This programme provides specialist vocational preparation and academic study for a career in the world of professional theatre. The main aims of this programme are to nurture and develop the cognitive and practical skills required to secure and sustain employment as a musical theatre performer. It also prepares students for the dynamic, diverse nature of the industry, as the programme is designed to give an academic foundation for a range of career prospects within professional theatre. Although a substantial amount of the course is about preparing the practitioner, this embodied knowledge is supported by engagement with theoretical and contextual studies. The curriculum reflects the nature of work within the theatre which requires technical competence, artistry and creativity.
Practical skills acquisition is continually underpinned by an academic theoretical understanding of the genres along with key cognitive skills which ensure that the learner is thoroughly prepared for the changeability and challenges of the workplace.
The modules facilitate both breadth and depth of learning and are designed to encourage progressively more autonomy allowing students to develop intellectually as independent, critically reflective practitioners.
Students will focus on three main areas of study within the discipline of musical theatre; singing, acting and dance, with an emphasis on singing and acting supported by dance.
Students are provided with the opportunity to develop technical, artistic, creative, theoretical and critical understanding of musical theatre performance.
The Programme aims to:
Foster the development of intelligent performers by providing opportunities for the acquisition, application and improvement of technical, artistic and creative skills.
Encourage the development of knowledgeable performers with an awareness of the historic, cultural and social context of the profession they are entering by engagement with academic theoretical studies.
Promote the development of reflective performers by providing opportunities for students to engage with analysis, evaluative practices and critical thinking.
Produce responsible performers and promote career longevity by instilling the principles of health, fitness and safe practice as a foundation for maximizing physical efficiency.
Produce independent performers by facilitating increasing learner autonomy throughout the course.
Produce professional performers by providing extensive experience of public performance.
Graduates will be equipped with a collection of specialist and transferable skills enabling them to gain employment in a range of professional contexts including other areas away from performing arts.
Knowledge and Understanding
Students will demonstrate:
Critical, theoretical applied knowledge of established methods and techniques in singing, acting and dance.
Applied knowledge of health, fitness and safe practice in the field of musical theatre (singing, acting and dance).
Critical and theoretical analysis and evaluation of the practices and processes by which a professional performance is created and realised.
Critical and theoretical analysis of the origins, histories and traditions of singing, acting and dance.
Knowledge of key singing, acting and dance practitioners and associated methods and techniques.
Level 4 - The Apprentice Performer On completion of year 1 of the Musical Theatre Performance Programme the students will be able to:
Outline and demonstrate awareness of key technical concepts and methods in the genres studied - PA4701, PA4702, PA4705.
Review and discuss elements of health, fitness and safe practice relevant to musical theatre performance - PA4701, PA4702, PA4704.
Review practices and processes by which a professional performance is created and realised - PA4704, PA4705.
Outline some of the key concepts applicable to the origins and traditions of musical theatre performance - PA4703, PA4704, PA4705.
Offer an overview of cultural, social and political contextualisation - PA4703
Discuss some exemplary practitioners and their contributions to the theory and practice of singing, acting and dance - PA4701, PA4702, PA4703.
Level 5 - The Evolving Performer On completion of year 2 of the Musical Theatre Performance Programme the students will be able to:
Analyse and elucidate precise understanding and application of technical concepts and methods in the genres studied - PA5701, PA5702, PA5705.
Analyse and take responsibility for personal health, fitness and safe practice - PA5701, PA5702, PA5703, PA5704.
Analyse and debate practices and processes by which a professional performance is created and realised - PA5701, PA5702, PA5704, PA5705.
Analyse and explicate some critical theories relating to the history of musical theatre - PA5701, PA5702, PA5704.
Analyse and debate cultural, social and political contextualisation - PA5701, PA5702, PA5704.
Analyse the work of exemplary practitioners and their contributions to the theory and practice of musical theatre performance - PA5701, PA5702, PA5704.
Level 6 - The Professional Performer On completion of year 3 of the Musical Theatre Performance Programme the students will be able to:
Critically evaluate personal application of established methods and techniques in the genres studied - PA6701, PA6703, PA6705.
Offer a personal critical perspective on development of health and fitness programmes for musical theatre performers.
Analyse and evaluate key critical theories relating to the histories and traditions of musical theatre performance - PA6701, PA6703, PA6705.
Analyse and evaluate cultural, social and political contextualisation - PA6701, PA6702, PA6703, PA6705.
