Self-evaluation Report 2013

Transcription

STUDY FIELD OF THEATRE AND FILM
FIRST STUDY CYCLE
ACTING
(state code – 612W40002)
SELF-EVALUATION REPORT
OF THE STUDY PROGRAMME
Vilnius
2013
[1]
THE KEY DATA OF THE STUDY PROGRAMME
Title of the study programme
State code
Type of the study programme
Cycle of study
Study mode (duration in years)
Scope of the study programme in credits
Qualification degree awarded to students recruited
since 2010
Registration date of the study programme
Acting
612W40002
university studies
first
full-time (4)
240
Bachelor’s degree in Theatre and Film
2001-08-02 (Order No. 1187 of the Minister of Education
and Science of the Republic of Lithuania)
ADDITIONAL DATA OF THE STUDY PROGRAMME
Language of instruction of the study programme
Characteristics of the provided study programme
Name of the higher education institution providing
the study programme
Lithuanian
Study programme has the following specializations: film
and multimedia actor, dance, contemporary dance, and
choreography, admissions to which are periodically
announced.
Lithuanian Academy of Music and Theatre
SELF-EVALUATION TEAM:
Assoc. Prof. Aidas Giniotis
Head of the Department of Acting and Directing, Chair of the
Committee on Study Programmes for Acting and Directing
Assoc. Prof. Dr. Vita Mozūraitė
Chair of the Committee on Study Programmes for Acting Studies
(dance specialisation), lecturer
Asist. Ingrida Gerbutavičiūtė
Head of the Department of Dance and Movement, lecturer
Prof. Jonas Vaitkus
Lecturer of the Department of Acting and Directing
Lecturer Ieva Stundžytė
Lecturer of the Department of Acting and Directing
Assoc. Prof. Dr. Ramunė Balevičiūtė
Head of the Department of Art History and Theory
Audronis Imbrasas
Director of Menų spaustuvė
Greta Grinevičiūtė
student
Justas Vanagas
student
Paulius Markevičius
student
Giedrė Kabašinksienė
Programmes and Projects Coordinator, International Relations
Office
Elona Bajorinienė
Dean of the Faculty of Theatre and Film
Lauksmina Kriščiūnaitė
Head of the Study Quality Centre
Simona Devenytė
Specialist of the Study Quality Centre
[2]
TABLE OF CONTENTS
INTRODUCION ................................................................................................................................. 4
Lithuanian Academy of Music and Theatre (Academy, LMTA) .................................................................. 4
Faculty of Theatre and Film (Faculty, FTF) ................................................................................................. 4
Drafting the self-evaluation report ................................................................................................................ 5
Previous evaluation of the study programme ................................................................................................ 5
1.
AIMS and Intended learning outcomes OF THE study programme........................................ 6
1.1.
Aims and learning outcomes of the study programme ..................................................................... 6
1.2.
Conformity of learning outcomes to legal and other documents ..................................................... 7
1.3.
Global research results on professional activities substantiating relevance of learning outcomes .. 7
1.4.
Revision of learning outcomes and involvement of social partners ................................................. 8
1.5.
Professional areas of activity, in which specialists are trained ........................................................ 9
1.6.
Place of the study programme among other LMTA study programmes of the study field of theatre
and film ......................................................................................................................................................... 9
Strengths and areas for improvement .......................................................................................................... 10
2.
CURRICULUM DESIGN ......................................................................................................... 10
2.1.
Programme specialisations ............................................................................................................. 10
2.2.
Conformity of the curriculum design to requirements of legal acts ............................................... 11
2.3.
Study programme structure and logics behind the design of the study programme ...................... 11
2.4.
Links between teaching and learning methods and learning outcomes ......................................... 13
2.5.
Final art projects of students .......................................................................................................... 14
3.
PERSONNEL ............................................................................................................................ 14
3.1.
Composition of the pedagogical personnel .................................................................................... 14
3.2.
Conformity of the composition of pedagogical personnel to requirements of legal acts ............... 15
3.3.
Turnover of teachers and structure according to age groups.......................................................... 15
3.4.
Workload of teachers ..................................................................................................................... 16
3.5.
The relationship between numbers of teachers and students ......................................................... 17
3.6.
Academic exchange of teachers ..................................................................................................... 17
3.7.
Involvement of teachers in applied research, projects and scientific or artistic activities ............. 19
3.8.
Professional development methods for teachers ............................................................................ 20
4.
FACILITIES AND LEARNING RESOURCES...................................................................... 21
4.1.
Premises and equipment used for implementation of the study programme and renovations ....... 21
4.2.
Methodological resources, availability and updating ..................................................................... 24
[3]
5.
STUDY PROCESS AND IT’S EVALUATION ....................................................................... 26
5.1.
Requirements for admissions ......................................................................................................... 26
5.2.
Admission to studies ...................................................................................................................... 26
5.3.
Student attainment.......................................................................................................................... 28
5.4.
Students graduating within the planned period of studies and interruption of studies ................... 28
5.5.
Career, employment of alumni ....................................................................................................... 28
5.6.
Involvement of students in scientific, artistic and applied research activities ............................... 30
5.7.
The international dimension, participation of students in mobility programmes ........................... 30
5.8.
Participation in festivals and competitions, achievements of students and alumni ........................ 32
5.9.
Workload of students ..................................................................................................................... 33
5.10.
Forms of support offered to students.............................................................................................. 34
5.11.
Assessment of student achievements ............................................................................................. 34
5.12.
Possibility to repeat subjects and re-take examinations ................................................................. 35
5.13.
A possibility to choose subjects and (or) modules according to student needs ............................. 36
5.14.
Ensuring fairness in learning .......................................................................................................... 36
6.
Management of the study programme...................................................................................... 37
6.1.
Structure for management of the study programme and decision-making .................................... 37
6.2.
Documents establishing the responsibility of employees tasked with delivery of the study
programme .................................................................................................................................................. 38
6.3.
Measures undertaken to ensure quality implementation of the study programme ......................... 38
6.4.
Documents regulating the internal quality assurance in studies..................................................... 39
6.5.
Information sources on the quality of studies ................................................................................ 39
6.6.
Data collection and analysis ........................................................................................................... 39
6.7.
Involvement of stakeholders into assessment and improvement of the study programme ............ 40
6.8.
Opinion of students, alumni, employees and employers on delivery of the study programme...... 40
ANNEXES
Annex No. 1. Summary of last evaluation report
Annex No. 2. Programme plans
Annex No. 3. Descriptions of study subjects
Annex No. 4. List of teachers
Annex No. 5. Descriptions of research, art and pedagogical activities undertaken by teachers
Annex No. 6. List of final projects
[4]
INTRODUCION
LITHUANIAN ACADEMY OF MUSIC AND THEATRE (ACADEMY, LMTA)
(1)
The Lithuanian Academy of Music and Theatre is an arts university that specialises in music,
theatre, film and dance with the mission to ensure a sustainable development of arts and artistic
research, participate in shaping the policy of the national art education and culture, foster the
spiritual harmony and the national identity, and educate the most artistically gifted young people
into creative, initiative, entrepreneurial members of the society who would be open to Lithuania and
the entire world.
(2)
The Academy has collegial governance bodies – the Academy Council (hereinafter – the
Council) and the Senate as well as a single-person governance body – the Rector. The Academy
governance is based on principles of democracy, self-governance, publicity, accountability,
competence and efficiency. The Academy operates on the basis of academic divisions, service
centres, administrative and economy divisions.
(3)
Before the beginning of 2011, the LMTA activities pertaining to studies, art and science
were undertaken in four faculties (namely, the Faculty of Musicology, Pianoforte and Vocal
Performance, the Faculty of Instrumental and Choral Music, the Faculty of Theatre and Film and
Kaunas Faculty), 31 department and 15 divisions in charge of education supporting activities. To
optimise operations, the Faculty of Musicology, Pianoforte and Vocal Performance and the Faculty
of Instrumental and Choral Music were merged into one Faculty of Music. Kaunas Faculty was
disaffiliated from the LMTA and integrated into Vytautas Magnus University (hereinafter – VMU),
transferring all of the Kaunas Faculty assets (buildings, equipment, training materials and etc.) and
personnel into the disposition of VMU. Subsequent to restructuring, the Academy operates on the
basis of two faculties, namely, the Faculty of Music and the Faculty of Theatre and Film.
(4)
In autumn of 2011, aiming to manage processes, activate research and art activities and
quality improvement, the LMTA Council approved the new Academy structure. The LMTA has
three operating centres, namely the Academic Affairs Office, the Centre for Science and the Centre
for Art. The Academy undertook the reform on economic and financial management. More
information on structural divisions of LMTA is available on the website of Academy1.
(5)
The Academy has 409 full-time positions, out of which: 232 – pedagogues, 49 –
administrative personnel, 62 – concertmasters, 66 – other support personnel. Counting the number
of people, the Academy has 545 employees. Out of them: 65 have a doctor’s degree, 137 are
established artists. In 2012, the Academy had 956 students in all three cycles of study.
FACULTY OF THEATRE AND FILM (FACULTY, FTF)
(6)
The faculty is comprised of Departments of Acting and Directing, Film and Television, Art
History and Theory, and Dance and Movement; as well as Art Management Divisions and the
following subdivisions: Training Theatre, and Training Film and Television Studio.
(7)
Operations of the faculty are organised by the Faculty Council and the Dean. The Faculty
Council comprises of teachers and other employees delegated by subdivisions of the faculty, the
Dean, Vice-Deans (if appointed) and a delegated member of the Representation of Students. The
conference of departmental teachers and research fellows is the self-management body of a
department; the head of a department acts in the name of the department and represents it. Dean’s
office of the FTF has 1 administrator and 2 coordinators providing services to students and teachers
of the faculty, and executing tasks formulated by the dean and heads of departments.
1
www.lmta.lt/index.php?id=6405
[5]
(8)
FTF delivers 15 study programmes of the first and second cycle and doctoral studies of art
in the area of Theatre and Film. Study programmes are managed by study programme committees
approved by the LMTA Senate. New study programmes are designed by establishing working
groups.
(9)
FTF has 113 pedagogues (57 full-time positions), out of whom 15 hold a PhD degree and 29
are established artists.
DRAFTING THE SELF-EVALUATION REPORT
(10) Drafting of the self-evaluation report consisted of three key parts: data collection, analysis
and drafting of the self-evaluation report. During the first stage, systematic data was collected as
required for evaluation of a study programme in line with criteria defined in the Methodology for
Evaluation of Existing Study Programmes2. The Study Quality Centre was in charge of this stage of
the process. The stage of the self-evaluation was implemented in the form of meetings with the
Study Programme Committee, which focused on analysis of evaluation criteria and related study
programme indicators. To ensure objectivity of evaluation of the study programme, the meetings
were attended by teachers and students of the study programme as well as social partners. The Study
Quality Centre was in charge of drafting the final text of the self-evaluation report.
Table 1. Schedule for drafting of self-evaluation report
Time period
May 2013
June–September
2013
August 2013
September 2013
September 2013
October 2013
October 2013
October 2013
Activities
Designing the plan for self-evaluation drafting stages
Collection and systematisation of documents/data required for self-evaluation
Surveys for graduates and employers
Introduction and analysis of data at the Study Programme Committee
Drafting the self-evaluation report
Introduction and analysis of the draft self-evaluation report, identification of strengths and
weaknesses on the basis of evaluation criteria at the Study Programme Committee
Improvement of the draft self-analysis report
Translation of the self-evaluation report and annexes into English
PREVIOUS EVALUATION OF THE STUDY PROGRAMME
(11) The latest evaluation of the first cycle study programme Acting (hereinafter – the study
programme) was made in 2011. The team of evaluation experts (hereinafter – experts) consisted of
the following members: Prof. Dr. Sc. I. Nikolova, Prof. Dr. J. Nygaard, P. Tuovinen, Assoc. Prof.
Dr. V. Jaskūnas, J. Bujokas. Based on conclusions of experts, the study programme was accredited
for 3 years. Summarised expert conclusions are provided in Annex 1.
NOTE
(12) In the evaluation report, experts recommended to split the existing study programme into
two individual programmes, namely, acting and dance. Subsequent to the Government revision of
the List of Study Areas and Study Fields, on the basis of which education is delivered in higher
education institutions, which resulted in inclusion of a new study field Dance 3 , an opportunity
emerged to implement the expert recommendation. On 14 May 2012 the Rector issued an order
establishing a working group on design of the study programme for dance. It is planned to register
2
Vykdomų studijų programų vertinimo metodika (The Official Gazette, 2010, No. 156-7954)
Dance study field was not listed in the Classification of General Study Areas and Study Fields, based on which
Lithuanian higher education institutions offer sequential university and non-university studies (The Official Gazette,
2001, No. 31-1027).
3
[6]
the new study programme in 2014. Therefore, this self-evaluation report offers only a brief
overview of the dance specialisations and related data without much detail.
1. AIMS AND INTENDED LEARNING OUTCOMES OF THE STUDY PROGRAMME
1.1. AIMS AND LEARNING OUTCOMES OF THE STUDY PROGRAMME
(13) The aim of the study programme is to train highly qualified actors/dancers that would conform
to international requirements: experts in the art of theatre/film/dance, wide profile specialists
knowledgeable in the specifics of theatre/film/dance and development laws, competent in preparing
for independent creative work, and understanding processes of theatre/film/dance from the historic,
theoretical, practical and social points of view. Bachelor’s study programme is based on training
practical theatre/film/dance skills and accumulating related experience. Integrated teaching of study
subjects motivates to undertake different analyses and evaluation of art phenomena, engage in
critical thinking and work independently. General university study subjects foster erudition,
communication and other skills.
(14) Learning outcomes of the study programme are grouped in accordance with 5 areas of learning
outcomes that are specified in the Study Cycle Descriptions4 and correspond to Dublin Descriptors
(2004). The relation between learning outcomes of the study programme and the Study Cycle
Descriptions is provided in Table 2.
Table 2. Conformity of learning outcomes of the study programme to the Study Cycle Descriptions
Learning outcomes
of the first cycle
1. Knowledge
and applying
knowledge
Learning outcomes of the study programme
1.1.
Will be able to purposefully use technical body preparation and theoretical knowledge for
learning, rehearsals and creative work.
1.2.
Will perceive theatre/dance as distinctive areas of art, which are closely interrelated and at
the same time, will be able to identify specific features of each area.
2. Ability to do
research
2.1.
Will be able to intellectually, technically and creatively implement an art project that
reveals one’s individual point of view, demonstrating mandatory automatic actions of
artistic expression and technical preparedness as well as accumulated performing
experience.
3. Special
competences
3.1.
Knowledge about stages of building a theatre/dance performance and possibilities to use
and adapt various technologies for creative work on stage
3.2.
Will have mastered the most efficient automatic actions pertaining to learning and
rehearsing, will be able to adapt them for personal and group needs.
3.3.
