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The Academy of Performing Arts, with its 1050 students, is the largest artistic, educational institution in the Slovak Republic. Students can enhance their talents and skills in theatre, film, music, and dance undergraduate and graduate programs. The Academy's objective is to offer a deep understanding of the European cultural context and the specific qualities of Slovak art and culture. VŠMU graduates have become leading personalities in Slovak cultural life. The curriculum is continuously reviewed; the Academy teachers are involved in basic and applied research projects. Leading professionals teach at the Academy, the study programs are regularly updated to meet the profession's latest standards. Theatre and dance performances, film screenings, concerts of students and teachers are open to the general public. School public activities form an integral part of Slovak culture. At present, the VSMU consists of three faculties: Music and Dance Faculty, Theatre Faculty, and Film and Television Faculty. Each Faculty has its production departments, which provide necessary services for artistic productions and students' projects. The VŠMU also includes the following units: the Department of Foreign Languages, Central Library and the Study and Information Centre, the Centre of Art and Science. Outstanding artists and teachers have worked at the VŠMU within 70 years of its existence, and many generations of renowned personalities of Slovak culture graduated from this Academy. The Academy of Performing Arts in Bratislava is a public university-type school and the highest accredited educational, artistic, and research institution in theater, film, music, and dance arts in Slovakia. The language of study at the Academy of Performing Arts is Slovak. However, the Faculty of Music and Dance provides selected programs in English and German as well. More details can be found on the website of the Faculty. The European Policy Statement was developed as part of the application of the VSMU for the Erasmus University Charter. It reflected the long – term objectives in the field of international relations of VSMU, in particular, the following activities: expanding the multilateral and bilateral cooperation based on individual agreements with the foreign artistic higher education institutions increasing mobilities of the teachers, non-teaching professional staff creating the conditions to attract international students at the VSMU broader implementation of Erasmus + mobilities and the direct cooperation of departments, ateliers, and other parts of the Academy of Performing Arts. The Erasmus Programme is a European Union exchange program offering university students the possibility of studying or working abroad in another European country for three and twelve months. The program's name refers to Dutch Renaissance humanist and theologian Desiderius Erasmus of Rotterdam, the Netherlands. He studied at several European universities and described education as a chance for modern people. The Erasmus+ Programme builds on the achievements of 30 years of European programs in the fields of education, training, and youth. It encourages student and staff mobility for study and work and promotes transnational cooperation projects among universities across Europe. The scheme currently involves nine out of every ten European higher education establishments and supports cooperation between the universities of 33 countries. – ESN is the European student organization whose primary mission is to assist international students during their exchange study at the hosting institution. – ESN VŠMU is one of sixteen sections operating in Slovakia. Under the university, it joins students of the three faculties: Faculty of Theatre, Faculty of Film and Television, and the Faculty of Music and Dance. Our section cooperates with the international department of the Academy of Fine Arts and Design in Bratislava. Thus it is connecting exchange students of both artistic higher education institutions. This cooperation is being implemented at the non-formal platform. – At the same time, the ESN network members are active in the buddy system – they contact incoming students to better adapt to the new environment. During the exchange study, we provide Erasmus students with all information about those unfamiliar with the new milieu; thus, we wish to ease the adaptation process in their new temporary stay. We prepare various extracurricular and leisure time activities, mainly culture-oriented actions. With ESN's guidance, students can get more comfortable to know each other between faculties as we connect all those coming to VSMU within their exchange study. View full university

The University of Performing Arts Ernst Busch can look back over more than a century-long history. In 1905, the newly appointed Artistic Director of the ›Deutsches Theater‹, Max Reinhardt, founded the first-ever German Acting Conservatoire. In doing so, he affiliated his theatre with a leading teaching institution for future generations of artists. This relationship continued up until 1951, when the school became an independent and autonomous college. In 1971 the teaching program was extended to include the Faculty of Puppetry. In September 1981, three decades after its conversion from the Berlin Actor's Conservatoire, the school was given university status and named the celebrated actor Ernst Busch (1900–1980). In 1974 the Institute for Theatre Directing was included in the college program, followed in 1988 by a Choreography Department, which joined with Dance Performance in 2006 to become the Department of Dance. The University of Performing Arts Ernst Busch today is therefore made up of four departments: Acting, Directing, Puppetry, and Dance, as well as its own Studio Theatre. Our four-year Acting Programme's tradition is to divide the year into small groups that work on scene studies with as many different teachers as possible. This well-tested method of 'scene studies,' with a final performance and evaluation, derives from the Max Reinhardt period. The acting students work with the school's permanent teaching staff and actors, directors, and