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Performing Arts
Bachelor of Arts (Honours)
Course Details
CAO Code | AU931 |
---|---|
Level | 8 |
Duration | 4 Years |
CAO Points | 309 (2024) |
Method of Delivery | On-campus |
Campus Locations | Sligo |
Mode of Delivery | Full Time |
Work placement | Yes |
Course Overview
We have developed this programme in consultation with arts practitioners in Ireland and abroad. It has the support of nationally and internationally acclaimed theatre and film practitioners as well as major locally-based arts organisations, including the Blue Raincoat Theatre Company, The Model Arts Centre and The Hawk’s Well Theatre.
This programme is unique in Ireland, offering tuition to Level 8 in the linked fields of acting and theatre design. The design strand is linked to the Abbey Theatre, giving students access to rehearsals, technical departments, work placements and backstage.
Overview
A common first year gives students an overview of all areas of the performing arts. In Year 2, students specialise in either Acting or Theatre Design. This flexibility to change direction allows students to figure out where their passion lies.
Students are encouraged to take up short work placements in Year 3. This allows them to create industry contacts and gain first-hand professional experience. Work placements take place in a variety of settings including schools, radio stations, arts centres and theatre companies. Work placement locations have included the Abbey Theatre, Blue Raincoat Theatre Company Sligo, CBC television (The Tudors) as well as in theatre companies across Europe and the United States.
Theatre strand students on this programme can apply for a six-month Yeats Design Residency at the Abbey Theatre. Our unique partnership with the Abbey Theatre introduces core skills in all forms of stagecraft, including directing, lighting design and digital projection. The Theatre strand is also linked with the Academy of Performing Arts in Bratislava, Slovakia. Our students spend one week here, intensively studying set, lighting and costume. Guest lecturers, well known in industry, visit and share their expertise also.
The Acting strand has partnered with Debrecen University in Hungary where our acting students may go for two weeks of masterclasses in voice, movement and acting.
Year 1
All students study acting, theatre design, voice and movement, cultural studies, digital media, performance analysis and directing.
Students can can chose to specialise in either acting or theatre design, with cultural studies and directing common to both strands.
Students are introduced to the theatre and film industries by participating in a 4-6 week work placement of their choice, for example, at the Abbey Theatre, Blue Raincoat Theatre Company Sligo, CBC television (The Tudors) as well as in theatre companies across Europe and the United States.
The focus is on professional practice. Leading practitioners from the industry discuss their work with students and offer specialist advice.
Key Skills Students Learn
Acting – Students are exposed to a variety of genres, styles and play texts from the classics, exploring a range of approaches to acting. Students develop a range of skills; vocal, physical, intellectual and emotional, in order to create characterisation. Students work effectively and creatively in acting through collaboration with others and take part in a solo showcase and graduation show. Graduates are employable and entrepreneurial self-managing artists in an increasingly diverse profession.
Theatre Design – Students develop skills in performance design disciplines, including visual research and awareness; text and character analysis; spatial exploration; costume design and model-making; technical drawing and imaging for stage and film. The emphasis is on developing imagination, creativity and visual awareness along with interpretive and collaborative skills. Specific disciplines include film, TV, dance, opera, performance art and music video. Students collaborate with professional directors, prepare a portfolio of work and exhibit in the graduation exhibition.
Cultural Studies – Cultural Studies introduces students to a variety of visual, literacy and critical faculties from a range of cultural and historical backgrounds. The exploration of text to modes of performance is examined, including play texts, film, productions and performance art as well as visual and material culture.
Transferable Skills – Students develop generic and transferable skills such as research, critical thinking, analysis, written and verbal communication. Graduates work both as creative individuals and as part of a team.
YAADA Showcase 2024
Final year students take part in the Yeats Academy of Arts, Design and Architecture Creative Showcase each year.
New Creative Teaching Hub at ATU Sligo
A new €17million creative teaching hub with state-of-the-art performance facilities opened at ATU Sligo in 2023. These include two large black box theatres/studios, production design studios, costume design studios, computer-aided design and fabrication studios and dance/rehearsal spaces. The facilities make studying Performing Arts at the Yeats Academy of Arts, Design and Architecture an especially rewarding experience that leads to great employment prospects in the expanding film, TV and theatre creative industries.
We also offer Performing Arts at Level 7 (AU823). Students can specialise in acting or design. Students can progress to the final year of this honours degree programme having completed this degree.
Course Details
Year 1
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Introduction to Drama and LiteratureThis module introduces students to experience a variety of theatrical and literary forms in the context of culture, performance and representation. Students are typically asked to consider drama, literature, text, and performance from world contexts What is meant by culture? What is literature? What is performance? How do texts and performance signify meaning? What is meant by representation? Cultural and historical contexts, performance spaces and production concerns, are typically examined in an effort to demonstrate the multiple ways in which a text or performance can create meaning. Learning Outcomes 1. identify the relationship between form and content 2. understand the significance of textual and performance contexts 3. understand the range of conditions and ideas which is brought to bear on a text and/or performance to make meaning 4. demonstrate multiple ways in which a text can be produced 5. understand the role of the reader/audience in the context of meaning making 6. demonstrate the role of directors and designers in creating meaning for performance |
05 | Mandatory |
1 |
Literature: The Critical VoiceThis module focuses on developing a critical voice and introduces learners to live performance, contemporary literature and visual art in order to develop skills in critical analysis. Learners explore a range of theories and methods for analysing and appreciating performance and literature. Learners equipped with a set of concepts and terms with which to critique and evaluate and learn how to structure reviews and conduct interviews. Field trips include theatre festivals, readings and exhibitions. This module aims to develop skills in literary research, performance research, visual research, presentations, literary journalism, theatre journalism, review writing, revision and editing through interactive and practical workshops. Learning Outcomes 1. Understand and evaluate the factors underlying the generation of meaning in writing and performance 2. Critically evaluate and apply vocabulary of literary and performance analysis in seminar discussions and in critical reviews 3. Revise, edit and peer-edit critical reviews |
05 | Mandatory |
1 |
Acting 1 Introduction to ActingThis module is designed to: establish a foundation in acting for stage; introduce the learner to professional work and rehearsal practice; introduce the learner to different approaches and styles of acting; establish team work to form a creative ensemble; explore the preparation process for auditions. Learning Outcomes 1. demonstrate the understanding of the requirements of the theatre practitioner’s professional conduct – attendance, punctuality, commitment, discipline, reliability, concentration, readiness to work, management of personal workload |
