Outline

Overview

This unit continues to develop the primary communication tools of stagecraft, acting and movement as they apply to performing on the operatic stage. Continuing to survey 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 Theatre Studies, which contextualises the practical work of Opera Performance Stage 1 and 2 regarding the vocabulary, traditions and processes of theatre as a discipline. NB: Students who have completed the Graduate Diploma (Opera) are exempt from Theatre Studies. 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 ?	VSAO5623
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 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical, skills, or performance task or test	Acting/movement practical application Formative assessment through ensemble acting on script	40%	Ongoing	2 hours per week over 8 weeks	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Performance assessment 2 contrasting scenes involving acting Perform ensemble-based repertoire text and/or music (dance and acting).	40%	Week 08 Due date: 22 Sep 2025 at 14:00	15mins	AI prohibited
Outcomes assessed:
Portfolio or journal	Reflective journal Provide a multi-modal creative response in journal form.	20%	Week 10 Due date: 17 Oct 2025 at 23:59	1000 words or 10 minutes minimum	AI allowed
Outcomes assessed:

Assessment summary

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.

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:

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	Dance and movement classes. Warm up, stretch and routines pertinent to opera (including lyrical, partner dances, jazz where appropriate)	Lecture and tutorial (12 hr)
	Acting methodologies appropriate for singing: Chubbuck and trigger method, Stanislavski and given circumstannces, Meisner and emotional memory recall, Laban and movement analysis. Application in practice using operatic, operetta, sung and spoken recitative and classic texts from theatre.	Practical (12 hr)
	The professional opera persona: Business and marketing skills Resume writing Contacts and colleagues The production table - director, conductor, producer, stage manager, singer relationships Rehearsal techniques Performance techniques The international opera career The portfolio career	Seminar (12 hr)
Week 13	Dance routine assessment and feedback. Acting scenes/monologues performances.	Lecture and tutorial (2 hr)

Attendance and class requirements

100% 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

Principal Texts

Albright, Daniel, “Golden Calves: The Role of Dance in Opera.” Opera Quarterly, Vol. 22, No. 1. (2006), pp. 22-37 http://oq.oxfordjournals.org/

Helfgot, D., & Beeman, W. O. (1993). The Third Line: The Opera Performer as Interpreter. Schirmer Books. Mekler, Eva, (1987) The New Generation of Acting Teachers. New York: Penguin Books.

Ostwald, D. (2005). Acting for singers: Creating believable singing characters. Oxford: New York ; Oxford University Press.

Stanislavski, Konstantin, (1936) An Actor Prepares. Translated by Elizabeth Reynolds Hapgood. New York: Theatre Arts Books.

Supplementary Texts

Callow, Simon, (2006) Being An Actor. New York: St Martins Press. 2nd ed.

Chinoy, Helen K. & Cole, Toby, (1963) Directors On Directing; A Source Book Of The Modern Theatre,

Indianapolis & New York: Bobbs-Merrill.

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

Davidson, J. W. (2005). Bodily communication in musical performance. Musical communication, 215-238. Fleming, Renee, (2004) The Inner Voice: The Making of a Singer. New York: Penguin.
Hines, J. (1982). Great singers on great singing. Amadeus Press.
Hines, J. (1997). The four voices of man. Amadeus Press.

Stanislavski, Konstantin, (1947) Building a character. Translated by Elizabeth Reynolds Hapgood. New York: Theatre Arts Books.

Stanislavski, Konstantin, (1961) Creating a role. Translated by Elizabeth Reynolds Hapgood. New York: Theatre Arts Books.

Opera History Select Bibliography

Blyth, Alan. Wagner’s Ring: an introduction. London: Hutchinson, 1980 Budden, Julian. The Operas of Verdi. Oxford; Clarendon Press, 1992

Cooke, Mervyn. The Cambridge Companion to Twentieth Century Opera. Cambridge: Cambridge University Press, 2005.

Evans, David T. Phantasmagoria: A Sociology of Opera. Aldershot: Ashgate, 1999
Halliwell, Michael. “A Comfortable Society; the 1950s and opera in Australia." Word and Music Studies

4. Ed. Suzanne M. Lodato. New York : Rodopi, 2002. [Electronic Resource]
Hunter, Mary. Mozart’s Operas: A Critical Study. New Haven: Yale University Press, 2008

Katz, Ruth. The Powers of Music: Aesthetic Theory and the Invention of Opera. New Brunswick/London: Transaction Publishers, 1994.

Kerman, Joseph. Opera as Drama. Berkeley: University of California Press, 1988. Lindenberger, Herbert. Opera: The Extravagant Art. Ithaca: Cornell University Press, 1984

Parker, Roger. Ed. The Oxford History of Opera. Oxford: Oxford University Press, 1996.Clark, M. R., & Clark, L. V. (2002). Singing, acting, and movement in opera: a guide to singer-getics. Indiana University Press.

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. Be able to understand and apply stagecraft skills as pertain to operatic acting and movement.
LO2. Be able to understand and apply critical performance theory in practice onstage.
LO3. Be able to use and analyse the language of operatic performance in a practical performance context, including understanding directorial and choreographer's instructions.

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.

Tutors provide more detailed information on practical classes in Canvas.

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

Disclaimer

On this page

Useful links

VSAO5624: Advanced Opera Performance Stage 2

Semester 2, 2025 [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

Disclaimer

On this page

Useful links