Outline

Overview

This unit develops the primary communication tools of stagecraft, acting and movement as they apply to performing on the operatic stage. Surveying the major schools of acting, this unit develops and refines methodologies and strategies for establishing expert stage skills in opera performance, building the performer's role as expert and confident communicator. Skills in movement and movement style are facilitated by separate classes in dance. The unit is application based, allowing students to experiment with implementation of critical theoretical ideas in a performing environment. Much of the work of these courses is associated with rehearsal and performance of mainstage and chamber operas scheduled by SCM, in recognition of the crucial role these performances play in synthesizing the vocal, musical, linguistic, stylistic and dramatic threads undertaken in the Masters in Music Studies (Opera Performance). These skills are complemented by separate lectures in Opera History, which surveys the development of operatic style from the Florentine Camerata to contemporary Australian opera. NB: Students who have completed the Graduate Diploma (Opera) are exempt from Opera History. All new Masters of Music Studies (Opera Performance) students are required to complete this component of the Unit of Study.

Unit details and rules

Academic unit	Performance
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Narelle Yeo, narelle.yeo@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical, skills, or performance task or test	Early Feedback Task - Rubric Engagement/participation rubric #earlyfeedbacktask	0%	Week 03	N/A	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Scenes performance Week 10 Performance of ensemble scenes in Week 10	30%	Week 10 Due date: 06 May 2026 at 18:00 Closing date: 07 May 2026	Nominated scenes up to 1 hour	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Acting/movement/scenes preparation practical classes Participation in ensemble tasks performed over semester.	40%	Week 13 Due date: 25 May 2026 at 23:59 Closing date: 01 Jun 2026	Up to 2 hours.	AI prohibited
Outcomes assessed:
Portfolio or journal	Reflective journal Reflective journal in creative format eg video/podcast/journal	30%	Week 13 Due date: 30 May 2026 at 23:59 Closing date: 07 Jun 2026	1000 words or up to 10 minutes	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Assessment summary

Formative assessment of workshop-based acting and dance. Scenes performance. Reflective journal. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of exceptional quality and creativity. Nuanced embodiment, discussion and reflection on course content and personal goals and responses.
Distinction	75 - 84	Work of strong quality and creativity. Student reflects on course content, personal goals and responses. Analyses individual skills, talents and learning through a creative lens.
Credit	65 - 74	Adequate response to creative element of the task with comprehensive information on course content, personal goals and responses. Analyses individual skills, talents and learning acceptably.
Pass	50 - 64	Engaged with the reflective process and responded to the course content adequately, with evidence of thinking on personal outcomes of the course.
Fail	0 - 49	Has not met the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Following 5 day simple extension, 5% per day.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Building an individualized Stanislavskian acting toolbox. Weeks 11-13	Practical (6 hr)
Week 01	Introduction and explanation of course requirements. Understanding and responding to operatic stage direction. Principles of movement for singers. Stage terminology.	Practical (1 hr)
Week 02	Individual responsibilities and healthy ensemble behaviours in opera. "The third line", understanding objectives and action	Practical (1 hr)
Week 03	Derrida and the duality of outside in/inside out in operatic acting. Scenes preparation 1.	Practical (2 hr)
Week 10	Intensive rehearsals for scenes production. Scenes performance.	Practical (14 hr)
Weekly	Opera scenes preparation. Musical preparation and blocking. Working with a director. Weeks 4-9.	Practical (10 hr)
	Dance class - dance forms for opera singers (ballet, partner dance, lyrical movement and dances as required for scenes program)	Practical (1 hr)
	Opera history. 12 * 1 hour classes to survey the operatic repertoire from the Renaissance to the present day. Apply historical knowledge of opera to the student's own performance practice.	Tutorial (1 hr)

Attendance and class requirements

100% attendance policy, but students are able to miss one lesson without penalty. Any further lessons without adequate documented excuse can lead to a fail grade. If you miss lessons when your ensemble is prepared, this can let your colleagues down, and there may not be another time to schedule your scene. For this reason, ensemble classes generally require full attendance.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Clark, M. R., & Clark, L. V. (2002). Singing, acting, and movement in opera: a guide to singer-getics. Indiana University Press.

Davidson, J. W. (2005). Bodily communication in musical performance. Musical communication, 215-238.

Helfgot, D., & Beeman, W. O. (1993). The Third Line: The Opera Performer as Interpreter. Schirmer Books.

Hines, J. (1982). Great singers on great singing. Amadeus Press.

Hines, J. (1997). The four voices of man. Amadeus Press.

Ostwald, D. F. (2005). Acting for singers: creating believable singing characters. Oxford University Press, USA.

Termini, Olga (1993) "The Role of Diction and Gesture in Italian Baroque opera," Performance Practice Review: Vol. 6: No. 2, Article 7. DOI: 10.5642/perfpr.199306.02.07

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand the terminology and processes involved in rehearsals for operatic performance
LO2. understand and apply principles of ensemble performance to a range of contexts
LO3. understand basic use of props and principles of costume wear for the operatic stage context
LO4. understand and apply appropriate collegial behaviour in a rehearsal context
LO5. develop a basic understanding of Commedia Dell'Arte and physical theatre styles appropriate to opera, including stage falls and combat where necessary
LO6. develop your own personal style for inhabiting an operatic character onstage, based on the tools obtained in class in various methods
LO7. become cognisant of the relationship between the creation of music and theatre onstage in the context of your own physicality in the mise-en-scene.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Students' scenes are allocated at the beginning of semester and integrated with the work of diction teachers in preparing scenes. Course outcomes will be taught in the context of a scenes program.

Additional information

Work, health and safety

Students should consider not attending ensemble singing calls if they are exhibiting symptoms of Covid-19. Students should consider the use of masks if unwell with respiratory viruses. Contact the Unit of Study Coordinator if you have questions.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

VSAO5623: Advanced Opera Performance Stage 1

Semester 1, 2026 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links