05 | Mandatory |
2 |
Introduction to Technical TheatreMounting a theatrical production is essentially teamwork, teamwork which depends on the creativity of administrators and craftspeople, performers, directing staff and stage crew. This module allow the student to begin to explore this process whilst also focusing on the technical aspects of the theatre environment and certain aspects of stage management. An introduction to stage management in the performing arts. The learner explores the roles of stage manager and technician in the production and running of a stage performance, and teaches the practical skills of stage management and technical control. Topics include script analysis, schedules, cue markings and prompt scripts, organisational requirements, using stage equipment, technical rehearsals and show calling. Learning Outcomes 1. have an understanding of the use of aprompt copy, which defines actors’ movements and calls, technical cues, scenic elements, and props 2. be familiar with the role of the stage manager inthe various stages of a production process. 3. develop the skill of script analysis for technical/production information 4. understand the production needs of the rehearsal process 5. develop an understanding of the cue system inherent in staging a script 6. demonstrate an understanding of OH&S issues and take appropriate actions where necessary. 7. demonstrate a familiarity with the configuration and operation of the lighting, sound & multimedia equipment found in a modern theatre /performance space. |
05 | Mandatory |
2 |
Digital Media for Performing Arts 1This is an introduction to digital media and its developing role in all aspects of creativity. The students will learn the history and evolution of digital media, in particular focusing on the impact it has upon the creative industries. The students are introduced to basic skills in both the productive and creative uses of technology. They will learn how best to utilise the College resources as well as the internet in their research and practice. Practical workshops in digital photography is introduced and the students are expected to produce a range of work and commence participation in various online communities. Learning Outcomes 1. understand the role of digital technology in the evolution of culture. |
05 | Mandatory |
2 |
Design for Performance 2 – Introduction to Costume DesignThis module is an introduction to costume design and its role in the process of making theatre. Texts and characters are explored through collaborative exercises to inform the process of designing costumes. Preliminary skills in researching visual material and techniques in costume design rendition are introduced. Learners recognise the technical requirements of the actor as well as reflecting on character in terms of costume. Practical workshops in costume cutting/making skills may be introduced. The viability of the individual designs may be tested in a devised performance piece. Learning Outcomes 1. understand and appreciate the role of costume in the Performing Arts |
05 | Mandatory |
2 |
Greek TheatreThis module introduces learners to Greek theatre. Works by the three major Athenian Playwrights – Aeschylus, Sophocles and Euripides – will be studied in terms of their social, cultural and political contexts. Lectures will introduce elements of tragedy, myth, and legend and how these are manipulated by the playwrights in some of the following works: Iphigenia at Aulis, the Oresteia, Medea, The Trojan Women, Antigone, Electra, The Bacchae. Tutorial discussions and work will focus on how these texts have spoken to audiences at different historical moments and the cultural function they perform. Learning Outcomes 1. Understand and discuss the form and structure of Greek tragedy and the conventions of ancient theatre |
05 | Mandatory |
2 |
Introduction to Directing 1This introductory module asks learners to consider the idea of a director/direction/directing. The module introduces learners to the foundations of direction as a collaborative process, encouraging them to develop basic skills, capacities and attitudes for effective interdisciplinary co‑authored work. Learners acquire an overview of the role, function and demands of directing/direction. Students get to explore key theatre directors, such as Stanislavsky, Brecht and Meyerhold for example, in an effort to examine different approaches to directing. Learning Outcomes 1. develop ways of exploring and communicating with fellow creative collaborators to develop a shared understanding of aplay forperformance 2. explore scenesfrom the perspectives of the different disciplines involved in the creation of a performed work 3. acquire a basic understanding of the collaborative processes involved in directing scenes for performance 4. experience the practical evolution of a scene from a play to its performance 5. To develop an understanding of live performance |
05 | Mandatory |
2 |
Acting 2 Actors Work on TextThis module is designed to introduce learners to text-based acting and to provide them with the experience of working with a play text from page to stage from the actor's point of view. Learners will be introduced to methods and techniques that an actor needs to work on play texts to create characters and develop professional work and rehearsal practice skills. Learning Outcomes 1. apply appropriate professional conduct of a theatre practitioner to build a working ensemble |
05 | Mandatory |
1 |
Studio Skills 1 for Performing ArtsThe students are introduced to basic arts, craft, model making, and simple technical drawing tools with the use of scale. They are guided through the process of building a model box that reflects the performance space which will include textures and colours, and to develop an awareness of the performer's relationship to the theatre space. Preliminary skills in drawing, collage and colour application are introduced that will nurture their visual response. Learning Outcomes 1. Have preliminarymodel making skills and techniquesandwill befamiliar withtools necessary in the theatre design process 2. Demonstrate an understandingof the use of scalein two and three dimensional forms in design for theatre. |
05 | Mandatory |
1 |
Design for Performance 1 – Introduction to Set DesignThis module is designed as an introduction to the role of set design in the production of a play. Using practical workshops learners explore texts to develop awareness of what theatre and performance is. In a studio environment, the learner is guided through the process of designing a play. Learners recognise how to read and interpret plays from a design perspective that will reflect the emotional and imaginative world of the play. Prominence is given to nurturing personal response, and practical exercises are used to express visual language, generate curiosity and foster an imaginative approach to the work. Learning Outcomes 1. recognise the importance of theatre design as an integral part of the collaborative process. 2. use skills of analysis, exploration, researchandinterpretation of written texts in the context of theatre design. |
05 | Mandatory |
1 |
Introduction to Voice and Movement 1This module introduces students to the fundamentals of movement and vocal production in the field of performing arts. Students explore basic anatomy and physiology and will examine various techniques in both movement and voice to develop the body in performance. They will develop awareness of posture, flexibility, body and vocal articulation, resonance, vocal projection, breath control, sensory and spatial awareness. Student-centred learning of 'whole person' (kinaesthetic, aesthetic, cognitive and psychological-social aspects) through movement and voice is crucial element of the introduction to the module complexity. Learning Outcomes 1. Demonstrate understanding of voicetraining skills. 2. Demonstrate knowledge of basic anatomy and physiology and apply this to voice and movement production. 3. Develop vocal range, clarity, sensitivity and understand the psycho-physical nature of voice. 4. Demonstratemovement exploration and understandingof introduced movement techniques and principles. 5. Identify and explore basic movement elements within the creative process of making the choreography. 6. Rehearse, perform and present work, synthesise voice and movement techniques and principles effectively and safely. 7. Work co-operatively with other students. 8. Develop independent self-reflection and observation of individual training needs. |