dramaturges from the profession. In this way, we ensure that the students are well prepared for the contemporary theatre practice which awaits them. The Foundation Course is characterized by continuity and systematic the central element of the training is built around a series of projects. The teaching is based on the ideas that have established German Language theatre's best traditions and the most critical impulses from a wide-ranging international theatre scene. Our lessons focus on the insights and conclusions of Constantine Stanislavski and Bertold Brecht, and we use their methodological approaches with subtle differentiation and diversity. Our aim is that in each lesson, the acting student learns about himself, the role, and the work within an ensemble. The scene studies, projects, and studio productions which are produced during the academic year are performed on the ›Wolfgang Heinz‹ Stage in the Schnellerstrasse and the ›bat-Theatre‹ in the Belforterstrasse. Our public studio performances provide evidence both of our sound training and the creative power of ensemble-acting. Alongside this, our students work on projects at various professional theatres. Puppetry is an ancient craft, which can only fully prosper through the influence of other art-forms. The different elements, which, in amalgamation, contribute to this art-form are things, raw materials, puppets, and visuals, language, and play. By using puppets, the performer denies himself the vanity of presenting himself, steps into the background, create himself anew, and perceives himself differently. Other genres: Dance, Acting, Film, Performance, and Digital Media, pervade this form of making theatre in every way. The practice-based course lasts eight semesters, covering various artistic ways to perform on stage and in front of an audience. View full university

Founded in 1857, the State University of Music and the Performing Arts Stuttgart is the oldest and - with almost 800 students – the most prominent University of Music in Baden-Wurttemberg. Located along Stuttgart's "Culture Mile," the university is critical to Stuttgart and the surrounding region, not only as a university but also as a concert promoter and cultural center. The university offers a wealth of subjects. Besides piano, organ, and singing, students can also study all of the orchestral instruments, composition, conducting of (orchestra and choir), guitar, harp, and elementary music pedagogy (EMP). Musicology and the theory of music round-off our comprehensive range of practical subjects on offer in Stuttgart. All the subjects can be studied in either the artistic or music pedagogical courses. We also offer school music and church music. Students can complement their studies with time spent at the orchestral academy of the RSO Stuttgart. For musicology and music pedagogy, the university can confer doctoral degrees and award post-doctoral (professorial) qualifications. Concerning the performing arts (opera school, theatre, visual theatre – puppetry and animation, spoken arts), the university benefits from its theater (Wilhelma theater). We also operate an opera studio in cooperation with the Staatsoper Stuttgart to promote vocal training: and an acting studio in conjunction with the Staatsschauspiel Stuttgart and several other theaters in Baden-Württemberg offer students a means of gaining practical experience. Annually, there are about 450 public concerts in the architecturally attractive university building with its imposing, 50 m high tower in the center of the state capital Stuttgart. The university accommodates three concert halls with up to 500 seats. Around 100 more concert- and theatre events are shown at the Wilhelma theater. About 85,000 visitors a year attend these events. A few more of the university's critical differentiating features include the university's theatre dating from 1840, the unique collection of 11 organs, a technically well-equipped studio for electronic music, and the only current figure theatre course former West German states. The university is organized into four faculties and eleven institutes. One active support association and two university-own foundations sustain the university. For commercial tasks, the university can refer to its GmbH as a subsidiary. The State University of Music and the Performing Arts Stuttgart is a member of the Rectors' Conference of the German Universities of Music, the HRK – German Rectors' Conference, and the Association Européenne des Conservatoires (AEC). VESPA meaning Verbund für Sprachenangelegenheiten, is a university language course cooperation program between Hochschule der Medien, together with Hochschule für Technik Stuttgart, Staatliche Akademie der Bildenden Künste Stuttgart as well as Staatliche Hochschule für Musik und Darstellende Kunst Stuttgart, which aims at teaching languages together and across institutional borders. In 2001 the university decided to employ a new strategy, electing for the first time in its history an external applicant as president, Prof. Dr. Werner Heinrichs. Before he was appointed president, he had been the Professor of Arts Management. In 2002 the second phase of construction was completed by Stirling, Wilford, and Associates (today » Wilford Schupp Architekten). This included the multiply award-winning School or Theatre, Elementary Music Education, and Organ Collection. A year later, in 2003, the university was awarded the right to confer doctoral degrees in musicology and music pedagogy. In 2005, the university re-structured itself completely, giving rise to its current four faculties and eleven institutes. The infamous Bologna Reforms triggered the administrative changes of 2008 when under Pro-rector Prof. Dr. Matthias Hermann, the study's program was converted to the Bachelor and Master system. Alongside one active support association, the university has been fortunate enough to benefit from two universities' foundations since 2010. Concerning commercial concerns, the university utilizes its own company in the form of a GmbH, which it has been using as a subsidiary since 2006. The university's outstanding reputation is reflected in the countless first-rate appointments, the