Will be able to assess theatre/dance projects from historic, aesthetical and social points of
view as well as based on the knowledge in theatre/dance.
4.1.
Will be able to creatively cooperate imparting ideas of an already created art project
(theatre/dance), and which could be implemented based on own physical, intellectual and
creative preparedness.
4.2.
Will be able to communicate and show social abilities while working in a team with joint
projects, organising teamwork and acting in the role of a leader, communicating with
artists of other cultures, appropriately presenting one’s work, and using the required IT
skills.
4.3.
Using the most up-to-date didactic achievements, will be able to creatively impart one’s
knowledge to children and youth of special and comprehensive schools, fostering their
4. Social abilities
4
Studijų pakopų aprašas (The Official Gazette, 2011, No. 143-6721)
[7]
Learning outcomes
of the first cycle
dance technique, artistic ability and creativity.
5. Personal
abilities
5.1.
Will be able to use all opportunities given in theatre, film and dance or related areas of
art.
5.2.
Will be able to effectively use all gained knowledge, own critical thinking, imagination
and creativity in problem solving and generating ideas, adapting novelties with the help of
a flexible mind in a changing situation.
5.3.
Will be able to work independently accumulating, analysing and mastering information,
critically assessing ideas, providing arguments and motivating one’s self.
5.4.
Will be able to constructively use critical assessment abilities for analysis and assessment
of one’s own work or work of others.
(15) Information on aims and intended learning outcomes of the study programme is publically
available on the Open Information, Consultation and Orientation System (AIKOS 5 ), which is
administered by the Ministry of Education and Science of the Republic of Lithuania. The most
important information about the study programme is available on the website of LMTA6. Besides,
this information is announced in reference publications on the existing LMTA study programmes.
Publications of this nature are disseminated during study fairs and exhibitions, open days and other
similar events.
1.2. CONFORMITY OF LEARNING OUTCOMES TO LEGAL AND OTHER DOCUMENTS
(16) As Lithuanian has no specific requirements for learning outcomes in the study field of
Theatre and Film, formulation and improvement of intended learning outcomes of the study
programme was based on general requirements for learning outcomes of the first study cycle7 as
well as considering Tuning Document8 prepared by the European League of Institutes of the Arts
(ELIA); consequently, learning outcomes correspond to qualification requirements in the study area
of theatre.
1.3. GLOBAL
RESEARCH RESULTS ON PROFESSIONAL ACTIVITIES SUBSTANTIATING RELEVANCE OF
LEARNING OUTCOMES
(17) Study programme is based considering Tuning Document (2006) prepared by the European
League of Institutes of the Arts (ELIA). It is the only large-scale document overlooking the whole
European theatre schools, professional activities in the field of theatre, research results of various
countries. It highlights the significant trends and challenges of theatre field.
(18) Due to the fact that theatre has traditionally drawn together or drawn from, other art forms
(e. g., music, literature, fine arts and dance) it is often difficult to demarcate a clear boundary for the
subject. It is noticed that public interest in, and deman for, the creative performing arts – such as
theatre, film and media – in general has increased and it is recognised that creative industries make
a significant contribution to national and international economies. Due to continues expansion of
career opportunities (diversification of theatre specializations) the popularity of studies in the field
of theatre is increasing around the world.
5
www.aikos.smm.lt/aikos/index.htm
www.lmta.lt/lt/pirmoji-pakopa-bakalauro-studijos
7
List of general requirements for first cycle degree and integrated study programmes (The Official Gazette, 2010, No.
44-2139, No. 88-4676; 2011, No. 9-399)
8
www.unideusto.org/tuningeu/subject-areas/theatre.html
6
[8]
(19) Some higher education institutions use modularised or unitised structure of curriculum
where students can choose components of study programme. Other institutions (including LMTA)
have developed a specifically holistic approach where the different components of the curriculum
are imbedded rather than explicit. There is a strong tradition of the master/apprentice system in
many countries. Given the diversity and dynamism of the subject domain it is vital that any
definition of the subject does not constrain future innovation, nor should the continuation of wellestablished methodolofies and engagement with traditional subject matter be threatened.
(20) Since each country in focused in their country's culture and cultural needs the majority of
theatre schools pay a lot of attention to its country's traditions and language. As a result, particular
challenges and difficulties are created for students and teachers of most theatre schools regard to
mobility across national borders.
(21) Similar trends and challenges are met in Lithuania. Developing study programme and its
specialisation they are considered – teachers are encouraged to use new study methods, new
subjects are included into the study programme and old one are being developed after new trends.
International mobility and interdisciplinary are developed by giving students possibilities to
participate in projects, festivals, workshops and etc. (q.v. chapter 5.7, 5.8)
1.4. REVISION OF LEARNING OUTCOMES AND INVOLVEMENT OF SOCIAL PARTNERS
(22) Study programmes offered by the Academy are subject to periodic review every two years.
This is considered an optimal period of time that allows accumulating sufficient information on
elements of a study programme that require improvement as well as ensures expeditious reaction to
changing situation, implementation of novelties, colligation of the information and adjustment or
actualisation of studies on that basis.
(23) FTF cooperates with major professional theatres of Lithuania as well as other institutions of
art and culture (Lithuanian Theatre Union, public enterprise Menų spaustuvė, journal Lietuvos
scena/Lithuanian Stage, etc.). Some study specialisations that are no longer available but at the time
were designed on the request of national theatres (q.v. chapter 2.1) could be regarded as good
practice examples. A substantial number of FTF teachers are employees of the aforementioned
institutions; thus, their insights and advice are considered important for improvement of learning
outcomes of study programmes. In the Study Programme Committee, social partners are represented
by M. Budraitis, general director of the National Drama Theatre and A. Imbrasas, director of the
public enterprise Menų spaustuvė.
(24) As most of graduates of the study programme become free lancers, it is important to involve
them into revision of learning outcomes. Regulations on study programme committees9 establish
that a committee should consist of no less than one employer and/or other representative of social
partners and/or graduate (of the study programme in question and working in accordance with
speciality for at least one year). No graduates sit on the current committee.
(25) Surveys of social partners and graduates are conducted every two years with the aim to
identify the sufficiency of existing learning outcomes and suggestions for their improvement. E.g.,
data of surveys conducted in 2013 demonstrated that graduates lack entrepreneurial skills; therefore,
the Academy plans to design an entrepreneurship module, which will be made available to students
as an optional module.
9
Studijų programų komitetų nuostatai (approved by protocol of Senate No. 10-SE, 2012-12-19)
[9]
1.5. PROFESSIONAL AREAS OF ACTIVITY, IN WHICH SPECIALISTS ARE TRAINED
1.5.1. ACTING IN PLAYS, MOTION PICTURES AND TELEVISION FILMS OR SERIALS
(26) Lithuania has 13 state theatres: 8 drama theatres, 2 puppet theatres and 3 musical theatres.
Two of them have the national theatre status. Additionally, Lithuania has more than 30 professional
independent theatres and theatre companies. Based on results of the survey conducted by the
Theatre and Cinema Information and Education Centre in 2010, the number of state theatre
companies had insignificant changes during the period 2007-200910. However, the period 20082012 is exceptional in terms of the number of new independent theatres and actor companies: 10
new theatres and theatre companies were established within the period. Some graduates of the study
programme establish their companies while studying (e.g. theatre-studio Theomai, ensemble of
actors Degam).
(27) Lithuanian film and television industry is developing; more than 24 Lithuanian television
serials and approx. 30 motion pictures were produced. Although the course for the specialisation
Film and multimedia actor was recruited only once, it was observed that graduates of Academic
Acting have all required competencies for acting in television serials and motion pictures; thus, this
is yet another rapidly growing area of activity for graduates of the study programme.
1.5.2. HOSTING EVENTS AND TELEVISION PROGRAMMES
(28) Events and television programmes often require charismatic hosts capable of finding a quick
way out of an unexpected situation. These competencies are particular to actors, thus they are
frequently invited to host events and television programmes. There is no statistical information
available on participation of actors in such activities; however such examples as J. Jurkutė, B.
Tiškevič and D. Vaitiekūnas, who graduated from LMTA in 2012-2013 and already found their
place in television as promising hosts of television programmes demonstrates a great potential in
this area of activity.
1.5.3. WORK IN THE AREA OF MEDIA
(29) Actors are often invited to dub advertisements, foreign motion pictures or television serials
into Lithuanian. This is a very wide area of activity and learning outcomes of the study programme
correspond to required competencies. This statement can be substantiated using the data of
employer survey of 2013; however, no precise statistical data are available.
1.6. PLACE OF THE STUDY PROGRAMME AMONG OTHER LMTA STUDY PROGRAMMES OF THE STUDY
FIELD OF THEATRE AND FILM
(30) The study programme is a unique first cycle study programme of the Academy, which trains
professional actors/dancers/choreographers. Other study programmes of the study field of Theatre
and Film are aimed at training competencies required for film directing, directing of photography,
screenwriting, and history and criticism of stage and film arts. The first cycle study programme
Theatre Directing of LMTA is very much related to the evaluated study programme as it also trains
stage specialists. However, aims and learning outcomes of both study programmes differ essentially
as the study programme Acting trains actors for performing on stage, meanwhile the study
programme Theatre Directing trains directors who have to formulate specific creative tasks for
actors while staging a play.
(31) Compared to study programmes of similar nature offered by other Lithuanian higher
education institutions (Vytautas Magnus University, Klaipėda University, Šiauliai University), the
study programme offered by LMTA stands out in terms of its professionalism as most of attention
in it is given to performing abilities on the stage of a theatre (in specialisation of Film and
10
www.theatre.lt/teatru_tyrimas.pdf
[10]
multimedia actor – performing abilities in film). This can be confirmed by the composition of
national theatre companies as approx. 70 percent of companies are comprised of LMTA graduates.
Study programmes offered by other Lithuanian higher education institutions are aimed at wide
spectrum specialists, giving the same amount of attention to skills of performing, directing,
screenwriting, project management, event hosting, etc.
STRENGTHS AND AREAS FOR IMPROVEMENT
STRENGTH:
1) Compared to other study programmes of similar nature offered in Lithuania, the study
programme is exceptional as it is aimed at training especially highly qualified theatre stage
specialists. This is the only study programme of the Academy that trains professional
actors/dancers.
2) The study programme competencies and intended learning outcomes provide a wide selection
of activities for study programme graduates.
WEAKNESSES AND AREAS FOR IMPROVEMENT:
1) Aims and intended learning outcomes of the programme should be revised in a more active
manner involving all members of the Study Programme Committee, social partners, graduates and
students and providing a more detailed analysis of study programme indicators. This is related to
the new role and functions of a Study Programme Committee, which are not yet fully entrenched in
the consciousness of the LMTA community.
2. CURRICULUM DESIGN
2.1. PROGRAMME SPECIALISATIONS
(32) Four specialisations are offered with the framework of the study programme: Acting I
(Academic Acting), Film and multimedia actor 11 , Dance, and Choreography. Apart from the
aforementioned specialisations, the Academy offered the following specialisations during the period
2008-2012: Pantomime, Puppeteer, Host of Events, and Contemporary Dance.
(33) As it was already mentioned in the paragraph 12, experts recommended splitting the current
programme into two individual programmes, namely, acting and dance. It is planned to register the
new first cycle study programme in the study field of Dance before May 2014. Students of
specialisations Dance and Choreography will be offered to transfer to the new study programme in
the study field of Dance.
(34) A number of study programme specialisations were organised following a specific request to
train a specialised course, e.g. a course of puppeteers was trained following the request of the
Kaunas State Puppet Theatre; academic acting in Russian language – Lithuanian Russian Drama
Theatre, etc. There are no plans to offer the aforementioned specialisations as students graduated
and needs of social partners were met.
11
The first recruitment to the specialisation Film and multimedia actor was organised in 2010, implementing the EU
structural funds project entitled Implementation of new film and TV technologies and forms of teaching at the Learning
Film and TV Studio of LMTA.
[11]
2.2. CONFORMITY OF THE CURRICULUM DESIGN TO REQUIREMENTS OF LEGAL ACTS
(35) Curriculum design of the study programme corresponds to requirements of the Description
of general requirements for first cycle degree programmes and integrated study programmes12 .
Table 3 provides information on conformity of each specialisation to the aforementioned
requirements.
Table 3. Conformity of the curriculum design to requirements of legal acts
Acting I
(academic
acting)
240
195
18
Film and
multimedia
actor
240
174
31.5
21
> 15
> 12
Credit requirements for university first cycle
study programmes established in legal acts
Study programme
Subjects of the study field
General university study subjects
Profound study subjects planned
in the study programme
Optional study subjects
Scope of practical training
Scope of final theses (projects) or
examinations
210–240
> 165
> 15
< 60
Dance
Choreog
raphy
240
196
18
240
168
18
22.5
23
18
6
18
12
15
3
20
36
15
21
18
21
21
(36) Number of credits in different specialisations differ due to specifics; however, all
specialisations correspond to requirements for university first cycle study programmes.
2.3. STUDY PROGRAMME STRUCTURE AND LOGICS BEHIND THE DESIGN OF THE STUDY PROGRAMME
(37)
The duration of the study programme is 4 years (8 semesters, 30 credits each).
(38) In the study programme, study subjects and modules are closely interrelated, extending and
supplementing one another. Consistency of study subjects and modules as well as their links and
scopes are based on learning outcomes. The study programme is based on acting art theories of the
XX century: theories of K. Stanislavski, Vs. Meijerhold, M. Chechov; elements of systems created
by J. Grotovski, T. Suzuki that substantiate the logic for training an actor in excellence: starting
with evaluation of circumstance and events, striving for action and tasks and finishing with a
continuous line analysis of the role and role creation, using psychophysical potential of an actor's
body.
(39) At the Academy, following the Description of general requirements for first cycle degree
programmes and integrated study programmes, study subjects/modules are divided into 4
subject/module groups: (1) study field, (2) general university training, (3) subjects planned in the
study programme for more in-depth specialisation in the same study field and (4) optional study
subjects.
(40) The main change in the programme structure that occurred during the reporting period, is
related to the new Law on Higher Education and Research13 and introduction of ECTS credit as a
national credit. Programme structures of specialisations were reviewed, optimised and some were
divided into subject groups, from which study modules were formed. Programme structure of the
specialisation Film and multimedia actor was approved prior to the aforementioned changes,
meanwhile specialisations Dance and Choreography will be discontinued (q.v. paragraph 12);
consequently, the attention will be given to the programme structure of the specialisation Acting I
(academic acting). All programme structures of specialisations are attached in Annex 2.