05 | Mandatory |
Year 2
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Visual and Material Culture 1 (Introduction & Historical Survey)VMC1 comprises an introductory survey to varying aspects of Western Art, Architecture & Design and visual/material culture from Classical times to the advent of Modernism in the early 20th Century. The course is thematic in nature but the broader contexts of production, consumption and reception are major considerations in the evaluation and analysis of images, artefacts, architectural structures, Interior Design and performance/media-based work. Learning Outcomes 1. Recognise the importance of historical, social and cultural conditions that relate to an exploration of visual and material culture in general and the fields ofart, design, media and architecture in particular. 2. Understand how art/design/media & architectural culture changes with context. 3. Explorethe use and application of relevantcritical and theoretical terms and vocabularies relevant to the discipline-specific field and/or area. 4. Apply basic research processes and strategiesand identify suitable research sources for the analysis of discipline-specific artefacts, pieces, media and/orstructures. 5. Identify relevant historical periods, styles and cultural, scientific and technological timelines when engaging in visual interpretations and use this material intheir own project/studio work. |
05 | Elective |
1 |
Film StudiesThis module introduces learners to the history of film within the wider cultural, aesthetic, and technological movements/contexts of the 20th and 21st centuries. Learners will study key filmmakers such as D.W. Griffith, Sergei Eisenstein, Leni Riefenstahl, Vittorio, de Sica, Akira Kurosawa, Orson Welles, Lars Von Trier, Paul Thomas Anderson, Paul Haggis, Haifaa-alMansour, Kathryn Bigelow, Alejandro González Iñárritu, for example. Learners introduced to terms and concepts for "reading" of film and to key movements in cinematic history. Learning Outcomes 1. apply the terms and concepts of film studies to analysis of film text |
05 | Mandatory |
1 |
Experimental Literature, Drama and WritingEmerging from the twilight of the 19th century, experimental artists revolted against traditional aesthetic boundaries in search of more fundamental forms of creative expression. This module introduces learners to a variety of poets, directors, playwrights and novelists who shattered contemporary rules by creating their own. Learners will be given an overview of the history of experimental writing generally related to the literary movements of Dada, Surrealism, Literature of the Absurd, Le Nouveau Roman, Oulipo, magic realism, speculative fiction, fabulist fiction and bizarro fiction. The module will examine structural, stylistic and thematic innovations including the use of non-sequitur, parataxis, collage, absurd situations, anti-heroes/heroines, ironic bathos, cut-up techniques, stream-of-consciousness, hybrid discourse, genre mashing, alternate cultures, hyperbole, unconventional syntax, fragmented narration and metafiction. Learning Outcomes 1. Identify and analyse avant-garde, innovative or experimental practices ina range of literary work. 2. Develop his or her own experimental practice in one or more genres studied for this module. 3. Write an accompanying reflective essay exploring the nature of the avant-garde and explaining why their work can be defined as experimental orinnovative. 4. Examine the theory, philosophyand tradition of experimental literature, drama and writing. |
05 | Mandatory |
2 |
Acting 4. Acting Techniques and StylesThis module is designed to develop practical and intellectual skills to explore a wide range of acting techniques, styles and genres. Research, rehearsal and performance of 20th century texts enable the student to develop the ability to create a believable characterisation in different acting styles and demonstrate a functional knowledge of the systems and theories which inform them: realism, epic theatre and the theatre of the absurd. Learning Outcomes 1. adhere to the professional requirements of a theatre practitioner |
05 | Elective |
1 |
Voice and Movement 2This is a practical voice and movement module aimed at increasing physical, spatial and vocal awareness and grounded in the ongoing development of the student through technical exercises aimed at developing professional skills in voice and movement. Students will be expected to develop a series of techniques and principles both physical and vocal, and assess their individual progress as well as apply techniques to solo composition study, oral literature (poetry, drama), rehearsals and performance. Learning Outcomes 1. Understand and apply voice and movement techniques to develop appropriate warm-ups and training skills. 2. Demonstrate increased self-awareness of use of voice, body and space as a performer. 3. Integratevariety of vocal/physical techniques in the context of performance. 4. Apply vocal techniques (resonance, pitch, tone, colour, projection, breath support/control, posture, alignment etc.) to chosen texts. 5. Apply and embody elements of compositionaldevices and structureinto the creative process of Solo Composition study. 6. Use reflective journaling and researched topic to develop practical skills and self-awareness. |
05 | Elective |
1 |
Voice and Movement 2This practical module focuses on enhancing students' physical, spatial and vocal awareness through a series of technical exercises designed to cultivate professional skills in voice and movement. Throughout the module, students will develop and refine various physical and vocal techniques and principles, applying these skills to solo/duet/group compositional studies for performance. Students are encouraged to assess their individual progress, integrating feedback, reflection and research into their learning process. Learning Outcomes 1. Apply voice and movement techniques in warm-ups and training development. 7. Synthesise vocal and movement techniques in selected projects. |
10 | Elective |
1 |
Technical Theatre 2 (Production)A further exploration of the practice of stage management and technical production in the performing arts. The learner explores the roles of production manager, technical manager and stage manager in the production and running of a stage performance. It teaches the practical skills of technical/stage management in collaboration with other students in a fully realised production situation. Topics include technical script analysis, scheduling, cue markings and prompt scripts, organisational requirements, technical rehearsals, digital theatre technologies, show calling and technical operation. Working collaboratively will be key to this module. Learning Outcomes 1. Prepare and manage a prompt copy, which defines actors’ movements and calls,technical cues, stage elements, props and moving scenery. 3. Be able to analyse and interpret the script, plans, models and designs for all relevant technical and production information. |
05 | Elective |
2 |
Modernism in Drama and LiteratureThis module introduces students to twentieth-century modern literature, including poetry, plays and novels. Writers include W.B. Yeats, T.S. Eliot, Ezra Pound, John Keats, Franz Kafka, Virginia Woolf, Adrienne Rich, Derek Walcott, Mary Shelley, Percy Shelley, E.M. Forster, Samuel Beckett, Luigi Pirandello and James Joyce for example. Changes in science, industry, technology, mass production, urbanisation as well as approaches to religion are examined. Issues of gender, identity, culture and politics are explored. The practical aspect of this module requires learners to work with primary and secondary level students using a selection of modern texts as the foundation for ideas for a series of workshops they will organise and carry out. Learning Outcomes 1. critically examine a range of texts from a modernist context 2. understand the diverse trends surrounding modernism 3. develop team working skills which will practically demonstrate modernism in seminars and workshops 4. carry out a series of workshops using modernist texts as their inspiration 5. Become familiar with the artistic philosophies of modernist writers |