Evaluate the work of exemplary practitioners and offer a personal critical perspective on their contributions to the theory and practice of musical theatre performance - PA6701, PA6702, PA6703, PA6705.
Thinking or Cognitive Skills
Students will demonstrate:
Critical analysis of their own practice through application of reflective and evaluative skills in order to make informed judgements and assist in personal development and creative decision making - PA4701, PA4702, PA4704, PA4705, PA5701, PA5702, PA5704, PA5705, PA6701, PA6702, PA6703, PA6705.
Capability to critically analyse, interpret and evaluate, through the exploration of professional performance practices in singing, acting and dance, to inform understanding of technical, artistic and creative skill and extend theoretical contextualisation - PA4701, PA4702, PA4704, PA4705, PA5701, PA5702, PA5704, PA5705, PA6701, PA6702, PA6703, PA6705.
Independent research skills and methods of inquiry in order to gather, analyse and present conclusions - PA4701, PA4702, PA4703, PA5701, PA5702, PA5703, PA6701, PA6702, PA6704.
Students will demonstrate:
Ability to research, rehearse and create performances from both 'models of performance' and in the realisation of original work - PA4704, PA4705, PA5704, PA5705, PA6702, PA6703, PA6705.
Ability to work effectively within a collaborative creative process and recognise the professional partnerships necessary for outstanding performances - PA4704, PA5701, PA5702, PA5704, PA6702, PA6703.
Ability to communicate with an audience utilising the appropriate technical and artistic skill - PA4704, PA4705, PA5704, PA5705, PA6703, PA6705.
Application of theoretical and critical perspectives to the specific physical conditions of performance and to the role of the audience - PA4704, PA4705, PA5704, PA5705, PA6703, PA6705.
Level 4 - The Apprentice Performer
On completion of year 1 of the Musical Theatre and Performance Programme the students will be able to:
Recognise and apply appropriate research and rehearsal strategies in the creation and preparation of work for performance - PA4701, PA4702, PA4704, PA4705.
Work effectively with others, recognising the need for cooperation and team work across the performance disciplines - PA4704.
Utilise sound technical and artistic skills in the presentation of practical work - PA4701, PA4702, PA4704, PA4705.
Recognise and apply theoretical awareness to the articulation of the performance space and to the manipulation of the audience's role - PA4704, PA4705.
Level 5 - The Evolving Performer
On completion of year 2 of the Musical Theatre and Performance programme, students will be able to:
Apply detailed appropriate research and rehearsal strategies in the creation and preparation of work for performance - PA5701, PA5702, PA5703, PA5704.
Apply effective cooperation and team work skills across the performance disciplines - PA5701, PA5702, PA5704.
Utilise increasingly complex technical skill and confident artistry in performance - PA5701, PA5702, PA5704, PA5705.
Apply detailed theoretical and critical awareness to the explanation and articulation of the performance space and to the analysis of the audience's response and role - PA5704.
Level 6 - The Professional Performer
On completion of year 3 of the Musical Theatre and Performance Programme the students will be able to:
Apply specialised research and rehearsal strategies independently in the creation and preparation of work for performance - PA6701, PA6702, PA6703, PA6705.
Take independent responsibility for collective and collaborative working relationships in autonomous engagements with performance work - PA6702, PA6703.
Utilise advanced and sophisticated technical skill and evidence a sense of personal artistry in performance - PA6703, PA6705.
Apply comprehensive theoretical and critical awareness to the analysis and articulation of the performance space and to the evaluation of the audience's response and role - PA6701, PA6702, PA6703, PA6705.
On completion of the three year programme students will have developed the following:
Transferable Professional Skills:
Awareness of health and safety - PA4701, PA4702, PA4704, PA5701, PA5702, PA5703, PA5704, PA6701, PA6702, PA6703.
ICT skills - all modules.
Ability to work both independently and as part of a team - all modules.
Time management and organisational skills - all modules.
Confidence in all aspects of communication - all modules.
Key skills will include:
Communication - all modules.
Application of number - all aspects of research work.
Information Literacy and Technology - all modules.
Improving own learning and performance - all modules.
Working with others - all modules.
Problem solving - PA4704, PA5704, PA6702, PA6703.
Students will demonstrate:
Highly developed written, oral and performance communication skills - all modules.
Utilisation of ICT skills for the purpose of research, to present written work effectively and to assist with effective communication - all modules.
Ability to select and retrieve appropriate learning material and process information/data effectively demonstrating effective application of number - all modules.