12
Laipsnį suteikiančių pirmosios pakopos ir vientisųjų studijų programų bendrųjų reikalavimų aprašas (The Official
Gazette, 2010, No. 44-2139)
13
Mokslo ir studijų įstatymas (The Official Gazette, 2009, No. 54-2140, 61, 101)
[12]
(41) The majority of credits is allocated to subjects and modules of the study field, which form,
foster and expand the most important theoretical as well as practical competencies, required for a
professional activity of an actor. They are based on consistent professional knowledge transfer and
absorption principle, i.e., supporting their innate acting skills, students are being gradually
introduced to all (both practical and theoretical) elements of the future profession, learning to link
them together and master them. In the programme structure of the specialisation Acting I (academic
acting), the group of the study field is comprised of the following: Acting (54 credits), Language
Studio (24 credits), Movement Studio (39 credits), Music Studio (21 credits), Art History and Theory
(36 credits).
Table 4. Relationship between learning outcomes and modules/subjects of the study programme
1.1.
Will be able to purposefully use technical body preparation and theoretical
knowledge for learning, rehearsals and creative work.
1.2.
Will perceive theatre/dance as distinctive areas of art, which are closely
interrelated and at the same time, will be able to identify specific features of
each area.
Will be able to intellectually, technically and creatively implement an art
project that reveals one’s individual point of view, demonstrating
mandatory automatic actions of artistic expression and technical
preparedness as well as accumulated performing experience.
Knowledge about stages of building a theatre/dance performance and
possibilities to use and adapt various technologies for creative work on
stage
Will have mastered the most efficient automatic actions pertaining to
learning and rehearsing, will be able to adapt them for personal and group
needs.
2.1.
3.1.
3.2.
3.3.
Will be able to assess theatre/dance projects from historic, aesthetical and
social points of view as well as based on the knowledge in theatre/dance.
4.1.
Will be able to creatively cooperate imparting ideas of an already created
art project (theatre/dance), and which could be implemented based on own
physical, intellectual and creative preparedness.
4.2.
Will be able to communicate and show social abilities while working in a
team with joint projects, organising teamwork and acting in the role of a
leader, communicating with artists of other cultures, appropriately
presenting one’s work, and using the required IT skills.
Using the most up-to-date didactic achievements, will be able to creatively
impart one’s knowledge to children and youth of special and comprehensive
schools, fostering their dance technique, artistic ability and creativity.
4.3.
5.1.
5.2.
5.3.
Will be able to use all opportunities given in theatre, film and dance or
related areas of art.
Will be able to effectively use all gained knowledge, own critical thinking,
imagination and creativity in problem solving and generating ideas,
adapting novelties with the help of a flexible mind in a changing situation.
Will be able to work independently accumulating, analysing and mastering
information, critically assessing ideas, providing arguments and motivating
Modules/subjects aimed at a
learning outcome
Movement Studio
Acting
Language Studio
Art History and Theory
Acting
Aesthetics
Acting
Foreign Language
Acting
Language Studio
Music Studio
Movement Studio
Aesthetics
Philosophy
Acting
Language Studio
Music Studio
Movement Studio
Acting
Foreign Language
Acting
Language Studio
Music Studio
Movement Studio
Acting
Language Studio
Music Studio
Movement Studio
Philosophy
Acting
Language Studio
[13]
one’s self.
5.4.
Will be able to constructively use critical assessment abilities for analysis
and assessment of one’s own work or work of others.
Modules/subjects aimed at a
learning outcome
Music Studio
Movement Studio
Philosophy
(42) Subjects and modules included into the programme structure and aimed at a more in-depth
specialisation in the same field, comprehensively supplement the complex of knowledge required to
achieve learning outcomes of the study programme as well as train a student in historical and
analytical thinking, provide historical and methodological knowledge about specifics of the national
and global theatre and dramaturgy, train a student in understanding of theatrical processes, and
encourage to undertake related analysis. This group consists of the following: Professional
Practical Training (18 credits) and Make-up (3 credits).
(43) Subjects attributed to the general university training provide students with required
knowledge and abilities in fostering of generic competencies in history, culture and aesthetics;
knowledge and analytical-critical thinking abilities gained during the lectures are used in subjects of
the study field. This group consists of the following: Philosophy (6 credits), Aesthetics (6 credits)
and Foreign Language (6 credits), which helps students to prepare for subjects of the study field,
which are aimed at working with acting, stage language and stage movement sources in their
original language.
(44) 6 credits are allocated to optional subjects that allow supplementing the range of mandatory
subjects depending on individual needs related with a specific area of activity of a student as well as
familiarise one with relevant cultural issues and variety of world views that contribute to education.
(45) The programme structure is not fully formulated according to the modular system; however,
the Academy plans to draft the Regulation on Programme Structure before spring 2014; this
document is planned to establish the modular system as well as a possibility for a minor study
programme. Starting with the approval of the document, within the period of two years, the
Academy plans to review and update all of its study programmes aiming to offer students greater
options in choosing modules and subjects.
2.4. LINKS BETWEEN TEACHING AND LEARNING METHODS AND LEARNING OUTCOMES
(46) Various teaching and learning methods that promote creativity are used to achieve intended
learning outcomes: individual creative work with a teacher, sessions for training technical/practical
skills, individual and group etudes, improvisations, various discussions, including own or
colleagues’ performance, brainstorming, teamwork, projects and etc. Most of these methods are not
described in study subject descriptions as teachers aim to adapt to personal abilities of each student
(during individual sessions) or needs and potential of a group of students (during group sessions).
This way a possibility is provided to unfold strengths of each individual student.
(47) A lot of attention is given to individual work of a student with a pedagogue. This is
especially important in study field sessions and profound specialisation subjects, which are aimed at
fostering individual artistic and creative sense of a student, and an attitude toward theatrical
phenomena and reasoned assessment as well as promotion of freedom and creativity of artistic
interpretation.
(48) Subjects aimed at generic competencies are based on group sessions – lectures and seminars.
In this case, teaching and learning methods often include presentation of teaching material,
discussions, presentations, verbal and written questions, case analysis and other.
[14]
2.5. FINAL ART PROJECTS OF STUDENTS
(49) The study programme ends with a Final Art Project, which is comprised of roles in no less
than 3 graduation plays. Parts in graduation plays reveal professional skills, abilities, knowledge
and competencies of a student, gained and trained over the period of four years. During graduation
plays, a student uses theoretical and practical knowledge gained during the studies and creatively
combines theoretical and practical skills mastered during other speciality disciplines (dance,
movement, singing, stage language) into one artistic whole as well as using other special abilities
and competencies to create a role and publically perform in a play.
(50) Titles of final projects are approved by the Department of Acting and Directing at the
beginning of the VIII semester (and in cased of specialisations Dance and Choreography –
Department of Dance and Movement).
(51) During graduation plays, students are assessed by the final examination panel, which is
established following the Rector’s order, and on the basis of the assessment criteria listed in the
study subject Final Art Project. The panel is comprised of teachers of the Academy, who are
specialists of their area, as well as most prominent artists of theatre/dance or representatives of art
institutions; the assessment panel is chaired by a well-known theatre artist or critic who is not
employed at the Academy.
STRENGTHS:
1) Curriculum design is based on acting art theories of the XX century. The programme modules –
Music Studio, Acting and Stage Movement – are closely interlinked.
2) Studies are based on synthesis of theory and practice: most of programme subjects are taught
linking theory with practical tasks, integrating theory into practical tasks.
3) The programme uses active teaching and learning methods that foster creativity and technique,
and allow unveiling individual strengths of each student.
1) The main shortcoming of the programme – only partially implemented modular system, which
means very limited options for students. It is expected that the new Study Regulations of the
Academy will provide a possibility for an easier modelling of a programme structure (introducing
modules) and transitioning to student-centred studies.
2) The study programme lacks an entrepreneurship module. Before spring of 2014, the Academy
is planning to design a minor study programme in management. In cooperation with International
Business School of Vilnius University, the Academy is designing an entrepreneurship module (the
planned scope of the module is 10 credits). Additionally, career management seminars were
initiated in 2013.
3. PERSONNEL
3.1. COMPOSITION OF THE PEDAGOGICAL PERSONNEL
(52) The study programme is implemented by approx. 74 teachers (6 professors (3 doctors of
science), 25 associate professors (6 doctors of science), 22 lecturers (4 doctors of science) and 21
assistant). 23 established artists participate in implementation of the study programme. 51 percent
[15]
of teachers work full-time and 62 percent work at the Academy as their primary job. The detailed
summary regarding teacher positions is provided in Annex 4.
3.2. CONFORMITY OF THE COMPOSITION OF PEDAGOGICAL PERSONNEL TO REQUIREMENTS OF LEGAL
ACTS
(53) According to Description of general requirements for first cycle degree programmes and
integrated study programmes14, no less than half of subjects of the study field have to be taught by
scientists or established artists (art subjects). Subjects of the study field to students of the study
programme Acting are taught by approx. 65 teachers15: 27 of them are professors and associate
professors, 38 – lecturers and assistants. 13 teachers hold a degree of doctors of science and 23 are
established artists teaching art subjects.
(54) In each specialisation, approx. 55 percent of subjects of the study field (together with
profound subjects) are taught by established artists, professors or associate professors, namely: in
the specialisation Acting I, approx. 115 ECTS credits out of 216; in the specialisation Film and
Multimedia Actor, approx. 109 ECTS credits out of 196.
3.3. TURNOVER OF TEACHERS AND STRUCTURE ACCORDING TO AGE GROUPS
(55) To avoid excess of specialists, to some LMTA study programmes students are recruited
every 2 or 4 years. A group of teachers working in these programmes are employed for a fixed-term
(one or two semesters). Other teachers, employed as successful candidates of a public competition
to a teaching position, are employed for a term of office of 5 years. The following are listed as main
reasons for turnover of teachers: retirement age, active creative work, sabbatical leave or personal
reasons (e.g. a teacher leaving Lithuania, maternity leave, etc.). Departments of FTF have approx. 7
percent per year of turnover of teachers. Trends pertaining to turnover of teachers occur naturally
and have no negative outcomes on the study programme.
Diagram 1. Structure of the academic personnel according to age groups
65 and
elder 0 1
65 metų
ir vyresni
1
1
60-6460–64
metų 0
3
3
55-5955–59
metų 0
6
50–54
50-54 metų
1
4
45–49
45-49 metų
5
40–44
40-4435–39
metų
3
1
2
35-3930–34
metų
1 0 1 0
30-3425–29
metų
3
2
0
up to
25
25-29
metų
1 0
1
4
3
1
0
2
assistant
asistentas
4
1
lecturer
lektorius
0
assoc. prof.
docentas
professor
profesorius
Iki 25 metų 0
0
14
2
4
6
8
10
12
14
Laipsnį suteikiančių pirmosios pakopos ir vientisųjų studijų programų bendrųjų reikalavimų aprašas (The Official
Gazette, 2010, No. 44-2139, No. 88-4676; 2011, No. 9-399)
15
The number of teachers is preliminary as different courses are taught by different teachers. Usually, a course is
supervised by 2 or 3 teachers. One of them is usually a professor or associate professor (established artist) and another
(others) – a lecturer and/or assistant. Numbers of teachers fluctuate on an annual basis depending on the recruited
Acting course.
[16]
(56) Pedagogical experience of teachers working with the study programme Acting amounts to
approx. 17 years and the average of practical work is approx. 28. Diagram 1 provides structure of
teachers working with the study programme according to age groups.
3.4. WORKLOAD OF TEACHERS
(57) Order on Accounting of the Workload of Teachers and Concertmasters 16 was prepared
following the Law on Higher Education and Research of the Republic of Lithuania17 as well as the
Labour Code of the Republic of Lithuania18, Resolution of the Government on Approval of the
order on shorter working hours for employees working in positions, the nature of which is related
to greater mental and emotional stress and remuneration conditions19, Order of the Minister of
Education and Science of the Republic of Lithuania On recommendations for approval of working
time structure for teachers of higher education institutions 20 , LMTA Statute 21 , LMTA Study
Regulations22 and other legal acts that regulate work of teachers.
(58) A working year of a teacher amounts to 44 working weeks, 40 out of which comprise an
academic year. Workload of a full-time teacher amounts to 36 hours per week. Workload of
teachers is organised considering an academic year, which is composed of two semesters, 20 weeks
each.
Table 5. Distribution of workload to teachers-artists and teachers-researchers without an academic degree
Contact work
Professors
Assoc. Prof.
Lecturers
Assistants
Hours
600 hrs.
650 hrs.
700 hrs.
750 hrs.
Non-contact work
%
40%
43%
47%
50%
Hours
250 hrs.
250 hrs.
250 hrs.
250 hrs.
%
17%
17%
17%
17%
Artistic, research,
methodological and
organisational activity
Hours
650 hrs.
600 hrs.
550 hrs.
500 hrs.
%
43%
40%
37%
33%
Table 6. Distribution of workload to teachers holding an academic degree and having the majority of contact hours
allocated to theoretical subjects
Contact work
Professors
Assoc. Prof.
Lecturers
16
Hours
550 hrs.
600 hrs.
650 hrs.
Non-contact work
%
37%
40%
43%
Hours
250 hrs.
250 hrs.
250 hrs.
%
17%
17%
17%
Artistic, research,
methodological and
Hours
700 hrs.
650 hrs.
600 hrs.
%
47%
43%
40%
Dėstytojų ir koncertmeisterių darbo krūvio apskaitos tvarka (approved by protocol of Senate No. 6-SE, 2013-06-26)
Mokslo ir studijų įstatymas (The Official Gazette, 2009, No. 54-2140, 61, 101)
18
LR darbo kodeksas (The Official Gazette, 2002, No. 64-2569)
19
Darbuotojų, kurių darbo pobūdis yra susijęs su didesne protine, emocine įtampa, darbo laiko sutrumpinimo tvarka ir
darbuotojų, kuriems nustatytas sutrumpintas darbo laikas, darbo apmokėjimo sąlygos (The Official Gazette, 2003, No.
93-4205; 2009, No. 60-2353; 2013, No. 84-4230)
20
Rekomendacijos aukštųjų mokyklų dėstytojų darbo laiko sandarai (The Official Gazette, 2011, No. 163-7787)
21
Lietuvos muzikos ir teatro akademijos statutas (The Official Gazette, 2011, No. 47-2216)
22
Studijų nuostatai (approved by protocol of Senate No. 8-SE, 2012-06-27)
17
[17]
Table 7. Distribution of workload to teachers of theoretical subjects with at least one taught in English
Contact work
Professors
Assoc. Prof.
Lecturers
Assistants
Hours
500 hrs.
550 hrs.
600 hrs.
650 hrs.
Non-contact work
%
33%
37%
40%
43%
Hours
300 hrs.
300 hrs.
300 hrs.
300 hrs.
%
20%
20%
20%
20%
Artistic, research,
methodological and
Hours
700 hrs.
650 hrs.
600 hrs.
550 hrs.
%
47%
43%
40%
37%
(59) Based on data of reports on research activities, approx. 90 percent of the study programme
teachers are actively involved in cultural and artistic activities also working as theatre and dance
experts. This demonstrates that distribution of pedagogical workload and scientific activity is
appropriate.
