informed performance). As such, this module extends and embeds research skills generally, and specifically in preparation for the Research Project in Year Three
Creative Futures (Year 3)
Creative Futures is designed to consolidate awareness and understanding of the employment possibilities within the industry, both as performer and theatre creator/maker. Utilising the learning from Creative Pathways and Performance Projects. Students will continue to develop their skills knowledge, understanding and experience of how original musical theatre works can be created collaboratively, and to develop their skills in a variety of musical theatre-relevant areas alongside their ability to promote themselves within the Industry Showcase.
Creative Research Project (Year 3)
The Creative Research Project provides students with the opportunity to extend and apply your research skills, both practice-based and text-based (“practice” here meaning in-body, experience-based knowledge acquisition; “text” here meaning any and all external sources of knowledge). Students will research and explore an aspect of Musical Theatre practice, communicating their findings in a manner and medium appropriate to the subject of enquiry. Students must focus on some aspect of PRACTICE in order to create the potential for research that directly impacts on their own practice as a creative individual in the Musical Theatre industry.
Year 1 for full-time students
Skills and Techniques 1
Performance Projects 1
The Creative Artist
Year 2 for full-time students
Skills and Techniques 2
Performance Projects 2
The Creative Entrepreneur
Year 3 for full-time students
The Professional Performer 1
The Professional Performer 2
Creative Research Project
Our teachers are leading industry professionals, who will coach and support you to prepare you for success in a highly competitive field. Through performance workshops, skills classes and masterclasses, you will develop the highest possible standards of technical and artistic achievement.
We know that everyone is different, and so we will recognise and develop your unique talents. You will develop excellent performance skills, musical versatility and adaptability, and acquire a detailed knowledge and understanding of musical theatre repertoire. We are proud of our links to new musical theatre, and we encourage all our students to develop their creativity: as composers, choreographers, lyricists or directors as well as performing artists.
Learning takes place through a blend of tuition, experiential learning and personal study, using an integrated learning model within a variety of formal, informal and student-determined settings. Group and individual practical skills-development sessions form the core training in Musical Theatre singing, acting and dancing. Group lectures and seminars enable a more interrogatory approach to learning in which you will be able to apply and adapt your knowledge, analytical and reflective skills. Workshops enable a flexibility of response that facilitates your integration of practical and intellectual approaches to learning, reflecting on and improving practical outcomes as they are achieved within a creative setting; the use of professional practitioners in these and rehearsal settings exposes you to different views and approaches current within the industry.
Informal and student-determined learning settings currently include: students’ own individual (and sometimes group) voice/acting/dance practice; further research into aspects of the programme of particular individual interest; rolling programme-related discussions on networking web-sites such as Facebook; the institution’s Virtual Learning Environment (Moodle); student-led dance classes and mini Musical Theatre projects; student led warmups and preparation for classes.
The majority of formal learning takes place within group settings in which there is a high degree of collaboration, supporting each other’s learning, and strong sense of team working towards a shared goal.
The teaching, learning and assessment strategies used on the BA (Hons) Musical Theatre Performance are based on the notion that Musical Theatre performance students learn most effectively by doing, by thinking about what and why they are doing, by applying and adapting learning in relevant creative contexts, and by reflecting on, interrogating and evaluating that learning with a view to determining the success of their efforts and developing as a creative artist as a consequence.
Focused research and reflective practice are part of the normal working life of the professional Musical Theatre performer-maker: much of the operation of the programme is thus embedded in real world models of professional practice. All performance outcomes are project-based and project-focused, as is typically the case of the professional Musical Theatre performer. Traditional separations between research and practice are considered unhelpful to the student learner: all purposeful and considered work-based activities contribute to and assist in the creation of high quality performers and performances.
Taught sessions are underpinned by the expectation that the tutor explicitly models good practice in his/her preparation and delivery of stimulating learning experiences. Creative practitioners are likewise encouraged to articulate and explain their creative process in order that you gain insight into non-performer roles.
Our graduates perform in musical theatre productions in the West End, in international and UK touring productions, on film and TV, as well as within the wider entertainment industry. Many successful musical theatre artists, musical directors and pit musicians received their first experiences of Musical Theatre at Trinity Laban. Recent graduates perform in these productions:
- 42nd Street
- Thriller Live
To view more of the impressive organisations that our alumni have worked with, visit Alumni Destinations.