Ability to review critical material, construct arguments and write effectively - all modules.
Ability to present the outcome of research and engagement with the subject adhering consistently to the required standards of academic scholarship - PA4703, PA5701, PA5703, PA6701, PA6702, PA6704.
Personal responsibility for independent study, by adopting time management skills to deal with workloads and meet deadlines - all modules.
Ability to work collaboratively contributing to group discussion and decision making in cooperation with others - all modules.
Employment of creative and imaginative skills to problem solving in different creative contexts - all modules.
Reflective practice, responsibility for continuing professional development and commitment to life-long learning - all modules.
This programme is a three year full-time modular degree. In each year the curriculum is divided into a number of modules of either 20 or 40 credits. The accumulated credit value for each academic year is 120 credits and the overall credit weighting is 360 credits.
The teaching year begins in September and ends in May.
There are five principal areas of study:
All areas of study are highly integrated and the interplay between them is emphasised throughout the programme.
Students have the opportunity to gain expert professional training from specialist tutors in three main disciplines:
There is also opportunity to extend their studies related to these areas which include pilates, tap dance, choral singing and in-house productions.
Theoretical engagement and critical thinking emerges out of, and links to, the practical training throughout the programme. This academic study frames the practical content of the course allowing students to explore the artistic, creative and technical aspects with increasing depth and understanding. The curriculum focusses on developing musical theatre practitioners, equipping them with a thorough knowledge and understanding of the genre and a professional competence in singing, acting and dance. In year one students gain a foundation in all three performance areas with increasing opportunity to specialise in one or two of these skills.
The philosophy of teaching and learning is such that every tutor embraces all of the programme aims and study areas. In all classes there will be regular reference to artistry, creativity and theoretical and contextual information to support learning and develop understanding, regardless of the module or genre. Students will be guided to apply knowledge, skill and understanding learned in isolation, across all areas of the programme, and will be encouraged to develop critical skills continually throughout the course.
Progression through the curriculum
Students develop their knowledge and skills as a performer on a programme which begins broad-based with increasing opportunity to specialise through negotiation, personal choice and assessment guidance. In year 2 students will be given increasing intellectual challenges and guided towards more personal interests, specialist skills and knowledge. In year 3, students should demonstrate that they are equipped with the necessary specialist and transferable skills to enable them, to enter the professional world or move on to further study.
Year 1 The Apprentice Performer - modules enable students to:
Gain familiarity with established technical, creative and artistic concepts and practical competencies which are standard features of the genres covered.
Use generic and subject specific intellectual qualities and methods of study.
Gather and assimilate relevant information from a variety of sources.
Be able to communicate the results of their work verbally, in writing and through performance.
Be able to review, appreciate and interpret the underlying concepts and principles of the disciplines studied.
Appreciate personal strengths and areas for improvement as learners.
Adjust to professional and disciplinary boundaries.
Year 2 The Evolving Performer - modules build on the foundation established in Year 1, by enabling the student to apply and develop technical skills, creative methodologies, artistic performance strategies and contextual theories, supported by continual practice of generic key skills. Students will increasingly begin to specialise in singing, acting or dance and are encouraged to embark upon, plan and execute work more autonomously and to take increasing responsibility for the process of their development.
Year 2 modules enable students to:
Demonstrate breadth and depth of understanding of technical, creative and artistic concepts and practical competencies through exploring and experiencing a wide range of repertoire and performance styles.
Be able to evidence contextual understanding of information relating to their studies in all three skill-based areas.
Apply generic and subject specific intellectual qualities to situations outside the context in which they were originally studied.
Appreciate and employ methods of enquiry in the subject, making appropriate use of scholarly reviews and primary sources.
Effectively communicate information, arguments and analysis in a variety of forms.
Conform to professional boundaries and practices.
Year 3 The Professional Performer - modules enable students to take a high degree of responsibility for the planning, direction and management of their own development as independent artistes. Students are required to work with an enhanced degree of autonomy, and demonstrate increased powers of critical analysis. Students build on their personal study interests during year 2 and work towards developing their own artistic voice through performance and academic study.
Year 3 modules enable students to:
Communicate coherent and detailed subject knowledge, technical, creative and artistic skill and professional competencies in their chosen specialist areas.
Apply their knowledge and understanding in order to initiate and carry out an extended piece of personal research (dissertation or negotiated study)
Critically evaluate particular aspects of scholarly research in relation to their own practice.