3.5. THE RELATIONSHIP BETWEEN NUMBERS OF TEACHERS AND STUDENTS
(60) One teacher of the Academy has approx. 5 students. As stipulated by the document
Description of normative study pricing by study field (group of study programs) and Lithuanian
state budget tuition in state-funded student places allocation procedure 23, this proportion for the
study field of Theatre and Film should amount to 6,6. Meanwhile, the proportion for the study field
of music should amount to 4. As the Academy has no tool to calculate a precise proportion of
students and teachers for each study programme, it calculates the average for the entire organisation.
At present, the proportion of teachers and students of the study programme correspond to the needs
of the study programme both in terms of lectures and in terms of final thesis. Most of speciality
subjects are offered in small groups (~ 4 students) or individually. General study subjects (e.g.
Philosophy, Fundamentals of Aesthetics) are offered in group sessions (~50 students) and seminars
(7–10 students). Language groups consist of ~7–12 students. This is the optimal number of students
for the types of sessions that allows achieving the planned aims of a study subject.
3.6. ACADEMIC EXCHANGE OF TEACHERS
(61) Most of visiting teachers arrive for short periods under Erasmus, Nordplus and Fulbright
academic exchange programmes. Since 2012, support to foreign teachers has been made available
by the Ministry of Science and Education, outgoing teachers can use project Transfer of knowledge
and innovation dissemination and development of competences of researchers in the area of
creative industries and design 24. International cooperation is one of the most well developed areas
of LMTA activity; indicators pertaining to participation of teachers in mobility programmes are
high: as many as 7–11 percent of FTF teachers participate in academic mobility activities (teaching
visits, internships) annually. The number of incoming teachers usually exceeds the number of
outgoing teachers.
23
Norminių studijų krypties (studijų programų grupės) studijų kainų apskaičiavimo ir Lietuvos Respublikos valstybės
biudžeto lėšų studijų kainai valstybės finansuojamose studijų vietose apmokėti skyrimo tvarkos aprašas (The Official
Gazette, 2009, No. 59-2292)
24
Implemented by Vilnius Art Academy. Agreement No. VP1-3.1-ŠMM-01-V-02-006. LMTA is a partner in the
project.
[18]
Diagram 2. Outgoing FTF teachers and incoming pedagogues at LMTA for 2008–2013
Meno
vadybos
skyrius
Division
of Art
Management
21
Vaidybos
ir režisūros
katedra
Dept. of Acting
and Directing
3
7
Dept.teorijos
of Art Theory
andkatedra
History
Meno
ir istorijos
3
8
Dept.
and TV
KinoofirFilm
TV katedra
išvykstantys
outgoing
7
incoming
atvykstantys
9
Dept. ofŠokio
Dance
and Movement
ir judesio
katedra
23
0
5
10
16
15
20
25
30
35
40
45
(62) Some foreign teachers give their course every year or every two years (e. g, A. Sandri
offering a course in Alexander Technique and M. Sagmeister teaching dance and tap dance). These
are good examples that are expected to grow in numbers in the future. The list of the most
prominent foreign teachers who have greatly contributed to implementation of the study programme
is provided below as Table 8.
Table 8. The list of the most prominent foreign teachers who have greatly contributed to implementation of the study
programme during 2008–2013
Academic
year
Name, surname
Country
Institution
Purpose of the visit
2013
Astrid Mayer
AT
2013
Sygrid Docter
IS
2012
Emil Mitropolitski
BG
Tony Vezich
IS
2012
Ilze Zirina
LV
University of Music and Performing Arts of
Vienna
Iceland Art Academy
National Academy for Theatre and Film
Arts, Bulgaria
T. Vezich Dance Company, Iceland Art
Academy
Latvian Academy of Culture
2011
Laszlo Sary
HG
University of Drama and Film, Budapest
Rhythm
2011
Banko Sary
HG
Rhythm
2012
Laura Sipila
FI
Theatre Academy of Helsinki
Stage language
2012
2011–
2012
Marita Naava
FI
Theatre Academy of Helsinki
Stage language
Rifkin Frances
UK
Utopia Arts
Acting
2012-2013
2011
2011
2011
Dominique
Franchetti
Daniela de Marchi
Beatriz del Pozo
Nevas
Screen acting
Movement
Stage language
Technique of
Contemporary dance
Contemporary dance
ES
Regional Conservatoire of Boulogne–
Billancourt
P. da Palestrina Conservatoire
ES
Flamenko dance school
Dance
Stage movement,
technique
FR
Dance/ballet
Dance
2011
Katalin Lorine
HG
2011
Pierre Nadaud
CZ
2011
Ramona Galkina
LV
Janáček Academy of Music and Performing
Arts in Brno
Latvian Academy of Culture
2009-2010
Arne Forsén
SE
Royal Academy in Stockholm
Rhythm, composition
2009-2010
2008-2013
Sara Rudock
DK
Dance
Andreas Sandri
AT
Martina Sagmeister
AT
Danish Dance Academy
Music Theatre of the University for Art in
Graz
University of Music and Performing Arts of
Vienna
(annually)
2008-2013
(every 2 years)
Acting and Directing
Dance
Alexander Technique
Dance/tap dance
[19]
Academic
year
2008-2009
Name, surname
Oksana Smilkova
Country
Institution
Purpose of the visit
CZ
Janáček Academy of Music and Performing
Arts in Brno
Acting
(63) Most cooperation takes place with higher education institutions of Latvia, Finland, Austria
and Bulgaria.
3.7. INVOLVEMENT
OF TEACHERS IN APPLIED RESEARCH, PROJECTS AND SCIENTIFIC OR ARTISTIC
ACTIVITIES
(64) Artistic and scientific activities of LMTA teachers is assessed following Methodology on
assessment of scientific (artistic) works delivered by research and higher education institutions25
drafted by the Research Council of Lithuania.
3.7.1. INVOLVEMENT OF PEDAGOGICAL PERSONNEL IN ARTISTIC ACTIVITIES
(65) Teachers-artists participate in artistic activities on an annual basis: over the period of 5
years, 98 percent of teachers-artists undertook artistic activities. As connected to the programme,
most of them performed, directed plays, created choreographies and gave concerts. The list of
artistic and scientific activities undertaken by pedagogues of the Department of Acting and
Directing, and Department of Dance and Movement for the period of 2008-2013 alone has more
than 480 records of artistic activities, which amounts to at least two records per each teacher-artist
per year. 18 percent of teachers working in aforementioned departments received international,
national and festival awards for their creative work. This shows high qualification of teachers-artists,
which can also be substantiated by achievements of students (q.v. Table 14).
3.7.2. INVOLVEMENT IN APPLIED RESEARCH AND SCIENTIFIC ACTIVITIES
(66) The greatest part of the team of pedagogues is comprised of artists, while the number of
researchers is significantly smaller. In 2011, pedagogues artists had 168.65 full-time positions (75
percent of all full-time positions of pedagogues), meanwhile pedagogues researchers – 56.5 full
time positions (25 percent). Active participation in scientific activities is demonstrated by data on
scientific activities of teachers of theoretical subjects attributed to the study field of the study
programme.
Table 9. Summary on research articles, monographs and methodological activity on topic of theatre and dance
Research articles, collections of articles
2008
2009
2010
2011
2012
Total:
11
21
15
15
20
79
1
3
4
2
4
12
Monographs
Methodological materials
2
3
1
(67) To ensure dissemination of scientific research results, the Academy organises approx. two
international scientific conferences and three conferences of the Academy, which invite Lithuanian
researchers. The current highlight in terms of FTF scientific events is the international conference
of 2013 for theatre critics entitled Value added of contemporary theatre: who needs theatre today?26
(68) To promote spread of culture through art research, LMTA is putting a lot of effort in
strengthening the collaboration between scientists and art practitioners. Searching for the best
25
Mokslo ir studijų institucijų mokslo (meno) darbų vertinimo metodika (Approved by Order of Minister of Education
and Science No. V-572, 8 April 2011)
26
Conference agenda and abstracts: www.lmta.lt/get.php?item=f&id=11104
[20]
model of a theatre school, which would best correspond to the needs of contemporary culture, in
2013, the Academy commenced with implementation of the project Thinking body: analysis of
acting systems and their integration into creative processes of a contemporary actor. The project
was initiated by the Department of Art History and Theory. It involves researchers of the
aforementioned department as well as teachers and students of the Department of Acting and
Directing, professional physiotherapists and other specialists. Based on results of the project,
intended learning outcomes will be revised and curriculum design will be improved.
3.8. PROFESSIONAL DEVELOPMENT METHODS FOR TEACHERS
(69) Teachers are constantly involved in professional development with achievements assessed in
acting appraisals and competitions to vacant positions. Professional development is organised in
different forms: professional training abroad (Erasmus, Nordplus, Fulbright, project Transfer of
knowledge and innovation dissemination and development of competences of researchers in the
area of creative industries and design 27), participation in master classes/lectures offered by visiting
teachers, and participation in seminars organised in Lithuania. Also, teachers are provided with
opportunities to advance their qualification during training sessions, courses and conferences
organised by the Academy; e.g. since 2008, with commencement of studies in the form of distancelearning, courses on organising such form of studies are offered to teachers; in 2012, training on
intended learning outcomes and student competencies was organised.
(70) Experience gained by department teachers at foreign higher education institutions is shared
with colleagues. This procedure is successfully implemented in the Department of Dance and
Movement and the Department of Acting and Directing; e.g. in 2011, subsequent to her visit to
the Guildhall School of Music & Drama, A. Čepaitė offered a seminar for pedagogues of the
Department of Dance and Movement; and, J. Urnikytė offered a seminar subsequent to her visit to
the Drama Academy of Milan. Feedback is important for continuous improvement of the study
process and implementation of innovations.
(71) Academic personnel is motivated to contribute to implementation of strategic objectives of
the Academy. This is also the focus of Minimum requirements for qualification of the Lithuanian
Academy of Music and Theatre teachers and research fellows28, which establishes objectives for
continuous improvement and participation in activities of the Academy, sets indicators and priority
areas: participation in national science programmes, art projects, scientific training abroad and
international exchange programmes for researchers, teachers and etc. Teachers of the Academy are
provided with a possibility to take a sabbatical leave, which is offered once in 5 years and for a
period no longer than one year.
(72) The LMTA publicises information on available training abroad, participation in teacher
exchange programmes and scientific or methodological conferences29. Professional advancement of
teachers is undertaken and motivated through provision of conditions for formal and informal
development opportunities without the need to interrupt pedagogical work for a longer period of
time. For the period of professional development, teachers are offered a flexible working schedule
and, if possible, financial support.
(73) Preparation and performance of new premiers, participation in national and international art
projects and theatre/dance master courses and seminars (q.v. paragraph 3.7.2) are the most
significant and relevant forms of professional development for artists in the area of art and
27
Implemented by Vilnius Art Academy. Agreement No. VP1-3.1-ŠMM-01-V-02-006. LMTA is a partner in the
project.
28
Minimalūs kvalifikaciniai LMTA dėstytojų ir mokslo darbuotojų pareigybių reikalavimai (Approved by protocol of
Senate No. 9-SE, 2011-12-21)
29
www.lmta.lt/lt/naujienos and www.mta.lt/index.php?id=6144
[21]
pedagogy. Teachers-researchers advance their qualifications through delivery of scientific research
and publicising results in scientific and art journals, giving presentations in Lithuanian and
international conferences as well as participating in expert activities (q.v. paragraph 3.7.1).
STRENGTHS:
1) Teachers of the Academy are active and motivated artists and teachers. Results of their
practical artistic/scientific work are reflected in results of students. Over the period of 5 years,
approx. 18 percent of teachers have received international, national and festival or other kinds of
prizes.
2) The greatest part of the study programme is taught by specialists-practitioners actively involved
in artistic and practical work; consequently, students receive theoretical knowledge and practical
skills applied in the world of professional activity.
3) International collaboration is well developed.
4) The new methodology for workload calculation is tailored to specific needs of teachers as well
as teaching and learning methods.
1) 49 percent of teachers work on a part-time basis. This is related to two reasons: (1) specificity
of studies as efforts to employ professional teachers for specific subjects result in part-time
employment; (2) the Academy employs practicing artists having other duties beside the pedagogical
work.
4. FACILITIES AND LEARNING RESOURCES
4.1. PREMISES
AND EQUIPMENT USED FOR IMPLEMENTATION OF THE STUDY PROGRAMME AND
RENOVATIONS
(74) LMTA uses the following buildings to implement studies in Vilnius: Central Building
(Gedimino pr. 42, 4300.9 sq. m.), II Building (Tilto g. 16, 5131.09 sq. m.), III Building (Gedimino
pr. 39, 1412.51 sq. m.), IV Building (T. Kosciuškos g. 10, 5386.96 sq. m.), V Building (T.
Kosciuškos g. 12, 1285.17 sq. m.). In terms of the study programme, buildings IV and V as well as
the Learning Theatre located in the Central Building are used for lectures and independent work of
students; while most of general university study subjects are organised in rooms of the II Building.
(75) According to rules established by the LMTA Senate30, open hours of all Academy buildings
are 7:00 to 22:00 hrs.; on bank holidays, Christmas, winter and Easter breaks – 7:00 to 20:00 hrs.;
and during the summer break (7 July to 21 August) – 8:00 to 20:00 hrs. If required, and especially
during examination sessions, working hours of buildings may be extended.
Table 10. Premises used for the needs of the study programme
Room
1214
2227
3411
3413
30
Area
(sq .m)
165.30
127.38
9.83
14.62
Purpose
Learning Theatre
Group lectures
Learning languages
Learning languages
Equipment
Light and sound equipment, grand piano
Multimedia equipment, grand piano
Naudojimosi auditorijomis taisyklės (Approved by protocol of Senate No. 5-SE, 2013-05-22)
No of
seats
106
80
14–16
14–16
[22]
4205
4206
4208
Area
(sq .m)
127.04
67.37
88.00
4209
4210
4308
4412
4413
5004
5005
5005A
5006
5011
5012
5015
62.04
62.83
52.08
62.59
55.04
154.44
84.70
20.63
96.29
163.84
90.17
57.97
5119
5124
5130
21.82
34.57
48.22
Stage language
Acting and stage language sessions
Microphone singing
Group lectures
Group lectures
Theatre workshop
Acting sessions
Changing room
Acting sessions
Dance theatre
Performance hall
Storage of props used in the
performance hall
Group lectures
Group lectures (film)
Film (audio)
5133
5134
5135
5225
5226
5227
5228
5230
5318
5322
5323
5324
22.18
27.12
38.83
24.04
226
7.14
6.51
107.97
32.74
17.34
27.29
43.41
Group lectures
Group lectures
Group lectures
Auditorium for theatre studies
Makeup auditorium
Changing room
Changing room
Grand auditorium of dance
Theoretical lectures
Singing auditorium
Singing auditorium
Singing auditorium
Room
Purpose
Acting sessions
Acting and stage language sessions
Acting sessions
Equipment
Light and sound equipment, grand piano
Piano
Light and sound equipment, video
equipment, piano
Piano
Grand piano
Multimedia equipment
Sound, video and other equipment
Light and sound equipment, piano
Piano
Showers
Light and sound equipment
Piano
TV set, video-player
Sound
recording
and
equipment, computers
Shower
Shower
Piano, sound equipment
Piano
Piano, copying machine
Piano, audio-recorder
restoration
No of
seats
10–40
10–20
15–30
15–25
~30
39
80
20–30
20–40
30–40
20–30
15–20
15–25
5–6
20
15–25
25–30
~20
20–30
12–15
8–15
Up to 10
20–30
(76) The Academy has approx. 10 main auditoriums that can be used for acting sessions, namely:
7 specialised auditoriums and 3 halls. 3 auditoriums-halls have been outfitted to be used for dance
specialisations. The Academy also has specialised auditoriums, e.g. makeup auditorium, singing
and microphone-singing auditoriums, etc. 13 auditoriums with 12–15 seats are used for theoretical
sessions in a group. Both performers and dancers are provided with changing rooms and showers.