05 | Mandatory |
2 |
Facilitation and DramaThis module introduces learners to facilitation strategies and provides opportunity to practically apply techniques in workshop environment. Emphasis is on the facilitation process and acquisition of skills, culminating in the structuring and delivery of facilitated workshops to primary and secondary school students. Theories of applied theatre and practical facilitation methodologies explored. Learners develop collaborative skills, planning and designing the workshop in self-directed teams, and they learn strategies for creative thinking inspiring others in storytelling whether it is visual, dramatic or storytelling through words. Learning Outcomes 1. Outline and communicate strategies/techniques for facilitating others |
05 | Mandatory |
2 |
Physical TheatrePhysical Theatre introduces students to the physical work of the actor and the world of professional, specialised actor training. Predominately practical in nature, it challenges the student to adopt the body as their sole means of expression thereby heightening awareness of the need to train the body and regard it as a powerful and under-utilised tool of the contemporary actor. Learning Outcomes 1. use the body as a mode of expression and a starting point toward its mastery in performance |
05 | Elective |
2 |
Devised TheatreA practical module that explores a range of processes and approaches to devising theatre for the stage and other contexts. Students will develop the skills to initiate, explore, develop and notate a devised show. They will move from initial ideas to final product through a series of exploratory workshops. Learning Outcomes 1. Understand the dramaturgical variables necessary for structuring a devised project. |
05 | Elective |
2 |
Directing 2This module is designed to further develop the interdisciplinary nature involved in the process of creating theatre. It enables learners to develop methodologies in the context of visual and material culture which define directorial approaches from a range of possibilities through shared experiences. It provides the learner with practical experience working with peers in small groups. Learners will explore 20th century key theatre and visual art movements and examine dominant influences to inform and enhance their development. They will further develop directing skills in terms of approaches to the technical aspects of theatre production (sound and lighting design) and develop a deeper understanding of the complete theatrical language of live performance. Their individual responses to conanical 20th century texts will be developed. Learning Outcomes 1. recognise the interdisciplinary and collaborative nature of creating a work of theatre/performance |
05 | Mandatory |
1 |
Acting 3 Playing Heightened and Poetic TextThis module is designed to enable the learner to develop the ability to create a believable characterisation through the medium of heightened or poetic text. Learning Outcomes 1. adhere to the professional requirements of a theatre practitioner |
05 | Elective |
1 |
Theatre Design 1This studio based module prepares the learner with specialist skills to understand the nature of scenography. Texts are explored through reading, discussion and in-depth analysis to develop imaginative responses. Practical exercises are created to demonstrate the integrity of the proposed scenographic ideas. Students learn how to encounter a physical performance space and how to collaborate. Visual research, with particular emphasis on Art History is encouraged. Learners acquire techniques in two and three dimensional forms to express their ideas and interpretations of text. Presentation to their peers is an integral part of the design process. Learning Outcomes 1. Develop in-depth exploration and interpretation of the written text in the context of design for performance along with advanced research skills, |
05 | Elective |
1 |
Theatre Design Studio Skills 2This module has been developed to provide the learner with the knowledge and skills associated with Technical Drawing and Model Making for practitioners of Theatre Design. The skills are intended to concisely and clearly communicate all needed specifications to transform an idea into a physical form. The learner shall be able to interpret and communicate designs and ideas in 2D and 3D. Learning Outcomes 1. Carry outsite measurements of a performance space. 3. Implement model-making skillsto explore set design concepts through form, scale, colour etc. |
05 | Elective |
1 |
Digital Media for Performing Arts 2 (Design)This module will focus on photography from the practical aspects of making single images to the realisation of full photographic projects. Students will be introduced to the work of practitioners, both historical and current, with a view to their critical and creative contexts. The project briefs will encourage students to develop projects responding to both directed and open briefs. Learning Outcomes 1. Produce photographs that express intended meanings and concepts. 2. Produce photographic projects which form a coherent whole. 3. Demonstrate stronger photographic skills andforms of image manipulation. 4. Integrate photography into their wider practice and research. 5. Deliver critical response to own work and that of others, both written and in class. |
05 | Elective |
2 |
Studio Skills 3 (Introduction to CAD for Theatre Design)This module has been developed to provide the learner with the knowledge and skills associated with Technical Drawing and Model Making for practitioners of Theatre Design. The skills are intended to concisely and clearly communicate all needed specifications to transform an idea into a physical form. The learner shall be able to interpret and communicate designs and ideas in 2D and 3D and will be introduced to computer added design (CAD). Learning Outcomes 1. Carry outsite measurements of more complex national performance spaces |
05 | Elective |
2 |
Theatre Design 2This studio based module further prepares the learner with specialist skills exploring the nature of scenography, Students are introduced to the history of Theatre Design and Stage Technology. Texts are explored through reading, discussion and in-depth analysis to develop imaginative responses. Practical exercises are created to demonstrate the integrity of the proposed design/performance ideas and how 'action' is designed . Field trips are arranged to develop investigative skills. Students learn how to encounter a physical performance space. Research, particularly visual, is encouraged. Skills in costume design and rendition are developed. Learners use two and three dimensional forms to express their ideas and interpretation of text and present to their peers as an integral part of the design process. Learners design sets and costumes for plays in specific venues and collaborate on a realistic basis to achieve a finished design. Learning Outcomes 1. Develop in-depth exploration and interpretation of the written text in the context of design for performance along with advanced research skills |
05 | Elective |
2 |
Digital Media for Performing Arts 3 (Design)This module aims to introduce students to the necessary creative and technical skills to produce a simple video project. Students will work individually and in groups from proposal through shooting to video editing. Learning Outcomes 1. Originate and develop a project proposal for a video production. 2. Shoot a very short independent piece, bearing composition, sequencing and audio in mind. 3. Work within a small group to initiate, organise and shoot a short video on a proposed and agreed topic. 4. Edit the video into a finished form, incorporating titles, transitions, and color grading, including export to final formats suitable for online delivery. 5. Deliver a written reflection on the experience; lessons learned, practitioners they studied, notes on the outcome. |