Structure of the Programme:
The central focus of the programme is the process of acquiring, developing and applying an increasingly sophisticated body of knowledge, skill and understanding of singing, acting and dance. This academic study and increasing body of knowledge, frames the skill-based classes.
In years 1 and 2 the technical training and repertoire modules nurture and develop these skills with opportunity to apply them in the performance modules. Students are provided with the theory to contextualise and support their physical and artistic skills through the 'Contextual Studies' and The Fit and Healthy Performer modules.
The technical training and performance practice modules adopt a spiral curriculum approach to allow students to revisit and build on previously considered concepts and practical competencies. The optionality of certain modules requires students to make guided choices around their personal interests and strengths, leading to increasing specialism but continuing to develop all three areas in singing, acting and dance.
The first two modules in year 1 (PA4701 & PA4702) allow students to develop a secure understanding and knowledge of techniques to meet the demands of a career in singing, acting and dance. Knowledge of key practitioners, research and study skills will also be embedded to provide students with the scholarly apparatus to undergraduate study in the discipline. This will be informed with an exploration of Performance Technology engaging in the process of creation with a competent understanding of safe practice, their handling and application.
The Contextual Studies module (PA4703) provides students with a range of studies which position their practical performance training within an historic, social and political context. This module is intrinsically linked to students' training in the studio and allows students to integrate and strengthen learning and understanding of musical theatre genres. The concept of critical appreciation is a key component of this module focussing on descriptive, interpretive and evaluative skills through exploration of selected directors/performers. Students will study key areas of knowledge essential to becoming more reflective and educated audience members and performers.
The 'Performance Practice' modules (PA4704 & PA5704) leading to the Musical Theatre Repertoire and Production module (PA6703) are designed to give a comprehensive view of the many facets and skills required for producing a musical theatre show. Through these modules, students build a knowledge and critical appreciation of the various roles in production. This includes gaining experience in performance, stage management, directing, choreographing, sound and lighting, budgeting and promotion. Students will increasingly take on more responsibility for these productions as the course progresses.
The 'Solo Performance' modules allow students to specialise in a chosen area from singing, acting or dance. These modules (PA4705, PA5705 & PA6705) progresses students' technical and artistic development in solo performance, building on their specialisms, depth of learning and developing level of skills. They allow students to further build on personal strengths and interests as they work towards a more specific role as a performer. They also give opportunity to experience and develop skills and knowledge in the technical processes of TV work including audio and video recording, editing and presentation skills.
The Fit and Healthy Performer module (PA5703) in the second year is a tutor-led lecture driven theoretical module. This module broadens and deepens students' knowledge and understanding, and supports practical and technical grounding covered by other modules. This theoretical study promotes the training of technical skills by developing the cognitive ability necessary to engage effectively in the practice of performance. These modules also focus on the academic method itself which will engage students to become critically independent thinkers who can apply established academic methodologies with ease. This module's main objective is to help students to gain a greater understanding of how their bodies work to optimise their own performance and minimise the risk of injury during their training and throughout their future careers. Students will study the following components: Nutrition, Fitness, Applied Anatomy and Performance Psychology.
The third year of study on this programme aims to assist students towards their first professional performing contract. The curriculum is therefore designed to offer increasing professionalism and independence. The 'Professional Studies' module (PA6704) provides a stepping stone from student to professional life. It focusses on equipping students with the knowledge and confidence to support themselves independently as performers. It provides them with opportunities to develop their skills in order to gain and maintain employment and be responsible for their own professional development throughout their careers.
Students will finally opt for a negotiated study or dissertation module depending on whether they wish to undertake in-depth research in a chosen area of musical theatre or to extend their performance skills through a practical project related to their own personal interests and specialism.
Year One of the Programme corresponds to NQF Level 4/FHEQ Certificate Level, successful completion of which would entitle a student to an exit award of a Certificate of Higher Education (120 Credits)
Year Two of the Programme corresponds to NQF Level 5/FHEQ Intermediate Level, successful completion of which would entitle a student to an exit award of a Diploma of Higher Education (240 Credits)
Year Three of the Programme corresponds to NQF Level 6/FHEQ Honours Level, successful completion of which would entitle a student to an exit award of a Bachelor Degree with Honours (360 Credits)
Prospective applicants to the three year, full-time BA (Hons) Musical Theatre Performance degree at The Hammond will normally be a minimum of 18 years of age before September 1st of the enrolment year.