(77) The lack of specific auditoriums is compensated using personal relations and free of charge
premises, e.g. dance sessions given by A. Cholina take place at a dance hall at Vaidilos Theatre
(Jakšto g. 9).
(78) For independent work purposes, students may use all premises with the exception of specific
rooms (department rooms, multimedia auditoriums, halls). Auditoriums are available for
independent work of students and teachers free of charge. In terms of performance reviews, 3 halls
are used for plays and 1 – for dance productions.
(79) 7 auditoriums used for implementation of the study programme are equipped with
multimedia and sound equipment. For specific needs of the study programme, 5 auditoriums have
been equipped with light and sound equipment. 14 auditoriums have a piano or a grand piano. Due
to specific needs, some sessions for Film and multimedia actors take place in premises of the
Department of Film and Television.
[23]
(80) Equipment, costumes and other props required for the study process and productions are
provided by the head of the Learning Theatre responsible for the supervision of the storage of props
and equipment.
(81) The Central Building of the LMTA has a reading room and a collection of audio recordings;
II Building has a library; IV Building has a reading room and a collection of video recordings. The
library has 5 seats (3 of which are computerised); the reading room located at the Central Building
has 24 seats (10 of which are computerised); and the reading room of the IV Building has 16 seats
(4 of which are computerised). Yet another computerised seat is available in an alcove located in
one of corridors of the Central Building. Students and teachers of the study programme usually use
the reading room of the IV Building. In light of the popularity of personal devices, the Academy
undertakes enlargement of the wireless Internet coverage in the premises; however, this process is
aggravated by especially thick walls of buildings. In 2013, wireless Internet coverage on all LMTA
buildings amounts to 52%.
(82) The amount and state of premises and equipment answers to basic needs of study
programme implementation. There is a lack of rooms for individual sessions and independent work
of students. To improve teaching and learning conditions, a part of auditoriums and halls get
renovated every year using funds of the Academy and private supporters; e.g. during the reporting
period, a new learning theatre for dance was equipped as well as a theatre workshop and 5 acting
auditoriums.
(83) Up to 2011, LMTA undertook two infrastructural projects 31 aimed at improvement of
teaching and learning conditions, one of which was dedicated for renovation of campuses IV and V.
Unfortunately, due to economic downturn that started in 2009, only 14.9 percent of planned funds
were assimilated. Now, the Academy is implementing two infrastructural projects 32 . Within the
scope of one of the aforementioned projects, it is planned to fully reconstruct the Learning Theatre,
namely: install a new professional sound and light system that will not only allow operating lights
and sound of the odium but also operation of the stage; there will be a new construction with
terraces installed (amphitheatric layout of the floor), black colours, light resistant blinds, automatic
system for blinding of windows, theatrical chairs for spectators, and a set of stage draping
equipment. Subsequent to implementation of the project, the Academy will gain an additional
modern and contemporary space for theatrical productions. Within the scope of the same project,
LMTA will upgrade some of its outdated and worn-out studio equipment and install modern
information technologies.
(84) Although the Academy puts continuous efforts aimed at renovation of premises used for
implementation of the programme, it should be acknowledged that facilities and learning resources
of the Academy need to be substantially renovated and upgraded as soon as possible, adapting
everything to teaching and learning needs. Implementation of changes faces difficulties because
buildings have a heritage status and the Academy faces the lack of funding. Therefore, the decision
was made to construct a complex of campuses on Olandų street, which is in line with
implementation of the idea regarding an arts cluster. The Ministry of Education and Science, the
Department of Urban Planning of Vilnius and the Municipality of Vilnius agreed to the idea. At
31
1) Project of the State Investment Programme Reconstruction and adjustment for studies of premises in Vilnius, T.
Kosciuškos g. 10, 12 (former Sluškų Palace). The estimated value of the State Investment Programme (SIP) project
totalled LTL 50 000 thousand. With economic downturn, funding of the project was discontinued although it was
implemented by 14.9 percent (during the period 2006–2008, LTL 7.457 thousand were received).
2) Project financed under the EU Cohesion Fund Replacing arched and large windows of LMTA buildings.
Implemented in 2010–2011, the value of the project amounts to LTL 605.9 thousand.
32
Designing and upgrading technological and informational infrastructure for studies on Lithuanian creative and
cultural industries and research as well as artistic practical work and Modernising infrastructure for studies of the
Lithuanian Academy of Music and Theatre.
[24]
present, creative workshop is planned to design the concept of the complex of campuses. At the
same time, the Academy is working on sources of funding and technical draft description of the
state project.
4.2. METHODOLOGICAL RESOURCES, AVAILABILITY AND UPDATING
(85) LMTA library fund contains approx. 169745 copies of publications (out of 53403 are books,
116309 – sheet music and 33 – electronic resources) and 93918 titles of publications (out of which:
44614 are books, 49271 – sheet music and 33 – electronic resources). Audio-library has approx. 7.8
thousands electronic resources (CD, DVD) and approx. 23 thousands vinyl plates.
(86) The greatest collection of resources required for training of students in the study programme
Acting is accumulated in the reading room of the IV Building. It is comprised of important
publications on topics of theatre, history, theory and contemporary theatre – works by Lithuanian
and foreign theatre critics, dramaturgy publications of Lithuanian and foreign authors, dramas,
periodical publications and methodological materials. This particular reading room offers
publications on philosophy, culture studies, fiction literature, textbooks and periodical press.
(87) Students and teachers may also use LMTA library (II Building), which contains fiction
literature and information publications, resources for learning of foreign languages, periodicals,
sheet music, literature on music theory and history; and the general reading room (the Central
Building), which contains publications on culture studies, aesthetics, ethics, philosophy, religious
studies, literature, fine-art and various information: directories, vocabularies, encyclopaedias,
periodicals, seminar tasks, student and teacher researches, copies of original sheet music and
literature on music studies.
(88) A lot of theoretical and practical materials are available to students from the collection of
video recordings. At the moment, the collection contains 1504 VHS records, 379 DVD records and
672 films by students.
(89) Library of the Academy provides access to 18 subscribed databases: Jstor, Project Muse,
Ebsco, Oxford art online, Oxford reference online: Premium collection, Taylor & Francis and
other. LMTA students and teachers have a possibility to use the e-catalogue of the ALEPH
system33, the portal of the virtual library of Lithuania. Additionally, they have a free of charge
access to e-catalogues of Martynas Mažvydas National Library of Lithuania 34, the e-catalogue of
Vilnius County Adomas Mickevičius Public Library35 and information literacy websites of other
higher education institutions (e.g. Vilnius University36).
(90) The library and reading rooms are available on workdays from 9:00 to 17:00 hrs. (with the
exception of the reading room of the Central Building, which is open up to 18:00 hrs.), and on
Saturdays, from 9:00 to 13:00 hrs. (with the exception of the reading room of the IV Building,
which is closed on Saturdays). At the beginning of 2010, LMTA library was equipped with the
services module of Aleph 500, which allows advance e-booking of publications for teachers and
students.
(91) Teachers of the study programme inform students about other possible sources of literature
required for studies, e.g. Internet, other libraries and reading rooms of Vilnius and the entire country
(e.g. a lot of useful specialised literature and methodological materials (books, publications, video
recordings and other) on the topic of dance can be accessed on the collection of information of the
public enterprise Menų spaustuvė). Teachers actively involved in various international conferences
33
http://aleph.library.lt/F?func=find-b-0&local_base=lmt01
http://www.libis.lt
35
http://www.amb.lt/lt/
36
http://www.mb.vu.lt/
34
[25]
and international theatre/dance festivals, having contacts with foreign specialists of theatre/dance
have a sufficient collection of personal literature and video materials such as video recordings of
various plays, which is used during lectures and seminars as well as gets shared with students.
(92) Library funds are updated on an annual basis, considering lists of needs for literature
resources submitted by department heads as well as requests of programme coordinators and
students. Approx. 50 percent of funds allocated for updating of library funds are used to satisfy
needs of FTF. Over the period 2008–2012, LTL 329 thousand were spent to update library funds,
which resulted in purchase of 5.6 thousand of copies of publications. FTF needs were greatly met
with the help of the project Implementation of new film and TV technologies and forms of teaching
in the Learning Film and TV Studio of the LMTA, which resulted in purchase of 587 copies of
books required for studies. A portion of rare and older publications was presented to the Academy
by private persons and institutions.
(93) Currently, increasingly more attention is given to enlargement of FTF library funds, bit-bybit purchasing publications that are especially required for the study process. Compiling of funds
involves following news on Lithuanian and foreign publishing houses and bookshops as well as
keeping an eye on offers. Books on topics of theatre and dramaturgy authored by Lithuanian and
foreign authors and issued in Lithuanian are automatically included into catalogues of the library;
more difficulties are met purchasing new publications in foreign languages; besides, some problems
arise due to unavailability of foreign literature sources in Lithuanian.
(94) LMTA teachers are encouraged to prepare their methodological materials, which may be
published by the LMTA publishing house (e.g. book by A. Adomaitytė and A. Mažeika Raiškusis
aktoriaus judesys (The Expressive Movement of an Actor), 2012) or made available on the elearning system moodle (e.g. the course by R. Širvinskienė Dailės ir architektūros istorija (History
of Fine Art and Architecture) and the course by R. Balevičiūtė Rytų teatro semantika (Semantics of
the Theatre of the East)).
STRENGTHS:
1) Libraries and collections of video records of LMTA contain a lot of unique specialised
literature and methodological publications for implementation of the study programme. The fund
corresponds to the profile of the higher education institution as to ensure the learning process aimed
at training the specialists of music, theatre, dance and film of the highest qualification.
2) LMTA has a suitable base for publication of methodological materials produced by LMTA
teachers and e-learning.
1) Infrastructure of the Academy ensures only the basic level for implementation of the study
programme: there is a lack of auditoriums, which does not allow offering comfortable schedules for
students, lack of rooms for independent work of students; some auditoriums satisfy only minimal
requirements. Although the Academy is putting an effort into renovation of FTF premises, changes
are subject to requirements applicable to heritage buildings as well as the lack of funds. To resolve
this long-term problem, a strategic decision was made to build a new complex of campuses of the
Academy. At present, creative workshop is planned to design the concept of the complex of
campuses. At the same time, the Academy is working on sources of funding.
2) Although library funds contain a lot of specialised literature and methodological materials,
there is a remaining lack of the most up-to-date literature and especially – in English.
[26]
5. STUDY PROCESS AND IT’S EVALUATION
5.1. REQUIREMENTS FOR ADMISSIONS
(95) Since 2001, admissions to the first cycle studies in Lithuania have been organised by
Association of Higher Education Institutions for Joint Admission (LAMA BPO). The purpose of the
joint admission is to facilitate admission to higher education institutions, eliminating risks
associated with a sole choice, ensuring objectivity in accepting the best candidates and simplifying
the procedure for admission to higher education institutions at the same time allowing a chance to
submit applications to a number of higher education institutions. In 2009, implementation of the
reform in higher education resulted in joint admission procedure to all study programmes of the
study area of art. This substantially changes the order and nature of admission to state-financed
places. A higher education institution has a constantly diminishing role in selecting the most
talented candidates as the use of “baskets” (the principle “money follows the student”) means
unification of requirements to all study areas.
(96) In Lithuania, all study programmes attributed to the field of theatre and film operate under
the same principles for calculation of the competitive score: in 2013, the competitive score was
comprised of the grade for the entrance examination (0.7 of the total score), grade for the final
secondary school examination in Lithuanian language and literature (0.2) and final grade of the year
for a foreign language (English, German, French, Russian) (0.1).
(97) The study programme has specialised requirements for admission and suitability of
candidates is examined during an entrance examination. An entrance examination consists of three
acting rounds and an interview on issues related to the selected study programme. During the three
rounds, a candidate performs a prepared programme, executes tasks given by the examination panel
and demonstrates talents as well as abilities required for the chosen profession. An interview allows
assessing abilities to analyse and express thoughts as well as understand the way a candidate
perceives the chosen profession and its benefits. Additionally, knowledge of culture is probed. As
no candidates are going to be recruited to specialisations Film and multimedia actor, Dance and
Choreography, related admission requirements are not going to be broadly discussed. All admission
requirements are publicised on the website of LMTA37.
(98) To assist candidates planning to enter the Academy, LMTA organises open days, during
which future students are provided with detailed information regarding all study programmes,
availability of funding, aims and intended learning outcomes of the study programme, structure of
studies, mobility opportunities as well as a possibility to meet department heads and lecturers.
Those planning to enter the study programme Acting may benefit from consultations aimed at
entrance examination requirements and process as well as choice of practical tasks.
5.2. ADMISSION TO STUDIES
(99) Admission to the study programme is organised annually. Up to now, two groups have been
recruited: one in the specialisation Acting I (academic acting) and one in another specialisation,
which differed from year to year38. As specialisations attributed to the study field of dance will be
moved to a separate study programme, and the specialisation Film and Multimedia Actor will be
dropped, future admission from the next year will only offer the specialisation Acting I.
37
38
http://lmta.lt/lt/priemimas
2008 — Acting I (director S. Krivickienė), Dance (choreographer A. Cholina).
2009 — Acting I (director J. Vaitkus), Contemporary Dance (choreographer A. Naginevičiūtė).
2010 — Acting I (director A. Giniotis), Film and Multimedia Actor (directors J. Vaitkus and A. Puipa).
2011 — Acting I (actor V. Anužis), Choreography (choreographer J. Vymerytė).
2012 — Acting I (director O. Koršunovas), Acting I (choreographer D. Kazlauskas).