05 | Elective |
Year 3
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Live Art and PerformanceIn this module learners investigate "Live Art" practices and create original works/happenings that integrate performance, installation, music, media arts and socially engaged practices. Performance history approached from non theatrical methods such as Surrealist, Dadist, Futurist, Fluxus, Situationist and resistant performance movements including Punk and postmodern performance. Module explores history and theory of the avant garde in visual and performance art and explores how performance and installation provoke and implicate the viewer, address the location specifically and perform a cultural/political intervention. Use of the photo/digital image from 1980s into the 21st century studied in reference to identity and cultural politics. Artists explored might include, Laurie Anderson, Pina Bausch, Joseph Beuys, Christo, Gilbert & George, Piero Manzoni, Andres Serrano, Cindy Sherman, Robert Wilson. Learning Outcomes 1. identify, delineate and operate in a contested space |
05 | Mandatory |
1 |
Directing 3 – postmodern theatreDirecting 3 explores postmodern theatre directing, bringing together critical theory and contemporary theatre practice to provide valuable tools for directing in today's expansive performance world. Postmodern theatre places new and novel demands on stage directors. It is more experimental, and the boundaries of what constitutes a performance have shifted. Dialogue is no longer always the primary mode of communication, and music, sound, movement, and other visual elements will be explored as ways to make meaning onstage. Learners will develop skills across relevant creative disciplines and inter-disciplinary practices in a highly collaborative environment. Using visual and cultural research, demonstrations and presentations, learners will reflect on a variety of approaches to the development of theatre by key practitioners and dominant forces, including e.g. Meyerhold, Brecht, Beckett, Artaud, Wilson, Foreman, Mitchell and others. Learning Outcomes 1. Learners will have an understanding of the dominant forces of theory and practice in the development of theatre in a postmodern world 2. Learners will explore the interchange between performance and e.g. visual art, movement, theatre, writing, sound, multi-media and so on,in a collaborative environment. 3. Learners will have an understanding of the dynamics of space and how spacial principles inform all aspects of postmodern performance. 4. Learners will examine various sign-systems that can be manipulated by directors to bring about ‘meaningful’ communication in a postmodern context. 5. Learners will know the process of transforming a playscript or concept into a living postmodern performance. |
05 | Mandatory |
1 |
Postmodernism in Drama and LiteratureThis module explores the intellectual history of postmodernism, and will consider a range of postmodern styles, political contexts and aesthetic practices for literature and performance. The module examines the work of theatre companies, productions, designers, writers, philosophers and plays in an effort to explore how postmodern performance practice encapsulates some of the definitions of the postmodern and how this transforms the theatrical, performance and literature landscape. Learning Outcomes 1. Understand the various generic and formal manifestations of postmodernism in writing practices including poetry, fiction and the dramatic arts 2. Examine the problematic conceptual history of postmodernism 3. critique a range of writing and performance media from the postmodern framework 4. understand the visual potential of photography, painting, lighting, colour, mood; or the impact of devising, the internet facebook and secondlife on the postmodern moment 5. investigate the impact of postmodernism on issues such as gender, cultural identity, violence, nationhood and power for example |
05 | Mandatory |
1 |
Voice and Movement 3This module aims to provide students with the capacity to analyse and evaluate their individual vocal, physical and emotional inhibitors. They will work with appropriate vocal and physical exercises and techniques, applying them to text and choreography to develop creative and original responses. They will be expected to design and deliver appropriate warm-ups, increase self-awareness and perform to a high professional standard. Learning Outcomes 1. Devise and delivervocal and physical warm-ups that focus on the physical, technical, emotional, and psychicneeds of a given role. 2. Use the body and voice effectively in a creative, imaginative, expressive way, appropriately synthesising training in both voice and movement. 3. Explore and apply presentedphysical and vocal principlesto create appropriate individual and group responses to creative stimuli and complicity. 4. Perform with spontaneity, physical, psychic, emotional and vocal clarity, playfulness, awareness of space, dynamic, rhythm, empathy and presence. 5. Advance their intellectual, emotional and performance competencies through actively changing acquired physical, vocal and psychological habits, reflective journalling and integratingthe training process into their professional and personal lives. 6. Apply, compose and evaluatetools of improvisation and compositional devices within the creative process and performanceofduet/trio composition study. 7. Utilize research and appropriate literature to support and extend their knowledge of voiceand movement training. |
05 | Elective |
1 |
Acting 5 (for Production)Year 3 seeks to integrate the ensemble focus of Year 1 and the learners' individual development of Year 2 into a coherent rehearsal and performance practice. Students will prepare for and rehearse a full-length play and perform it to an audience. Learning Outcomes 1. demonstrate a high level of professional conduct 8. document, reflect on and evaluate the creative process and personal progression |
10 | Elective |
1 |
Costume Design for Stage and ScreenThis module further explores costume design and its role in the process of making theatre and film. Skills in costume design and rendition are further developed. Texts and characters are explored through collaborative exercises with a designer as part of a creative team to inform the process of designing costumes. Preliminary skills in researching visual material and techniques in costume design rendition are further developed; combining elements of colour, fabric textures and visual research. Students will develop an understanding of character in performance in terms of age, social status, occupation etc. and through period or unique fantasy framing. Learners expand their technical awareness of the technical requirements of the actor as well as reflecting on character analysis. Learning Outcomes 1. Research and source information necessary for costume design 7. Learn to work as part of a creative team, present and articulate designs, enhance communication skills, decision making, problem-solving skills, time management, organising and planning skills. |
05 | Elective |
1 |
Theatre Design (for Production)This studio based module further prepares the learner with specialist skills for exploring the nature of scenography from research and design through to full production. Skills of analysis, exploration and interpretation of written texts in the context of theatre design are expanded. Texts are explored through reading, discussion and in-depth analysis to expand imaginative responses. Practical exercises are advanced to demonstrate how 'action' is the basis of design. Field trips are arranged to nurture investigative and research skills. Students learn how to encounter a physical performance space. Visual research is particularly encouraged. Skills in rendition are developed. Learners use two and three dimensional forms to express their interpretation of text and present to their peers. Learners design for plays in specific venues and work with budgets and collaborate on a realistic basis to achieve a finished and, in collaboration with others, a fully realised design. Learning Outcomes 1. Develop in-depth exploration and interpretation of the written text in the context of design for performance along with advanced research skills |