The Hammond accepts the full range of qualifications offered under the UCAS tariff scheme with the normal minimum requirement being grades BBC or their academic equivalent.
UCAS points: A minimum of 112 UCAS points from GCE A Levels Specific subjects required: A2 Level: Drama, Drama and Theatre Studies, Performing Arts, Performance Studies;
BTEC: BTEC Extended Diploma/BTEC Diploma Performing Arts
International Baccalaureate: 26 points, including 5 in HL Theatre Arts
Access: Access to HE Diploma (Drama)
Extra Information: Audition will be part of the selection process. It is beneficial but not necessary to have studied Drama or Performance at A Level or equivalent. However, some level of dance is essential and will be part of the audition process.
If applicants are taking a BTEC qualification, a distinction grade is desirable.
Special Admissions - Where an applicant does not have conventional qualifications, and requests that we consider alternative evidence of their ability, we reserve the right to require the applicant to complete an assignment as a condition of entry.
All applicants are required to undertake an audition and interview, and this is viewed as an essential part of the admissions process.
The Quality Assurance Agency for Higher Education (QAA) is the government agency that seeks to establish and maintain academic standards. The QAA subject benchmark statements '...provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject area' The structure of this programme makes reference to the subject benchmark statements for Dance, Drama and Performance (DDP). These statements provided a starting point and general guidance in the development and design process. They offer a framework for general expectations and assist with both internal quality assurance and external comparability.
The Subject Benchmark Statements have been used as a foundation for the design of this programme, particularly in terms of the underpinning theoretical content.
Students gain an understanding of traditional live theatre performance practices and traditions through the performance and contextual study modules. Undergraduate students experience being a company member and perform in a variety of performance settings. The origins, histories and traditions of performance related to specific genres is actively included and referenced throughout all modules and specific examples will be given to support practical learning in the studio.
Students build knowledge of key practitioners and practices throughout the programme. Studio based practical classes will include communication of information and context for specific practitioners such as Gilliane Kayes, Stanislavski and Martha Graham, and practical skill will be strengthened by such knowledge. Students will study key practitioners in relation to Musical Theatre and produce independent writing drawing on this knowledge throughout each year.
Students gain significant experience of preparing for and realising public performances throughout the programme. This allows them to build a sophisticated working knowledge of the components of performance and the processes by which it is created and realised, including collaboration with others and individual psychological processes. The interplay between practice and theory is emphasised throughout every module of the programme.
The subject specific skills described in the Benchmark Statements are very much concerned with recognising key issues in relation to the study of performance. Performance and training performers is at the heart of this course of study as is suggested by the title of the programme and reference to the way in which 'performance originates, is constructed, circulated and received, is made in every module. Particular attention to Performance and Rehearsal Skills can be found in the Performance Practice modules (PA4704 & PA5704), the Solo Performance modules (PA4705, PA5705 & PA6705) and the Musical Theatre Repertoire and Production module (PA6703).
Learning and Teaching Methods
The delivery of each module within this programme provides a pathway towards specific intended Learning Outcomes for each area of study and the wider programme outcomes, and also provides opportunities for personal development as an independent practitioner and application of skills taught across other modules. Module delivery both isolates and integrates knowledge, skill and understanding. Specific modules are designed to develop specific skills, however, the cross-curricular links and the holistic nature of performance requires a thoroughly integrated approach. The activities that take place offer students a variety of valuable experiences in a variety of contexts in order to maximise their development into well-rounded professional musical theatre performers. The main aim is to facilitate students' individual technical, artistic and creative development through the integration of practice and theory. All practical classes are framed within an academic structure developing the required critical, analytic and reflective skills across the three years of study. Knowledge, skills and understanding are developed by adopting a variety of delivery strategies to suit all types of learner.
Tutor-led studio-based practical classes, lectures, seminars, tutorials and directed study allow students to gain knowledge, skills and understanding. Supported study and guided learning through workshops, theatre trips and rehearsals, and independent work on tasks, projects and assignments, allows for application and development of musical theatre knowledge, skills and understanding. Public performances allow students to combine all their knowledge, skills and understanding in the realisation of the main overarching intended outcome of the programme. Independence increases incrementally through the three years of study culminating in the Negotiated Study or Dissertation. Communication, cooperation and teamwork skills are encouraged in every session and inform work throughout the programme.