[27]
(100) The study programme is especially popular among entrants: on the average, 6 candidates
compete for one student place. The majority of candidates mark the study programme as their first
choice39 this way indicating their motivation. The most intense competition was registered in 2010
as each student place had 8 candidates. This was determined by recruitment to the parallel
specialisation Film and Multimedia Actor, which received a lot of attention from candidates. The
least intense competition was observed in 2009. That was the year when candidates were invited to
specialisations Contemporary Dance and Acting I in Russian40. The number of students able to
study in Russian is limited; thus, the competition did not receive many candidates. A similar
situation was observed in 2011 with recruitment to a course for the specialisation Choreography,
which always has a limited number of candidates.
Diagram 3. Numbers of candidates, successful candidates, students and alumni
250
232
217
200
176
150
131
124
100
50
124
115
103
88
31
26
32
30
28
28
25
2009
37
18
27
0
2008
Absolventų
Graduatessk.
Candidates
Stojusiųjų
sk.
Accepted
Įstojusių
sk.
candidates
studentai
Students
147
2010
2011
2012
(101) Competitive scores of candidates to the study programme are very high and somewhat
steady. The highest possible score is 21.8 (without additional scores). This demonstrates readiness
and motivation of students to study in the study programme.
Table 11. Competitive scores of successful candidates
2008
Acting (in
general)
Acting I
Film and
Multimedia
Actor
Choreography
Contemporary
Dance
Dance
2009
2010
2011
2012
2013
top
bottom
top
bottom
top
bottom
top
bottom
top
bottom
top
bottom
10.44
9.18
21.74
16.06
21.76
19.72
22.32
19.22
21.24
17.55
21.5
17.31
n/a
n/a
n/a
n/a
21.76
20.5
22.07
19.22
21.24
17.55
21.04
17.31
-
-
-
-
21.56
19.72
-
-
-
-
-
-
-
-
-
-
-
-
22.32
19.32
-
-
-
-
-
-
n/a
n/a
-
-
-
-
-
-
21.5
18.37
n/a
n/a
-
-
-
-
-
-
-
-
-
-
(102) Although studies in the study field of theatre and film are somewhat expensive (annual cost
of a study programme amounts to LTL 11.099) in comparison to social or humanitarian sciences,
the study programme recruits students paying for studies out of their own pocket.
39
According to data of LAMA BPO for 2013, LMTA recruits 78 percent of students with LMTA as their first choice;
according to this indicator, LMTA is in the lead among all higher education institutions.
40
The course was recruited by the request of the Lithuanian Russian Drama Theatre to train professional actors able to
perform in Russian.
[28]
(103) On the average, the study programme recruits approx. 5 students wanting to pay for studies
out of their own pocket. As Lithuania has no specialised theatre schools, which are available for
music, the Department for Acting and Directing organises consultation for candidates prior to the
start of admission.
5.3. STUDENT ATTAINMENT
(104) The average grade for final examinations of graduates amounts to 9.3. The highest average
of grades for graduate projects amounts to 9.6 in the specialisation Dance and 9.3 in the
specialisation Acting I; while the lowest grade, yet still very high, is 9.2 in the specialisation
Contemporary Dance. This demonstrates student motivation and high level of readiness to perform.
5.4. STUDENTS
GRADUATING WITHIN THE PLANNED PERIOD OF STUDIES AND INTERRUPTION OF
STUDIES
(105) Approx. 75 percent of students graduate within the planned time. Most interruptions of
studies occur due to personal (financial or familial) reasons and as requested by students (approx. 5
percent) or due to expulsion as a result or poor record (approx. 2 percent). A student planning to
interrupt studies is given a special attention to ascertain the reasons for such behaviour and find
ways the Academy could help; a supervisor of the course and head of the department are informed
about the plans of the student. Usually, such attention to underlying reasons for interruption of
studies brings positive results and helps students to continue their study programme.
Diagram 4. Number of students that interrupted studies
12
11
7
8
7
6
6
dėl
nepažangumo
Poor
record
2011/2012
Failure
to meet
dėl
įsipareigojimų
obligations
nevykdymo
Transferred
to
perėjo
į kitą stud.
another study
progr.
programme
4
4
2
By student’s
savo
noru
request
9
10
1
2
0 0
1
1
0
0
0
1
0
1
0
1
0
2008/2009
2009/2010
2010/2011
2012/2013
(106) The largest portion of students interrupt studies during the first or second year (approx. 86
percent of the total number of students that interrupt studies). This demonstrates that students drop
out after the first year, once they’ve tried their performing abilities and did not find it was their
calling. A similar situation is particular to most study programme. During the reporting period, no
student decided to interrupt studies during the fourth year.
5.5. CAREER, EMPLOYMENT OF ALUMNI
(107) The LMTA Career Centre 41 accumulates and, using the Academy website, publicises
information on competitions for vacancies in art companies and schools operating in Lithuania and
abroad. It also collects and publicises information on art competitions, creative workshops and
other events that might have an impact on successful career path of students and alumni.
(108) Students of the study programme Acting may individually address their teachers regarding
career issues. In turn, teachers of the Department of Acting and Directing inform students about
career opportunities and vacant positions. Results of the alumni survey demonstrated that contacts
made during the period of studies help graduates positioning themselves on the labour market as
4141
www.lmta.lt/index.php?id=5233
[29]
information about vacancies is usually received from friends and colleagues (88 percent of all
cases) and from teachers (25 percent).
(109) No statistical data regarding the demand of theatre/dance specialists on the labour market
has been formally collected by the Academy. Unofficial information regarding the demand of
trained specialists, their employment and opportunities is received from alumni and their teachers as
many of them work in theatres and other culture and art institutions, work on joint projects or
maintain personal contacts.
(110) In 2009, implementation of the project commenced42, aimed at development of monitoring
of alumni, training of career consultants and training for students on topics of successful career
planning (in the future, training will be offered for alumni as well). During the course of the project,
a system will be designed (database), which will allow reviewing depersonalised data on
employment of students, undertaking surveys and maintaining relationships with alumni and
employers. This activity will help identifying the demand of specialists and supply of vacancies.
(111) During the course of studies and after graduation, the majority of alumni find jobs according
to their speciality. Alumni of the study programme Acting have jobs directly related to their studies,
namely, perform/dance in various state43 and non-state theatres44, continue creative cooperation at
theatres managed by their course supervisor or teachers45, work in various short-term and long-term
projects on the basis of authorship contracts, and operate on a free-lance basis. A substantial group
of alumni continued searching for their theatrical language and felt motivated to work together after
graduation. This resulted in a number of theatrical companies (some initiated together with course
supervisors) (e.g. No Theatre, Utopija, Degam, Atviras ratas); besides, a large group of students
decided to continue higher education in the second cycle.
Table 12. Student employment 46
Year
Graduated
Continue
studies
%
Working
in the
profession
%
Working
not in the
profession
%
In state
theatres
%
In nonstate
theatres
%
2010
2011
2012
2013
30
32
13
16
20
19
11
8
67
60
85
50
26
21
13
11
87
66
100
69
4
11
5
13
34
31
16
13
9
53
41
56
10
8
13
2
33
25
100
13
(112) A large portion of graduation plays are introduced on the professional stage and included
into repertoires of theatres (e.g. Theatre Vilniaus lėlės, Keistuolių teatras, Menų spaustuvė,
Lithuanian Russian Drama Theatre).
(113) Results of the alumni survey for 2013 demonstrate that graduates of the study programme
Acting find a job during first 3 months after graduation. Such fast employment shows the existing
demand for specialists of the speciality.
42
The project Enlargement and implementation of models for career training and monitoring of students of higher
education institutions, advance training of career counsellors and development of required tools. Implemented by
Vilnius University.
43
The National Drama Theatre, Šiauliai Drama Theatre, Alytus Drama Theatre, Kaunas Drama Theatre, the State Youth
Theatre of Lithuania, Vilnius Puppet Theatre, Kaunas Puppet Theatre, Kaunas Musical Theatre, Kaunas Dance Theatre
Aura, the National Opera and Ballet Theatre and other theatres.
44
Meno fortas, Vilniaus OKT teatras, Gyčio Ivanausko šokio teatras, ACH šokio teatras, Vyčio Jankausko šokio
teatras, Domino Theatre, Raganiukės teatras, Kaunas Ballet Studio, Menų spaustuvė and etc.
45
G. Varnas’ Theatre Utopija, A. Giniotis’ Keistuolių teatras, R. Tuminas’ Vilniaus mažasis teatras
46
Given data is without dance sprecialisations.
[30]
5.6. INVOLVEMENT OF STUDENTS IN SCIENTIFIC, ARTISTIC AND APPLIED RESEARCH ACTIVITIES
(114) Starting with the first year, students of the LMTA study programme Acting are encouraged
to get actively involved in a variety of activities: sit on various conferences, discussions, meetings,
festivals, professional seminars, and discussion of performed plays. For example, the Academy
organises the biannual conference of theatre critics, annual theatre festival Tylos! (since 2008),
which was initiated by students of theatre directing of the time. There is an agreement made with all
professional theatres of Vilnius that students of study programme Acting could watch plays free of
charge.
(115) Students are provided with conditions to slowly get involved into the theatrical process: gain
professional experience by helping to prepare and participating in important theatrical events
organised by various theatres of Lithuania; besides, students have a chance of showing their
creative work at the best known theatre/dance festivals of Lithuania. During the annual art festival
of Sluškų Palace, students present their plays. As students usually participate in festivals with
teachers of the Department of Acting and Directing and the Department of Dance and Movement,
such involvement takes place in a natural and smooth manner.
(116) A substantial number of students manage to organise their own companies and projects as
well as actively participate in theatrical life of Lithuania. For example, theatre-studio Theomai
(2012), company DEGAM (2010), company No Theatre (2010) and others. Since 2009, students of
the Acting specialisation Contemporary Dance together with students of study programme Art
Management have been organising the contemporary dance festival Shock Academia. In 2009, the
following two graduation plays were included into repertoire of Lithuanian state theatres:
Žvaigždžių kruša (Shooting Stars, Kaunas National Drama Theatre) and Šekspyriada (The
Shakespeariad, The State Youth Theatre of Lithuania), Pas pažįstamus (At the Acquaintances,
Lithuanian Russian Drama Theatre, 2010), Trys mylinčios (Three in Love, Lithuanian Russian
Drama Theatre, 2012).
(117) And these are only some examples from a wide array of student activities.
5.7. THE INTERNATIONAL DIMENSION, PARTICIPATION OF STUDENTS IN MOBILITY PROGRAMMES
(118) The Academy cooperates with more than 120 higher education institutions and universities
operating in 34 countries of the world, including such organisations as the European League of
Institutes of the Arts ELIA47 (active participation in the thematic network ArtesNet), the European
Association of Theatre Schools EdE (Ecole des Ecoles), European Union of Theatre Schools and
Academies E‘UTSA48, network of theatre schools Norteas49, interdisciplinary network of music and
dance EMD50, the European Association of Conservatoires AEC51, Association of Nordic Music
Academies ANMA52, Association of Baltic Academies of Music ABAM53, European Chamber Music
Academy ECMA54, European Chamber Music Teachers' Association ECMTA55.
(119) At the end of 2010, with the aim to strengthen the international dimension of FTF and
considering expert recommendations, LMTA established an additional full-time position at the
International Relations Office for the needs of FTF and more systematic accounting of international
47
www.elia-artschools.org
www.eutsa.org/
49
www.norteas.com
50
www.emdnetwork.org
51
www.elia-artschools.org
52
www.nkinfo.org
53
www.abamusic.org
54
www.ecma-music.com
55
www.ecmta.eu
48
[31]
mobility at FTF. This promoted a more consistent approach to implementation of the international
dimension strategy of FTF, which applies to initiation, coordination and administration of relations
with other science and art institutions abroad and in Lithuania; introduction of study programmes;
dissemination of information regarding FTF in foreign countries; strengthening of study
programmes with the help of experienced foreign teachers and artists; initiation, coordination and
implementation of international projects delivered by teachers and students; participation in
international events and festivals.
(120) LMTA regards mobility of students the key and a priority area of internationalisation that
promotes cooperation and creates conditions for students to gain new academic experience as well
as generic competencies.
(121) During the reporting period, mobility of students of the first cycle study programme Acting
was somewhat low and amounted to approx. 1.5 percent per year (q.v. Table 13). This figure is
somewhat close to the LMTA average, which amounts to 4.5 percent per annum (periods of study
and practical training). The low indicator for student mobility is determined by circumstances of
social nature: the majority of students are employed by theatres while still studying; they have longterm or short-term contracts, thus, do not want to lose a source of funding and a job.
Table 13. Number of students outgoing and incoming according to international mobility programmes
Academic year
2012–2013
2011–2012
2010–2011
2009–2010
2008–2009
Number of outgoing
students
2
0
4
1
2
Number of incoming
students
0
2
0
4
2
(122) Student surveys demonstrate that subsequent to studies abroad, students become more
motivated and expand their career potential. Upon their return, students have a chance of comparing
studies at the Academy with experience gained in a foreign school and critically assess conditions
of studies. Critical assessment has a direct positive impact on quality improvement of the study
programme.
(123) A number of incoming students was somewhat small as well. This is conditioned by
specificity of studies as students find it difficult to get engaged in practical acting assignments that
take place in Lithuanian.
(124) The international dimension of FTF students is usually promoted through short-term
mobility (festivals, competition, creative workshops, projects, conferences and etc.). Students
participating in short-term mobility improve their professional excellence, gain experience, and
have a chance to get to know traditions and culture of foreign theatres.
(125) The Academy commenced with accounting of such mobility and is proud to introduce the
results: in 2011, students of various specialisations participated in 7 projects/creative workshops; in
2012, this figure grew to 11. Before the summer of 2013, students participated in 7 projects.
Table 14. List of international projects, in which students of the study programme participated
Year
Country
Name of event/project
2011
Japan
International seminar on the performance method by Tadashi Suzuki
2011
Georgia
2011
Italy
Number of
students
3
Seminar by Prof. Gela Kandelaki on hand shadow theatre
5
Creative workshop on shadow theatre
5
[32]
Year
Country
2011
Lithuania
2011
Estonia
2011
Estonia
2012
Norway, Iceland,
Denmark, Estonia,
Norway
2012
Japan
2012
Russia
2012
Lithuania
2012
Russia
2012
Denmark
2012
Latvia
2012
Sweden
2012
France
2012
Greece
2012
Turkey
2013
Slovenia
2012
Poland
2013
Turkey
2013
Russia
Norway, Denmark,
Estonia, Island
2011
2012
2013
Italy
2013
Lithuania
2013
Slovenia
2013
Israel
2013
Italy
2013
Iceland
2013
Lithuania
Name of event/project
Intense creative workshop of the interdisciplinary music and dance
improvisations network (EMD)
Intense creative workshop for film and television directors, and
contemporary dance students
Interdisciplinary jazz and contemporary dance network – intense
creative workshop for teachers and students
Number of
students
4
3
2
Nordic Common Studies II
5
Staging G. Puccini’s Turandot
3
International seminar of Tadashi Suzuki acting method
Laboratory of young directors as a part of the international festival
Spaces of Directing
Contemporary dance Butoh technique and choreography seminar
3
1
12
6th annual international summer school of theatre
2-stage intense creative workshop for directors, operators and
contemporary dance students
Intense creative workshop for dance and film
2
Project Interdisciplinary involvement and community spaces
International cooperation project for staging Chekhov’s Ivanov with
professional French actors (Grenoble Theatre)
International theatre project, creative workshop for higher schools of
theatres War on the Stage with European directors Matthias Langhoff
and Michel Deutsch.