05 | Elective |
1 |
Studio Skills 4 (CAD for Theatre Design: 3D Modelling)This module has been developed to provide the learner with the knowledge and skills associated with Technical Drawing and Model Making for practitioners of Theatre Design. The skills are intended to concisely and clearly communicate all needed specifications to transform an idea into a physical form. The learner shall be able to interpret and communicate designs and ideas in 2D and 3D. The learner will further develop skills in CAD for Theatre Design including 3D computer modelling. Learning Outcomes 1. Request plans, elevations and technical specifications of a nationalperformance space. 5. Use digital media to capture theatrical moments illustrated within theconstructed 3D model for presentation and portfolio purposes. |
05 | Elective |
2 |
Lighting Design and Digital TheatreThis module introduces learners to lighting design and digital technologies used in the theatre. The aim of this module is to provide opportunities for learners to develop skills in technical design practices for performance. Learners will participate in an individual and/or group project related to the performing arts and will also be advised to take an approved work placement relevant to the field. Learning experiences available include the opportunity to design, plan and deliver a collaborative and inter-disciplinary creative project over the duration of the semester working with other students and with visiting professionals. Field trips are arranged to nurture investigative and research skills. Students learn how to encounter a physical performance space and its technical facilities, using computer controlled lighting boards, robotic lighting instruments and audio visual projection. Learning Outcomes 1. undertake a project that will develop technical abilities as a designer and creative practitioner 2. have reflected on the interchange between theatre, performance,art, film, digital media and other disciplines 3. further develop digital and media skills 4. explore the use of lighting design as a creative element in the dramaturgy of a performance 5. have enhanced awareness of theatre and interdisciplinary disciplines through contemporary use of digital technologies and explore the wider landscape of performance related technical disciplines 6. demonstrate best practice in productivity, time management and planning for the technical requirements of lighting and digital design |
10 | Mandatory |
2 |
Acting to CameraThis module considers the application of the actor's technique to the business of acting to camera. It will also explore the shift in screen acting practise and philosophy around motion capture and acting to absent places or characters. It will look at how performers and visual and special effects crew work together to produce work of aesthetic value and verisimilitude in an industrial system of technological reproduction. Learning Outcomes 1. Demonstrate an understanding of the vernacular of film making terminology pertaining to the actors relationship to the camera 2. Demonstrate a competency in the art of self taping for audition. 3. Demonstrate an ability to deliver a believable performance under highly artificial circumstances.(Green screen, Composite image) 4. Choose and use the acting tool most appropriate to the acting circumstance (Draw fromChekhov Technique/Suzuki/Viewpoints/Stanislavsky Method) |
05 | Elective |
2 |
Acting 6 Acting for production 2In this module the learner will develop, participate in a process, and perform a small number of solo/small group performances around given themes or texts. The learner is guided through an autonomous yet collaborative creative process that will serve to demonstrate the skills acquired throughout the course and further the development of the learner as a competent theatre practitioner, demonstrating their creative individuality and autonomous skill base as an emerging artist. The learner will demonstrate a clear understanding of the theoretical underpinning of their process and engage in theorised practice. Learning Outcomes 1. demonstrate competencies as an autonomous yet collaborative practitioner 2. display an embodied understanding of one or more tool from the Michael Chekov technique 3. have developed a portfolio of performance (monologue/duologue/group piece) 4. demonstrate a number of technical skills in he areas of lighting /sound/set/ stage management 5. apply the Chekhov technique of the Psychological Gesture to one or more of the pieces developed. |
10 | Elective |
2 |
Semester 6 – Creative Writing PracticeCreative Writing Practice will introduce writers to a range of writing, reading, and editing, including playwriting, short story writing and poetry. Learners will gain confidence in the craft and technique of writing as well as establishing their own voice. Learners will be challenged to play, experiment and take risks in their work. Learning Outcomes 1. write a bite-size play 2. write a piece of flash fiction 3. Write a poem – a haiku/a sonnet/a poem in free verse 4. Examine the craft and technique of various forms of writing 5. Produce samples of writing which mimicwell established writing styles 6. Read a diverse amount of writing across a range of genre |
05 | Mandatory |
2 |
Theatre Design (for Production 2)This module allows the learner to exploring the nature of event and performance in theatre and non-theatre settings from research and design through to full production. Skills of analysis, experimentation and interpretation of a wide range of sources can be explored using a variety of methods and skills, expanding the context of theatre design and design for performance. Themes will be explored through investigation, reading, discussion and in-depth analysis to expand imaginative responses. Practical exercises and skill based exploration will inform the direction of the design and performance as well as critically and practically informing the decisions for the overall production. Students learn how to encounter new platforms and situations for performance, allowing for a new interpretation of space, audience and scenarios. Learning experiences available include the opportunity to design, plan and deliver a collaborative and inter-disciplinary creative project over the duration of the semester. Visual research is crucial and practical theatre 'makings' skills are developed. The learners will bring together the audience, place and event in a cohesive, professional and innovative way, encouraging broad and creative thinking as well as advancing the skills needed in the production of any type of performance. Learning Outcomes 1. Develop in-depth exploration and interpretation of events and performance in the context of design for production. 2. Recognise scenography as a reflection of the emotional world of event and performance. 3. Explore the use of space and place for the physical and imaginative requirements expression and story telling 4. Produce a portfolio of designs for performance that will include research, moment drawings and scale models for a performance or event. 5. Develop critical abilities in research of histories of art, culture, visual representation and audience reception. 6. Develop the ability to work in a team and within a budget and time frame to realise a fully produced event/ performance. |
15 | Elective |
Year 4
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
DissertationThe aim of this module is to provide learners with the opportunity to carry out independent research and to submit a written researched document of 6,000-8,000 words in an area related to the performing arts. Dissertations can be practice based involving designing, directing or performing a piece of theatre which serves as the basis of the research; the research can be based on a research question investigated through primary research/studies undertaken by the learner; or, the research can be wholly based on secondary research. Dissertations will demonstrate ability to source information within a designed framework or methodology, contextualise research, engage in critical analysis, and present findings. Learning Outcomes 1. define a research problem or question |
