About this course
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Subject options
Currently enrolled students:
1. The Selection Committee will evaluate the applicant’s ability to pursue successfully the course using the following criteria:
- successful completion of the VCE (or an equivalent qualification) with a study score of at least 25 in Units 3 and 4 English/English Language/Literature, or a study score of at least 30 in Units 3 and 4 ESL. Minimum ATAR is not applicable.
- performance in an audition, test, interview, workshop, portfolio or folio presentation.
2. The Selection Committee may conduct interviews and tests and may call for referee reports or employer references to elucidate any of the matters referred to above.
Core participation requirements
The Bachelor of Fine Arts (Dance) is designed to train highly skilled arts practitioners who can work independently or in ensemble across a wide range of careers and performance or production opportunities in dance. The core participation requirements of this course are consistent with this objective.
The BFA (Dance) is a demanding program requiring candidates to actively participate in all scheduled classes. The majority of subjects in the course have continuous and progressive assessment throughout the study period. A candidate for this course must possess abilities and skills in the following categories across all aspects of the course:
- Physical abilities
- Physical strength, agility and endurance
- Motor skills
- Ability to monitor and manage own health
- Communication skills
- Intellectual abilities
- Behavioural and social skills
Physical strength, agility and endurance
The physical demands of the course on students are high. It is a requirement that students actively participate in all classes and all scheduled rehearsals. Classes include intensive physical training and performance. Active participation in classes requires sustained and repeat effort. Students must be able to safely participate in sustained cardiac and strength-based activity over a period of hours without risk to their health and wellbeing.
- Students must possess gross and fine motor functions to be able to participate fully and independently in all classes.
- Students must be able to hear and follow verbal instructions and auditory cues.
- Students must be able to accurately perceive time and tempo in music.
- Students must be able to participate in classes, rehearsals and performance. They must be able to observe and follow technical instructions as delivered by teachers and others. Students must be aware of their surroundings and their position within spaces.
- Students must be able to communicate effectively and respectfully, both verbally and in written form.
Monitor and manage own health
- Students must be capable of identifying the potential risk of injury and take responsibility for their own safety and the safety of others whilst undertaking these activities.
- Students must possess a range of intellectual capacities, including
- Critical self-reflection
- Complex problem-solving
- The ability to draw links across diverse areas of learning and practice
Behavioural and Social Skills
- Students must possess the behavioural and social attributes that enable them to participate in a complex, group-based learning environment.
- Students are required to take responsibility for their own participation and learning.
- Students must be capable of working effectively both as individuals and team members.
- Since they also contribute to other students’ learning in a collaborative environment, they must possess interpersonal skills and an understanding of the needs of others. Assessment components may include collaborative tasks.
- Students must be capable of and committed to effectively working under direction and undertaking regular independent preparation and practice.
- Students must be reliable and dependable in meeting commitments for classes, rehearsals and performances.
- Students must behave in a respectful and collegial fashion with other students, academic, administrative and technical staff of the Faculty, members of industry and external bodies, and the community.
- Students must be mature, self-aware and have the emotional health necessary to utilise their intellectual and creative abilities fully, including skills in critical self-reflection.
- Students must be able to perform publicly and receive criticism and feedback publicly.
- Students must possess emotional resilience, as expected of performers within the profession.
- Students must be aware of their personal limitations, and be cognisant of when and where to seek assistance or professional advice and support.
A minimum of 80% attendance at all classes and rehearsals is compulsory in the course. Teaching staff will take a roll to record attendance.
The University is dedicated to provide support to those with special requirements.
The University of Melbourne is required by the Disability Discrimination Act 1992 (Cth), the Disability Standards for Education 2005 (Cth) and Equal Opportunity Act 2010 (Vic) to ensure that reasonable adjustments are made for students with disabilities.
‘Reasonable adjustments’ are modifications or accommodations made by the University that assist a student with a disability to participate in their course or access University facilities on the same basis as someone without a disability. A reasonable adjustment might be an aid to vision or hearing, or allowing extra time for written examinations. The role of Student Equity and Disability Support (SEDS) is to support students with disabilities, including assisting in the negotiation of reasonable adjustments for students who have disabilities.
Any such adjustments must be reasonable and cannot compromise the academic integrity of a course. Reasonable adjustments are provided to assist students to fulfil the core participation requirements, not as a substitute for those requirements
With appropriate support and reasonable adjustments where possible, students must be able to meet the Core Participation Requirements in order to graduate from the BFA course.
In determining whether an adjustment is reasonable, the University will consider:
- The nature of the disability;
- The effect of the adjustment on the student’s ability to demonstrate the required learning outcomes and participate in the course;
- The effect of the adjustment on any other person, including other students and staff; and
- The cost and logistical impact of the adjustment.
Students should note that a reasonable adjustment may include modification to assessment and providing additional support services, but the University cannot make an adjustment that would affect the academic integrity of the course or the safety of students or staff.