Tutor-led activities include:
Studio-based practical classes
Lectures and seminars
Guest-artist led workshops
Individual and group tutorials
Visits to theatre performances
Self-directed activities may include:
Self-reflection and experience evaluation
Maintenance of personal health and fitness
Engagement with theatre events/live performances
Assessment Strategy and Methods
Assessment provides the opportunity for students to demonstrate achievement of the stated Learning Outcomes for each module. The criteria for individual assessments are clearly linked to the module Learning Outcomes, however the assessment methods have been designed to meet both the Learning Outcomes and the wider Programme Aims. Assessment activities and tasks are opportunities to demonstrate personal achievement. Therefore a wide range of methods are used to provide varied learning experiences in order to allow development of multi-skilled performers. Assessment moves progressively towards the realisation of the aims of the programme as knowledge, skill and understanding become increasingly integrated.
The design of the programme promotes the use of assessment as a valuable and positive learning tool for students. The assessment strategy has been designed to encourage students' reflection, professional development and self appraisal, and to promote ownership of the assessment process as part of their learning experience. In year one, assessment is diagnostic in that it identifies students' strengths and areas for improvement and should guide students in decisions for genre options in certain modules. From year two, grades contribute to the final degree profile. Students are assessed in a range of modes such as practical and written coursework, presentations and public performance. Assessment may occur in an independent or collaborative context, and peer assessment is used as a learning strategy.
The Assessment Strategy ensures a suitable workload for students as assessments are spread across the year and dates are pre-planned and published at the beginning of the academic year. At the commencement of the course each student will be provided with assessment regulations for the programme and general regulations, including those governing academic integrity and plagiarism, deferral and re-assessment procedures and appeals. Information will also be made available about the range of support services available.
At the beginning of each module students will be given a module handbook including:
a description of the module.
the teaching schedule for the module.
details of the assessment method, dates of practical assessment and deadlines for submission of work.
criteria by which the work will be assessed.
Students will encounter a range of assessment methods including:
Panel assessed practical classes
Formal essays/written assignments
Internal public performances
Students are provided with continuous, formative assessment in every practical and repertoire technique class they attend through personal correction and feedback. Tutors monitor them constantly and any issues are highlighted so that support can be put in place as required. Students are also actively encouraged to seek further specific feedback from tutors if they so wish. These types of assessment are intrinsic to daily classes and inform students' self-evaluations, reflections and action planning.
Tutorial guidance for written assignments is offered to all students and is designed to strengthen autonomous learning. This support is finally laid out in the module handbooks and ensures consistency and transparency.
Reassessment will be designed to replicate the original assessment wherever possible.
Reassessment and deferral assessments take place in August.
The Hammond believes the central purpose of assessment is to provide students with feedback on their achievements, to inform their future approach to learning, to gain an understanding of their strengths and areas for improvement in performance, and make guided choices about future study. Tutors also gain an understanding of the specific needs of each student allowing this assessment process to inform future planning of teaching and learning.
Formal feedback to students following practical assessment takes two forms:
Feedback sheets - reports
Assessment Feedback Tutorials - profiling
Feedback sheets for assessment are used to record a breakdown of marks in relation to the criteria and for tutors to write down comments to each student on their standard of work.
Results are given in Assessment Feedback Tutorials where progress and future targets are discussed and recorded. This information informs student reflective practice.
Successful graduates from this programme will have benefited from full-time specialist vocational preparation for a career as a musical theatre performer. They therefore will demonstrate highly refined technical, artistic, and creative skills, and will be versatile and confident musical theatre performers. In line with the aims of the programme, graduates will be intelligent, knowledgeable, reflective, responsible, independent, professional performers.
The Hammond graduates are excellent performers many of whom have appeared in the West End, UK touring and European shows such as; We Will Rock You, Mamma Mia, Fame, Footloose, Grease, Starlight Express, Beauty and the Beast, 42nd Street, Flashdance, Wicked, Joseph and many more.
Others gain many associated roles within the professional theatre including; sound/lighting technicians, stage management, choreography and directing.
In addition to these subject specific characteristics students will also have developed many more generic and transferable skills.
The Hammond is committed to promotion of equality of opportunity and to freedom from discrimination on grounds of racial group (race, colour, ethnic origin, and nationality), gender, creed (religious, political, personal beliefs), sexual orientation, socio-economic background or disability for all its staff and students. It aims to enable all to reach their full potential: this also involves the recognition of individual needs and differences.
For this purpose the school has an Equal Opportunities and Disability policy and associated code of practice.
The Hammond welcomes applications from any student regardless of personal circumstances or background.
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