10 | Mandatory |
1 |
Global ShakespearesThis module focuses on "Shakespeare" as a site of cultural production, a space in which identity is negotiated and worked out. Learners introduced to Shakespeare comedy, tragedy, romance and history plays, locating those texts within the social, cultural and historical context of the early modern period and the interpretative moments including our own that have shaped meaning in the texts. Critical methodologies will be applied to the texts including feminism, cultural materialism, psychoanalysis and historicism. The module will also look at contemporary appropriations of Shakespeare , particularly film adaptations, in which our own "culture" is reproduced and contested. Learning Outcomes 1. analyse and evaluate Shakespeare within the social, cultural and historical context of the early modern period |
05 | Mandatory |
1 |
Acting 6 Audition ShowThe module facilitates an extensive exploration and analysis of a range of texts and acting processes through the learners' independent individual and small group work. Learners are required to conduct a piece of independent practical research, leading to the selection of texts and their preparation for solo performance and scene work. Learners will take individual responsibility for editing, staging and performing their audition material with the guidance of the acting tutors. The Audition Show will be performed to a public audience and the representatives of the professional theatre industry. Learning Outcomes 1. develop the work ethic required of a professional actor 5. create and perform fully developed imaginative characterisation in a broad range of parts, genres and acting styles, (Chekhov/Stanislavsky/Viewpoints/Suzuki) 6. creatively engage in staging and self-directing selected audition pieces |
10 | Elective |
1 |
Voice and Movement 4This practical module is designed to consolidate and develop further the technical voice work of the previous years; strengthen vocal support and power; secure a developed vocal technique for spoken and sung voice; introduce a selection of dialects from the English-speaking world; encourage ownership of the voice through the independent management of practical study and performance. It will further develop the work of the previous years in movement; introduce movement skills that strengthen the student's technique; broaden the imaginative and stylistic use of movement and underpin acting studies. Learning Outcomes 1. Demonstrate an extended ability to deploy appropriate vocal behaviour in all aspects of voice. 6. Demonstrate an increased level of fitness complexity and expressionof performed movement. 7. Sustain a good level of engagement, across a range of movement and dance styles. 10. Reflect on personal progress in vocal and movement practice through a reflective practice journal. |
05 | Elective |
2 |
Theatre Design 4 Design for Performance (Graduation)This module prepares the learner for transition into performance related industry. Personal responsibility and self- motivation are encouraged. Project work will demonstrate accumulative skills in scenographic design. Project work will be partly realised in a professional environment through performance, film or multi media. Learners will demonstrate an awareness of organised work practices and integrate them into the realisation of the project, applying skills and understanding of responsibilities on a professional level .Learners will also develop skills in monitoring, archiving and recording their work. Contact with the industry is an important component of the course and industry practitioners will have specialist input. Learners will prepare a portfolio of their work to a professional standard; prepare, organise and present a showcase exhibition, as well as fine tuning presentation and communication skills. Learning Outcomes 1. Devise and produce a performed/filmed/multimedia project that demonstrates accumulative skills in scenographic design, applying effective management skills in the realisation of the project. |
15 | Elective |
2 |
Theatre Design Studio Skills 6 (Professional Studio)This module has been developed to provide the learner with the knowledge and skills associated with Professional Theatre Design Presentation, Technical Drawing and Model Making (including 3D printing and computer controlled cutting) for practitioners of Theatre Design in a professional studio environment. The skills are intended to concisely and clearly communicate all needed specifications to transform an idea into a physical form for production. The learner shall be able to interpret and communicate designs and ideas in 2D and 3D to a professional standard and for the collaborative working practices in the creative industries. Their professional studio skills will be developed according to industry needs and standards. Learning Outcomes 1. Request plans, elevations and technical specifications of an internationalperformance space. 5. Use digital media to capture theatrical moments illustrated within theconstructed 3D model for presentation and portfolio purposes. |
05 | Elective |
2 |
Irish Theatre 'Then and Now'This module explores the development of Irish theatre since before the foundation of the State to contemporary Irish theatre. Particular reference will be paid to key creative practitioners, texts, and the programme of productions at the turn of the last century and also productions running at the time of module delivery. Through lectures and talks with guest practitioners (designers, directors, playwrights, actors, etc), learners gain an understanding of creative directions and challenges in historical as well as contemporary Irish theatre. In seminars, current scholarship and critical methodologies in relation to the study of the texts explored, from postcolonial, feminist, and historicist to generic and performative. Playwrights might include W.B. Yeats, Lady Gregory, Teresa Deevy, Marina Carr, Christina Reid, Thomas Kilroy, Conor McPherson, Thomas Murphy, Enda Walsh, Martin McDonagh, , Vincent Woods, Michelle Read, Christian O'Reilly, for example; directors might include Patrick Mason, Gary Hynes, Lynne Parker, Michael Keegan Dolan; designers might include, Monica Frawley, Frank Hallinan‑Flood, Joe Vanek. Students will also write a flash play as a way of understanding dramaturgy, structure, plot, characterisation and so on. Students will make a pitch to direct an Irish play as a way of demonstrating their position as a practitioner entering into the artistic industry at the end of this semester. Learning Outcomes 1. undertake primary and secondary research in relation to theatre practice in Ireland 2. produce informed critical responses (oral and written) to performances and texts studied 3. design and deliver oral presentation on professional theatre practitioner or company in Ireland 4. demonstrate critical analysis and ability to apply critical methodolgies as interpretative strategies 5. produce academic essay capturing primary and secondary research undertaken, critical analysis and ability to synthesise and interpret findings 6. demonstrate professionalism and resourcefulness in undertaking primary research, communicating with external groups and presenting research in a public forum |
05 | Mandatory |
1 |
Theatre Design 3 Design for Performance AdvThis module is designed to challenge the learner's interpretative and collaborative abilities. By engaging with a major Shakespearian play,Shakespeare offers an opportunity for both critical and creative thinking; learners will design a major play by Shakespeare or equivalent playwright. They reflect constructively on their strengths and weaknesses by interrogating the text from a spatial, imaginative, cultural, visual and philosophical perspective.The relationship of director and designer and the nature of the creative collaboration is examined. Problem solving requiring technical, imaginative and aesthetic responses is broadened. Evidence of research into the political, social, historical, cultural and psychological background of the selected text, along with clear professional, presentation and communication skills, will form an integral part of the project design. Learning Outcomes 1. Devise and present a design project based on a major play expressed through a chosen performance relateddiscipline incollaboration with a professional director |