Erasmus IP project on creative workshop for street theatre
Creative workshops of street theatre and staging the play by Bertold
Brecht Mother Courage
International cooperation project for staging a joint play by Chekhov
Uncle Vania with Szkoła Aktorska Haliny and Jana Machulskich in
Warsaw
Theatre training Street Theatre
2
10
Festival Young Directors and Professional Theatre
3
Nordic Common Studies III
5
Accademia d’Arte Drammatica Silvio d’Amico in Rome
Competition Prize of Arts (E:UTSA)
International creative workshop Rhythm and Poetry
Norteas – seminars dedicated for children year
Creative workshop for street theatres and staging the play Birth and
breakdown of the Democracy
The Shakespeariad project Shakespeare-mania in Hebrew and
Lithuanian
International creative workshop, international performance Madness
Norteas – seminars dedicated for children year
Creative workshops for contemporary dance with teacher from New
Zeeland
3
3
8
2
8
8
5
1
9
12
11
4
1
4
5.8. PARTICIPATION IN FESTIVALS AND COMPETITIONS, ACHIEVEMENTS OF STUDENTS AND ALUMNI
(126) Students start working on their professional career opportunities in Lithuania and abroad as
early as possible through participation in festivals and competitions, which is allow understanding
the international rhythm of theatrical market while prizes received in such festivals strengthen selfreliance.
[33]
(127) In 2010, students participated in 3 festivals organised on the territory of CIS: Mogilev,
Petersburg, Moscow (two of which were professional international festivals), 2 European festivals
for young authors: in Poland and NEW/NOW (ELIA). In 2011, students participated in 4 festivals
organised on the territory of CIS: in Moscow – Tvoj Shans (Your Chance), in Perm – Spaces of
Directing, in Sankt Petersburg – Baltijskij Dom and in Moscow – VGIK (3 of which were
professional theatre). Additionally, students participated in 7 European theatre festivals and festival
projects, the international festival of theatre schools Istropolitana in Bratislava, the international
theatre festival Europe’s Meetings in Grenoble, Jelcz-Laskowice Melodrama in Poland, and the 6th
international festival of theatre schools (puppets) in Bialystok (Poland). In 2013, students
participated in 8 festivals: Future of Young Russian Theatre 2013 in Yaroslavl (Russia), festival
TREFF in Tallinn (Estonia), student festival of the Academy named by Zelverovich ITSelF in
Warsaw (Poland), the 25th festival Youth theatre meetings in Grenoble (France), Spoleto festival
(Italy), Festival of Street Theatre in Ljubljana (Slovenia), festival Baltiskij Dom in St. Petersburg
(Russia), and VGIK in Moscow (Russia).
Table 15. Achievements of students and alumni
2010
Name and surname of a
student
Toma Vaškevičiūtė
2010
Daumantas Ciunis
2010
2011
Students of the study
programme Acting
programme Acting
programme Acting
programme Acting
Marius Repšys
2011
Elzė Gudavičiūtė
2011
Ainis Storpirštis
2011
Vidas Bareikis and theatre
movement No Theatre
programme Acting
Virginija Kuklytė
Year
2010
2010
2011
2012
2012
2012
Virginija Kuklytė and Indrė
Mickevičiūtė
Rokas Petrauskas
2013
Šarūnas Datenis
2012
Festival/Competition
The Golden Cross of Scene Auksinis scenos kryžius for the leading role in the
play Laimingi (Happy)
The Golden Cross of Scene Auksinis scenos kryžius for the best debut in the
play Idiotas (Idiot)
7th festival of theatre schools at VGIK, Moscow. Special prize For the true
sense of an ensemble and accurate sense of a genre
ELIA competition. A graduation play by students of the study programme
Acting was selected
ELIA virtual festival. A contemporary dance play was selected
Festival Tvoj Shans in Moscow. Grand Prize
The Golden Cross of Scene Auksinis scenos kryžius for the supporting role in
the play Išvarymas (Expulsion)
The Golden Cross of Scene Auksinis scenos kryžius for the for the supporting
role in the play Išvarymas (Expulsion)
Award for a young artists and a phenomenon of the year at the Golden Cross of
Scene Auksinis scenos. (Benas in Išvarymas (Expulsion); Mačiūnas in Mr.
Fluxus, Šarlatanai (Mr. Fluxus, Charlatans), No Theatre)
Golden Cross of Scene Auksinis scenos kryžius for new forms of theatre.
8th international festival of students and young actors Tvoj Shans, play Brothers
Karamazov, Grand Prix.
The prize of the Ministry of Culture of the Republic of Lithuania for the debut
of a young artist was given to the student of the study programme Acting for
the leading role in the play Namisėda (Homebody)
1st place and a prize of the Lithuanian Theatre Union in the competition of
actor duets for roles in autobiographic play of improvisations Tetos (Aunts)
Dalia Tamulevičiūtė festival of professional theatres in Varėna. Role in the
play Sesuo (Sister). The most outstanding young actor
The Golden Cross of Scene Auksinis scenos kryžius in the nomination for
puppet and object theatres
5.9. WORKLOAD OF STUDENTS
(128) The workload of students in ECTS credits (1 ECTS = 26.7 hrs.) amounts to approx. 137
ECTS credits (57 percent) in contact hours and 103 ECTS credits (43 percent) in independent work
of students. This proportion differs depending on a subject: some that have a lot of practical work
[34]
have 63 percent of time allocated for contact hours and 37 percent – for independent work.
Meanwhile, some theoretical subjects have 47 percent of time allocated for contact hours and 53
percent – for independent work.
5.10. FORMS OF SUPPORT OFFERED TO STUDENTS
(129) LMTA offers all forms of support to students. Academic consultations are offered to
students by the Division of Information and Data on Studies, FTF Dean’s Office, Representation of
Students, head of the department and course supervisor. Every year, during the first few days of
September, LMTA has been inviting first year students for an orientation day, which contained
meetings with faculty deans and administrative personnel to get better acquainted with the study
programme and the process of studies; additionally, all relevant information was offered. Since
2013, the orientation day was extended into few days.
(130) In relation to career issues, students may address the Career Centre. There is also literature
available in the library. Students have a right to address other administrative employees. More
information is provided on the website of the Academy, which has a rubric on FAQs 56 – the rubric
that provides visitors with answers to most frequent questions asked by students.
(131) Students have an opportunity of receiving various financial support in the form of
scholarships, which can be social and motivational, nominal and lump-sum57, or awarded by the
LMTA Senate; students of the study programme Acting also have a possibility to receive V.
Kernagis scholarship, a state loan for tuition fees and a state-supported loan with the state guarantee
to pay tuition fees, living expenses and periods of study abroad on the basis of international
agreements 58, and a scholarship for periods of study abroad according to mobility programmes.
Paying students have a chance to receive a discount on tuition fees 59. As much as possible, the
LMTA supports creative self-expression of students by covering their travel expenses to
festivals/competitions/conferences or participation fees. If no such support can be provided, the
LMTA administration and respective service departments inform students about availabilities to
receive financial support elsewhere and act as intermediaries; besides, the Academy recommends
students for state, public and private funds.
(132) Students may use Academy resources available in the library, collection of video recordings,
collection of sound recordings and workstations. The phoniatrics room of the Academy provides
students with required health care services and psychological support. The Centre for Physical
Culture provides students with possibilities to engage in sports. Students are provided with a
possibility to reside in the LMTA dormitory60 in Vilnius (Giedraičių g. 57).
5.11. ASSESSMENT OF STUDENT ACHIEVEMENTS
(133) The Academy assessed learning outcomes in the form of an examination (10-point system
from 1 to 10 is used for assessment) or a review (assessed as Passed or Failed). Assessment of
student achievements is based on assessment criteria specified in the description the a study subject
(module) and is linked to learning outcomes of the study subject (module) as well as principles of
reasonableness, clarity and objectivity. The greatest part of subjects of the study programme Acting
has specific description of assessment criteria (q.v. Annex 3). They clearly specify the achievements
56
www.lmta.lt/lt/duk
Regulations on Scholarships (Approved by Protocol No. 8 of the Senate, 2010-10-27; amended by Protocol No. 9-SE,
2012-09-26)
58
Description of the procedure for awarding, administration and repayment of state loans and state-supported loans
for students (The Official Gazette, 2009, No. 64-2569)
59
Procedure for payment, repayment and recovery of tuition fees of the Lithuanian Academy of Music and Theatre
(Approved by Protocol No. 2 of the LMTA Council, 2013-06-05)
60
Internal procedure of the LMTA dormitory (Approved by Protocol No. 8-SE of the LMTA Senate, 2012-06-27)
57
[35]
to be assessed. Assessment in grades is based on general requirements established in the document
On approval of the system for assessment of learning outcomes61. Principles of student assessment
are set out in the LMTA Study Regulations62 that are publicised on the website of the Academy. The
LMTA assessment scale and grades are as follow:
Table 16. Assessment criteria
Passed, failed
PASSED
Assessment system
10 (excellent)
9 (very good)
8 (good)
7 (average)
6 (satisfactory)
5 (weak)
FAILED
4, 3, 2, 1 (unsatisfactory)
Description
Excellent, exceptional knowledge and abilities
Sound, good knowledge and abilities
Better than average knowledge and abilities
Average knowledge and abilities, some non-essential errors
Knowledge and abilities (skills) are lower than average, some errors
Knowledge and abilities (skills) correspond to minimal
requirements
Minimal requirements are not met
(134) Student assessment is directly related to forms of assessment used by the Academy, which
are specified in LMTA Study Regulations. The major part of pedagogues choose continuous
assessment, which means that learning outcomes are assessed on a constant basis, testing students
for subject material planned in the study programme and abilities gained. LMTA may organise
interim assessments for tasks performed by students or knowledge and abilities gained during a
certain part of a semester. This assessment is undertaken during minor sessions planned in LMTA
academic calendar.
(135) Accumulative or compound grade can be used for assessing learning outcomes during
subject examinations at the end of a semester. The grade is estimated on the basis of proportions for
continuous and interim assessments, which are indicated in a description of a specific subject.
5.12. POSSIBILITY TO REPEAT SUBJECTS AND RE-TAKE EXAMINATIONS
(136) Possibilities for students to repeat subjects and re-take examinations are detailed in the
LMTA Study Regulations. Failure to pass an examination or review during an examination and
review session or postponed session results in an academic debt. Subsequent to an unsatisfactory
final assessment, a learner has the right to repeat the assessment one time free of charge.
Examinations (reviews) of subjects of an autumn semester are retaken within 10 days since the
beginning of the spring semester. Examinations (reviews) of subjects of an autumn semester are
retaken before 31 August of the current year. A repeated failure to pass or take an examination or
review results an academic debt of a learner and an obligation to repeat the respective subject,
paying the fee established by the LMTA.
(137) No re-taking is allowed for students of the study programmes Acting and Theatre Directing
that received an unsatisfactory grade for the speciality subject during the main examination session,
which results in expulsion from the Academy63. This procedure applies as the form of the applicable
examination – a play – is complicated. To re-take the examination, the entire company of students
would have to be invited as well as the examination panel; consequently, the decision was made not
to allow students of the study programme Acting to re-take the examination of the speciality subject.
(138) In case a learner does not agree with final results of assessment of learning outcomes and in
case of violations of the procedure for assessment of learning outcomes has the right to submit a
61
Dėl studijų rezultatų vertinimo sistemos patvirtinimo (The Official Gazette, 2008, No. 86-3437)
Studijų nuostatai (Approved by protocol No. 8-SE of the Senate, 2012-06-27)
63
p. 135 of the LMTA Study Regulations
62
[36]
reasoned appeal to the dean no later than in 3 days. The scrutiny of appeals is regulated by the
Procedure on Submission and Scrutiny of Appeals64.
5.13. A POSSIBILITY TO CHOOSE SUBJECTS AND (OR) MODULES ACCORDING TO STUDENT NEEDS
(139) Students have a possibility to attend optional course units. Depending on specialisation, a
study programme offers 3 to 36 credits for optional course units. Considering their needs, students
may choose among subjects offered by LMTA as well as modules provided by Vilnius University,
Vytautas Magnus University, and International Business School of Vilnius University, with which
the Academy has undersigned cooperation agreements.
5.14. ENSURING FAIRNESS IN LEARNING
(140) The fairness principle is established in the LMTA Code of Ethics65. No special measures
have been required to ensure fairness in learning in the study programme. First of all, a portion of
most important examinations are organised in the form of public performance. All subjects
concluded with an examination require an examination panel, which ensures objectivity in student
assessment. Most of subjects are taught in small groups of students or individual sessions (e.g.,
stage language, singing and etc.), during which each student can be effectively supervised. Fairness
in learning among students is also promoted by a healthy competition, which is particular to work in
small groups.
STRENGTHS:
1) Intense competition between candidates, amounting to 6 applicants to one student place on the
average, demonstrates that the study programme is popular among candidates. Additionally, this
study programme is the first choice of students who are accepted to the Academy with high
competitive scores. Most students remain motivated until the end of studies, which is demonstrated
by high graduation examination grades. Success of programme implementation can be
demonstrated through abundant list of national and international awards received by students and
graduates of the study programme.
2) Although indicators on mobility of periods of study somewhat low, students are provided with
opportunities to participate in international projects, festivals, competitions, etc. This has a very
positive effect on the international dimension, multiculturalism and interdisciplinarity of the
programme. Short-term mobility introduces students to theatrical traditions of other cultures and
helps finding important international contacts.
3) To ensure objective assessment of knowledge and learning achievements, all examinations take
place in front of a panel. The assessment panel for final examinations is comprised of Academy
teachers, who are specialists in their field, and the most prominent theatre/dance artists or heads of
art institutions; the assessment panel is chaired by a well-known theatre artists or critic who is not
employed at the Academy.
1) There is a lack of premises, which does not allow offering flexible and comfortable schedules
for studies. Consequently, most students spend their major part of the day at the Academy.
Unfortunately, there is no quick solution to the problem.
64
65
Apeliacijų teikimo ir nagrinėjimo tvarka (Approved by protocol No. 8-SE of the Senate, 2012-06-27)
Code of Ethics (approved by Protocol No. 3 of the Senate, 2008-05-28)
[37]
2) The canteen, which is located in the premises of FTF, has been closed for a number of years;
Campuses IV and V do not have a suitable catering facility nearby, thus students and employees
had no possibility of appropriate nutrition. During the reporting period, a tender aiming to rent out
the canteen was announced; however, no bids were received. Subsequently, the decision was made
to turn the former canteen into a self-service kitchen. The solution seems to have mitigated the
situation; however, the demand for catering services remains relevant.