For more information on the successes of Trinity Laban BA (Hons) musical theatre graduates and what they have to say about the course, visit Alumni Profiles.
The assessment methods deployed on the programme mirror the industry where possible. All assessments are designed to measure achievement relative to explicit criteria, appropriate to the intended learning outcomes. You will frequently get informal “in the moment” feedback on achievement within class, and broader informal feedback as to progress more generally in tutorials. A brief summary of assessment methods includes –
- practical skills development: assessed through in-class tasks, end-of-session showings of work, and ultimately through the application of relevant skills within the performance projects.
- reflective and evaluative skills: assessed through written and verbal analyses of your own and others’ performance work; song, script and text analysis, and post-performance group de-briefing discussions.
- knowledge and understanding: assessed through written work, presentations, and inclass discussions.
Teaching and assessment strategies provide you with a structured set of challenging relevant experiences that enable you to learn effectively, to use that learning to grow and develop both as a person and a creative artist. These strategies also provide the means by which you can progressively take responsibility for your own learning and development. Assessment modes will be used that are appropriate to the task set. Marking criteria will be used, copies of which you will have in advance of undertaking the assignment. Numeric marks will be recorded for calculation purposes, but only letter grades will be issued.
The high degree of collaboration and co-dependency that are key features of Musical Theatre performance require that the assessment of in-performance components of your work be monitored carefully. Distinct assessment criteria for singing, acting and dancing elements are articulated. The intention in project-based work is to arrive at a holistic performance mark (rather than separate skill-specific marks) closely informed by the generic marking criteria that takes account of your integration of separate skills into a complete performance.
Two internal Trinity Laban assessors will undertake the formal assessment of performance projects; one is usually the Programme Leader, plus one additional Specialist Advisor, typically a highly experienced and appropriately skilled practitioner working in the Musical Theatre industry. The use of a Specialist Advisor at all levels of assessment ensures that this assessment format is broadly in keeping with major performance assessment protocols on the BMus degree programme.
Assessment modes include:
- in-performance (including audition and rehearsal)
- oral presentations
- lecture demonstrations
- written articles, programme notes, proposals
- peer and self-reflection
- viva voce
You must achieve a minimum of a PASS overall at the end of Part 1 (Year 1) in order to progress to Part 2 (Year 2). You must achieve a minimum of a PASS overall at the end of Part 2 (Year 2) in order to progress to Part 3 (Year 3).
The relative weighting of Years 2 and 3 within Part 2 is as follows:
- Year 2 20%
- Year 3 80%
- Two A level passes (Performing Arts subject preferred)
- Equivalent Qualifications/Experience Equivalent qualifications (including BTEC/NVQ etc.) and/or relevant prior experience may be considered
- English Language competency requirements also apply.
- International applicants should meet the minimum entry level for entry to UK under Tier 4 (a minimum of IELTS Level 5.5 in all 4 elements) and should have the appropriate visa.
Fees and Finance
For the academic year 2018-2019, the tuition fees are:
To view the 2017/18 fees, visit Music Fees 2017/18.
It is not possible to confirm fees for future academic years, as fee changes are linked to inflation and changes in government policy.
Accommodation and Living Costs
This information can be found on our Costs of Living page.
Read about financial awards and external funding opportunities in the Fees and Finance section.
|Location||Laurie Grove / Laban Building / King Charles Court|
|Duration||3 years (Full-time)|
|Start Date||September 2018|
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What our students say
Jack McNeill, Musical Theatre Performance
This specialist conservatoire training programme provides a unique approach to preparation for the musical theatre profession.
- 1 - Lucky Stiff
- 2 - Witches of Eastwick
- 3 - Urinetown
- 4 - Rehearsal
- 5 - City of Angels
Trinity Laban is #1 conservatoire for graduate employment and further studyTrinity Laban undergraduates have the highest rate of employment and further study of any UK conservatoire, according to new figures published by the Higher Education Statistics Agency.Fri 18 Aug 2017#Alumni
Musical Theatre alumnus joins the cast of 42nd Street2016 graduate Zoe Rogers will join in the ensemble of 42nd Street at the Theatre Royal, Drury Lane.Fri 11 Nov 2016#Musical Theatre #Alumni