10 | Elective |
1 |
Theatre Design Studio Skills 5 (Advanced)This module has been developed to provide the learner with the knowledge and skills associated with Technical Drawing and Model Making for practitioners of Theatre Design. The skills are intended to concisely and clearly communicate all needed specifications to transform an idea into a physical form. The learner shall be able to interpret and communicate designs and ideas in 2D and 3D to a professional standard. Learning Outcomes 1. Request plans, elevations and technical specifications of an internationalperformance space. 5. Use digital media to capture theatrical moments illustrated within theconstructed 3D model for presentation and portfolio purposes. |
05 | Elective |
2 |
Professional Practice in Performing ArtsThis module develops the learners awareness of the development and practice of the professional world they will be part of. Learners will have the knowledge and skills to enter the cultural/arts sectors with assurance, awareness and integrity. Students will consider the following subject matter: their region/city/country as a cultural resource; effective use of funding resources, arts centres, theatres, libraries, galleries, museums and so on. Students will become aware of various professional bodies in Ireland and outside of Ireland; they will become acquainted with the differences in cultural/business approaches to working in the UK, the US, and parts of Europe where our Institute has direct partnerships or connections. Learning Outcomes 1. Students will write a general CV, and a CV focussed on their specific area of training 2. Students will complete a funding application to the Arts Councilof Ireland, including a business for their proposed project 3. Students will make a pitch for funding to their local county council on an imagined project 4. Students will write a director’s pitch to an American theatre company of their choice 5. Students will apply to Ireland and the UK for funding for a cross-border project 6. Students will join a professional body of their choice in their related field 7. Students will do a mockaudition (actors) / present a portfolio (designers) to their peers 8. Students demonstrate health and safety issues, and legal issues that might be considered in their imagined projects |
05 | Mandatory |
2 |
The Yeats ProjectThis module uses the performance texts of WB Yeats as a point of entry for a collaborative, non literature based approach to the examination , editing, physical scoring and performance of an collective response to an assigned text. In this final phase of the actor's training the learner(s) are reacquainted with a full ensemble approach to performance that also includes elements of solo and group performance. In this phase the learners are encouraged to conceive of themselves as creative artists in their own right. Learning Outcomes 1. Learners will explore the physical approach to staging Yeats,(employing somatic principles) thereby bypassing a literary or dry reading of the text. 2. Learners will embody the formallanguage of the text in a process of experimentation, exploration and final performance of a response to aYeats play 3. Learners will demonstratethe ability to integrate different performance-disciplines leading to a public sharing (i.e. Laban principles; composition tools from Michael Chekhov Technique/Stanslavisky/Suzuki/Viewpoints/Corporeal Mime and Contemporary Dance) 4. Building a collaborative framework, students will apply fully their previous skills in order to invent a common language of performance 5. Demonstrate the ability to devise, notate andedit, work in a collaborative enviornment |
05 | Elective |
2 |
Acting 7 Graduation ShowIn the last semester of the course learners will be involved in two theatre productions: a final year show of a specific theatre genre and a graduation show. Both productions seek to replicate professional theatre practice as closely as possible. Students will be auditioned, cast, and directed in full-length plays and perform to public audiences. Learning Outcomes 1. apply the work ethics required of a professional actor |
15 | Elective |
Progression
Graduates may continue to a Higher Diploma in Education, Master of Arts, Professional Master of Education (PME), MPhil in Theatre and Performance or embark on a PhD.
Graduates may also continue their studies with ATU Sligo in the Master of Arts in Creative Practice.
Download a prospectus
Entry Requirements
Leaving Certificate Entry Requirement | 6 subjects at O6/H7 2 subjects at H5 English or Irish at O6/H7 Maths not required |
QQI/FET Major Award Required | Any |
Additional QQI/FET Requirements | Three Distinctions |
Garda Vetting | Entrants to this programme will be required to undergo vetting by An Garda Síochána. |
Testimonial
“I’ve worked on shows such as Riverdance, Hamilton (when it was off Broadway at The Public Theatre) and Be More Chill (Broadway and The West End). I then moved into TV and film, working on shows such as The Hunger Games, Orange Is The New Black, The OA, Krypton, Dublin Murders and The Queens Gambit. I now live in Berlin and work for Lionsgate.”
Darren Mc Granaghan
Performing Arts graduate and currently working for Lionsgate, Berlin“My qualification has allowed me to build great connections with many other people working in the Arts. I gained priceless skills which I have used to build and maintain my theatre company.”
Treasa Nealon
Performing Arts graduate and now a Theatre Maker/Actor at Rabbit’s Riot Theatre Company“The programme is brilliant! It was everything I expected and more. Class sizes are small, so you get to know your classmates and lecturers. The lecturers are amazing and always there to provide support and encouragement. Everyone studies a common first year, which is great for people unsure if they prefer acting or theatre design. You make great connections and get opportunities to work with top professionals from the industry”
Caoimhe Cassidy
Performing Arts student“The best thing about this programme is you learn so much academically and personally. The modules in first year are very varied, no two days are the same. It is a different style of learning, something you cannot learn from any textbook. The programme is challenging but very rewarding. The lecturers are a huge support. Performing Arts in ATU Sligo will increase your confidence without you realising it, all whilst you learn transferable skills for many workplaces.”
Stacey Flaherty
Performing Arts student
Fees
Total Fees EU: €3000
This annual student contribution charge is subject to change by Government. Additional tuition fees may apply. Click on the link below for more information on fees, grants and scholarships.
Total Fees Non-EU: €12000
Subject to approval by ATU Governing Body (February 2025)
Further information on feesCareers
Graduates work as actors, designers, teachers and facilitators in the performing arts and creative industries. Our graduates work for some major production companies across the film, TV and theatre industries. They have worked as actors and designers on big productions, including Normal People, Orange is the New Black, Game of Thrones, The Queens Gambit, The Young Offenders, Finding Joy and on Broadway and West End productions.
Irelands screen production sector has more than doubled in the last decade, with major streaming giants using Ireland for productions. Globally, the screen industry is transforming at an unprecedented rate as on-demand streaming has increased significantly. Companies such as Netflix, Amazon, and Apple TV continue to escalate production schedules to respond to the public appetite for home entertainment.
Further Information
Contact Information
T: +353 (0)71 931 8510
E: admissions.sligo@atu.ie
Yeats Academy of Arts, Design & Architecture