6. MANAGEMENT OF THE STUDY PROGRAMME
6.1. STRUCTURE FOR MANAGEMENT OF THE STUDY PROGRAMME AND DECISION-MAKING
(141) Quality assurance and content of the study programme is entrusted to the Committee on
Study Programmes of Acting and Directing66: assoc. Prof. A. Giniotis (chair), Prof. J. Vaitkus,
assoc. Prof. G. Varnas, lect. J. Javaitis, lect. S. Krivickienė, lect. I. Stundžytė, M. Budraitis (General
Director of the National Drama Theatre, representative of employees), students: P. Markevičius, J.
Vanagas, E. Kižaitė.
Responsible
Faculty
departments,
Committee on
Study Programme,
Study Quality
Centre
Committee on
Study Programme,
Division of Study
Programmes,
Directorate of
Economics and
Finance
Chain of
processes
Scheme 1. Management of the process of studies at the Academy
Initiative,
Expert
recommendations,
surveys
Programme
improvement,
Resource
planning
Committee on
Faculty
Study Programme,
departments, Deans,
faculty council, Admission Office Course supervisor,
Study Quality
Division of
Centre,
Information and
The Senate
Data on Studies
Approval of
programme
amendments
Admission
of students
Implementation
of the
programme and
accounting of
studies
Study Quality
Centre,
Committee on
Study Programme
Monitoring quality
and evaluation of
the programme
Improvement of processes pertaining to programme implementation
(142) The Committee was established at the end of 201267; thus, it is still searching for the most
suitable working methods. The establishment and functions of the Committee are regulated by
Regulations on Study Programme Committees 68 . Meetings of the Committee analyse the most
important indicators of the study programme and resolve issues pertaining to the content of the
study programme. The most important statistical information on the study programme is supplied
by the Division of Information and Data on Studies, Admission Office and faculty departments.
Methodological assistance is provided by the Division of Study Programmes and the Study Quality
Centre. The study process is organised by the FTF dean’s office and departments. An important role
66
Specialisations of the field of dance are managed by the Committee on the Study Programme of Acting (Dance
Specialisations)
67
Before 2012, study programmes of the Academy have been the responsibility of respective departments. To reduce
the burden of department heads and involve stakeholders into the processes pertaining to implementation of study
programmes as well as subsequent to analysis of expert recommendations, in 2012, the decision was made to establish
Committees on Study Programmes.
68
Studijų programų komitetų nuostatai (Approved by Protocol No. 10-SE of the LMTA Senate, 2012-12-19)
[38]
is entrusted to a course supervisor in charge of the quality of study programme implementation. A
detailed cycle of programme management is provided in the Scheme 1.
(143) This procedure is suitable and effective for transparent and efficient implementation of
objectives related to internal quality assurance of a study programme.
6.2. DOCUMENTS
ESTABLISHING THE RESPONSIBILITY OF EMPLOYEES TASKED WITH DELIVERY OF
THE STUDY PROGRAMME
(144) LMTA Statute69is the key document that defines responsibilities of LMTA employees. Other
important documents that regulate the delivery of the study programme are as follow: LMTA Study
Regulations70, the Description of the Procedure for the design and revision of study programmes71,
the Procedure on recognition of learning outcomes at LMTA,72 Rules on the use of auditoriums73,
and the LMTA Procedure on submission and scrutiny of appeals74. The key responsibilities and
functions are defined in their job descriptions. In 2014, the Academy plans to draft the Procedure
on organisation of minor studies and the Regulation on study programmes.
6.3. MEASURES UNDERTAKEN TO ENSURE QUALITY IMPLEMENTATION OF THE STUDY PROGRAMME
(145) To ensure the quality of the study programme, data on admission, learning outcomes of
students and student attrition are collected and analysed; additionally, surveys of students, alumni
and employees are undertaken. This data is discussed and analysed in respective structural divisions
and later publically presented during meetings of the Senate, Faculty Council and Faculty
Departments. Based on that data, decisions are made regarding improvement of the quality of the
study programme.
(146) Quality assurance in teaching is realised through performance assessment of teachers every
five years and employment of new teachers by way of open competition.
(147) In 2012, the Academy started revising descriptions of all study programmes offered by
LMTA. The revision was initiated by participation in the project implemented by Vilnius University
on the Design of the national concept for the European Credit Transfer and Accumulation System
(ECTS): harmonisation of credits and design and implementation of degree programmes based on
leaning outcomes, in which LMTA was represented by V. Umbrasienė and R. Rimšaitė. So far,
some programme structures of the study programme have been revised as well as a small portion of
descriptions of subjects; additionally, aims and learning outcomes of the study programme have
been reformulated.
(148) To integrate all processes pertaining to monitoring and improvement of the quality of studies
and to ensure their efficiency, in 2012, the Academy undertook the project Developing internal
quality management system for studies at the LMTA75. It is planned to finalise the 1st phase of the
project before the close of October 2013, which should result in the design of an integrated quality
management system comprising all areas of activity of the Academy. This will allow the Academy
to ensure greater efficiency as well as continuous and integrated control of quality; additionally, this
will raise the level of LMTA studies to a new level and improve international recognition of the
Academy. The 2nd phase of the project (November 2013 – May 2014) is dedicated to development
of the IT system for quality management. The successful implementation of the project is expected
69
LMTA Statutas (The Official Gazette, 2011, No. 47-2216)
Studijų nuostatai (approved by the Protocol No. 8-SE of the Senate, 2012-06-27)
71
Studijų programų kūrimo ir atnaujinio tvarkos aprašas (approved by the Protocol No. 12-SE of the Senate, 2012-12-28)
72
Studijų rezultatų įskaitymo LMTA tvarka (approved by the Protocol No. 8-SE of the Senate, 2012-06-27)
73
Naudojimosi auditorijomis taisyklės (approved by the Protocol No. 5-SE of the Senate, 2013-05-22).
74
Apeliacijų teikimo ir nagrinėjimo tvarka (approved by the Protocol No. 8-SE of the Senate, 2012-06-27)
75
Contract No. VP1-2.1-ŠMM-04-K-02-020 between LMTA and European Social Fund Agency of 30 August 2011
70
[39]
to result in an effective internal quality assurance system and a boost in formation of the culture of
quality.
6.4. DOCUMENTS REGULATING THE INTERNAL QUALITY ASSURANCE IN STUDIES
(149) The most important documents related to the quality assurance in studies have been listed in
paragraph 6.2. Quality assurance in teaching is regulated by the Procedure for assessment and
competitions of teachers and research fellows of the Lithuanian Academy of Music and Theatre76
and Minimum requirements for qualification of the Lithuanian Academy of Music and Theatre
teachers and research fellows77.
(150) The initial documents depicting the structure of the organisational quality management,
describing processes for assessment of the quality of studies, indicating areas for quality assessment
as well as relevant criteria and indicators have been approved in 2010, namely: the LAMT strategy
for quality assurance of studies for 2010–2012 and the Concept of LAMT quality management
system. Currently, LMTA is drafting the Quality Handbook under the scope of the project
Developing internal quality management system for studies at the LMTA; the document is planned
to be finalised with the close of October 2013.
6.5. INFORMATION SOURCES ON THE QUALITY OF STUDIES
(151) The most important information on the quality of studies and improvement of the quality of
studies is publicised on the website of the Academy78. A lot of information on studies and the
quality of studies is available in annual reports79. The most important indicators of LMTA studies
and survey results are presented for the Senate, Rector’s Office, Faculty Councils and faculty
departments.
6.6. DATA COLLECTION AND ANALYSIS
(152) Collection and analysis of information is aggravated because the Academy has no system for
accounting of studies; consequently, data is collected and analysed in separate structural divisions.
There were attempts to design a system for accounting of studies/students in cooperation with
Vilnius University and, later, with Kaunas Technology University; however, due to specifics of the
Academy pertaining to processes of studies, there was no success in attempts to adapt systems used
by other higher education institutions. Currently, the Academy has systems for accounting and
human resources. Structural divisions use LMTA servers to circulate other types of information.
This facilitates collection of data to some extent; however, the lack of software aggravates the data
analysis process. It is planned that once the quality management system for studies is designed in
2014, data collection and analysis will be simplified and less time consuming.
(153) Collection of information on students, their learning outcomes and indicators is tasked to the
Division of Information and Data on Studies. Administrative divisions of faculties undertake
accounting related to delivery of separate study programmes. Information on study programmes and
course units (modules) is accumulated by the Division of Study Programmes. Depersonalised data
on employment of alumni and employer survey results are accumulated by the Career Centre. Data
on surveys of students and alumni, and data on evaluation and accreditation of study programmes
are accumulated at the Study Quality Centre. Information on international mobility and international
76
Dėstytojų ir mokslo darbuotojų atestavimo ir konkurso pareigoms eiti organizavimo tvarkos aprašas (approved by
Protocol No. 9-SE of the Senate, 2011-12-21)
77
Minimalūs kvalifikaciniai LMTA dėstytojų ir mokslo darbuotojų pareigybių reikalavimai (approved by Protocol No.
9-SE of the Senate, 2011-12-21)
78
http://lmta.lt/lt/studiju-kokybe
79
http://lmta.lt/lt/svarbiausi-lmta-dokumentai
[40]
events is accumulated by faculty departments and the International Relations Office. Information
about events organised by the Academy and the academic community is accumulated by the LMTA
Art Centre. The LMTA Science Centre is responsible for information regarding achievements of
teachers and researchers.
6.7. INVOLVEMENT
OF STAKEHOLDERS INTO ASSESSMENT AND IMPROVEMENT OF THE STUDY
PROGRAMME
(154) The most important groups of stakeholders (employers and students) are represented on
Committees on Study Programmes. Furthermore, they are surveyed. FTF maintains close relations
with Lithuanian theatres and other art and culture institutions. Representatives of such institutions
are invited to sit on assessment panels of final examinations. A substantial portion of Academy
teachers work in the aforementioned institutions, thus their advice is significant for improvement of
the quality of the study programme.
(155) Participation of students in processes for assurance and improvement of the quality of
studies is ensured through their involvement in major governance and management bodies of the
Academy (the Council, Senate, Rector’s Office, Faculty Council, Committees of Study Programmes
and various workgroups), which resolve the most important issues pertaining to the quality of
studies. The Academy aims to ensure that students become fully involved in the assessment and
improvement of the quality of studies and would assist in implementation of required changes.
Students have a possibility to express their opinion and requests on all issues pertaining to the
quality of studies. The Academy aims to ensure that participation of students in this process would
not be limited to formal decision-making.
(156) The Ministry of Science and Education and Centre for Quality Assessment of Higher
Education, which represent the interests of the state, participate in the assessment and improvement
of the quality of the study programme through the process of evaluation. Interests of these
institutions as well as the most up-to-date trends are communicated to the Academy through LMTA
employees who sit as experts on various working groups of the aforementioned institutions.
6.8. OPINION
OF STUDENTS, ALUMNI, EMPLOYEES AND EMPLOYERS ON DELIVERY OF THE STUDY
PROGRAMME
6.8.1. STUDENT SURVEYS
(157) According to the results of the student survey of 2010, 59 percent of respondents were
satisfied with the quality of study programmes offered by LMTA. During the year, no information
was collected on individual study programmes. The alumni survey of 2012, which targeted the
graduates of the year, demonstrated that students rated the first cycle study programme Acting as
satisfactory (2.2 point out of 4). Summary of results of the study programme Acting demonstrates
that students have a positive opinion about the professionalism of teachers (40 percent) and the
value of knowledge received (40 percent); however, as expected, more problems were revealed in
relation to assessment and assessment criteria (60 percent – positive opinions and 40 percent –
negative). In 2013, an analogous survey demonstrated that the situation in Faculty improved;
however, as the number of respondents was low, the data was analysed only on the level of the
faculty.
[41]
Diagram 5. Data on FTF student surveys
Very good (nothing needs to be changed)
Labai gerai (nieko nereikia keisti)
3%
8%
50%
Good (some
things
to be changed)
Gerai
(kaineed
ką reikėtų
pakeisti)
57%
31%
29%
Patenkinamai
(daugneed
ką reikėtų
pakeisti)
Satisfactory
(many things
to be changed)
Unsatisfactory (studies failed to meet my
Nepatenkinamai (studijos nepatenkino mano lūkesčių)
expectation)
17%
6%
0%
10%
2012
20%
30%
40%
50%
60%
2013
6.8.2. ALUMNI SURVEYS
(158) The latest survey of alumni, who graduated within the period of 5 years, was undertaken in
2013. The data was not analysed in relation to individual study programmes; still, 47 percent of
respondents indicated having gained sufficient knowledge and abilities for successful employment
and career while 15 percent said they did not. Additional survey was made of graduates of 20102013 that showed that 80 percent of graduates have work in the profession (37 percent in the state
theaters, 43 percent in non-state theaters), 65 percent continue studies in second study cycle (q.v.
Table 12).
6.8.3. EMPLOYEE SURVEYS
(159) No employee surveys are currently undertaken at the Academy. Such surveys are included
into the scope of the system of quality, which is currently designed. It is planned to undertake the
first employee survey in February–March 2014.
6.8.4. EMPLOYER SURVEYS
(160) The latest employer survey was undertaken in 2013. The results indicated that 60 percent of
employers had a positive opinion regarding professional knowledge of LMTA graduates, while 52
percent of respondents had only a partially positive opinion about the level of knowledge and
abilities. In their opinion, LMTA graduates lack responsibility, ability to apply knowledge in
practice and skills related to project work. While choosing an employee, employers mostly focus
on personal qualities of candidates (91 percent), professional knowledge and skills (100 percent),
impression during a job interview (72 percent), recommendations of former employers (62 percent).
As many as 45 percent or respondents indicated that it is important for them to know the higher
education institution, from which a candidate graduated.
STRENGTHS:
1) The quality management system will be finalised with the close of October 2013. The system
will integrate all quality management processes. In 2014, the Academy plans to finalise the design
of required software, which will allow collecting and analysing data in a more productive manner.
2) The Committee on Study Programmes of Acting and Directing was established. The Committee
has representatives of students and employers, who bring a different view to the development of the
study programme.
[42]
3) Each course is supervised by famous directors, and actors that are in charge of the quality of
study programme implementation for supervised course, take care of students’ career after
gradution, help entrench the world of theatre.
1) Accounting of studies takes place in individual structural divisions; information is collected
manually. This work is especially time consuming, which means some data remains unanalysed.
This becomes even more apparent when the same data needs to be analysed from a number of
angles or relationships need to be found. The Academy expects to resolve this problem with the
help of the software, which is to be designed for the quality management system.
2) The Learning Theatre should have a more active role in the process of studies. At the moment,
it is usually the course supervisors that are concerned with introduction of student work to the
public.

Self-evaluation Report 2013

Transcription

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