many successful international competitions, and professional public relations. Annually, the university receives some 2,800 applications for 100 possible study places, powerful testimony indeed of its reputation. The Bachelor of Music course enables you to study: all-instrumental subjects (except accordion), singing, orchestral conducting, choral conducting, composition, music theory, and elementary music pedagogy. The Bachelor of Music course has a total duration of 8-semesters and is an undergraduate program divided into 2-phases of 4-semesters each. Alongside your main artistic field of study and ensemble practice (orchestra/choir/chamber music), the syllabus in semesters 1-4 (essential undergraduate phase) includes the following modules: music theory (the rudiments of composition, study of harmony, counterpoint), musicology, aural training, and methodology as well as piano as a minor field of study. The primary undergraduate phase ends on the successful completion of your intermediate exam. Semesters 5-8 (the advanced undergraduate phase) concentrates more on your main artistic field of study and ensemble practice. Analysis and music education are reflection modules. Part of your intermediate exam will entail deciding on your main focus for your degree's advanced undergraduate phase: otherwise known as the profiling phase. In the profile phase, we offer a wide range of options to accommodate as many interests as possible. The profiles you choose will influence your final Bachelor's degree exams and can, to some extend, be considered as a move towards specialization in later postgraduate programs. View full university

Although the Mannheim University of Music only became a state institution in 1971, it can look back on a successful tradition of more than 200 years. As far back as 1756, Mannheim's electoral court supported the Seminarium Musicum of the Jesuit theological college at which "poor palatine students" (including J. M. Kraus) were taught vocal and instrumental music. The announcement in a Mannheim newspaper dated 12.09.1776 of the first "Public Chair of Musical Thought and Art "at the "Mannheim Tonschule," founded by Abbé Vogler, a top international standard was achieved. The "Tonschule" was approved and financially supported by music enthusiast Elector Carl Theodor and helped professionally trained musicians. It is generally considered the predecessor of present-day music conservatories and universities (as stated in the encyclopedia of music, "Music in the Past and Present "). It was the height of the worldwide famous Mannheim Court Orchestra, the so-called "Mannheim School, "which is recognized as the most important musical link between the Baroque period and the Vienna Classic period. The establishment of the "Tonschule "was indispensable as fresh talented musicians trained to the highest standards were required in large numbers to constitute the court orchestra. At the same time, the court orchestra was also able to engage some of the very best teachers. The "Mannheim Tonschule "was the model for numerous conservatories and universities of later founded music. Abbé Vogler's teachings' great success is reflected in the long list of his famous composition students, for example, Carl Maria von Weber and Giacomo Meyerbeer. The Mannheim Academie de Danse likewise dates back to the eighteenth century (1762). It is one of the oldest European dance academies and was highly involved in the eighteenth century's excellent ballet reform (change towards theatrical ballet). "The ballets are indeed magnificent and complete" (often over 80 performers), "and all the dancers are trained here." (Gothaer Theatre Calendar 1777). The Electoral Palatinate's cultural tradition remains of great importance for the Mannheim city of music to this very day. The Mannheim University of Music and Performing Arts is a critical player in its upkeep. The work of the "Tonschule" and the "Academie de Danse" was continued by the Mannheim Conservatoire and later by the Mannheim University for Music and Theatre. The Heidelberg Conservatoire was founded in 1894 and was then integrated into the Mannheim University in 1971. Lecturers that have taught here include Wilhelm Furtwängler, Max Pauer, Ernst Toch, Richard Laugs, Friedrich Wührer, Karl Heinrich Wörner, Erika Köth, Heinz Hoppe and Hans Vogt. After a new building was completed in 1999, all study institutions were then transferred to Mannheim. The University of Music is now equipped with state of the art teaching rooms and has developed into the second-largest institution of its kind in Baden-Württemberg ‑ which is also thanks to its advantageous geographical location and transport connections‑. The Academy of Dance is the only institute of higher education in Baden-Württemberg that trains dancers. Study courses that are offered include Dance and Children's Dance Pedagogy (6 semesters) and the postgraduate study courses Artistic Training Dance / Stage Practice and Dance Pedagogy for Professional Dancers (2 semesters). The subjects Musicology and Music Pedagogy offer students the option of gaining a doctorate. Some 500 events organized by the University every year enrich the range of cultural events held in the Rhine Neckar area and provide the public with comprehensive information about our work and give our students experience with audiences at an early stage. In addition to concerts and theatre performances, academic conferences and symposiums are vital and masterclasses held by international artists and teachers. Furthermore, the University holds regular competitions, and the students also make many of their CD productions. Joint events are frequently held together with other universities, theatres, orchestras, music schools, concert organizers, and other cultural institutions. This includes joint performances in all areas and numerous internships by students that enable them to transition as graduates into their professional life seamlessly. Together with four professional orchestras from the region (Rhineland Pfalz State Philharmonic Orchestra, Mannheim National Theatre, Heidelberg Philharmonic Orchestra, Palatinate Chamber Orchestra), the University founded the "Rhine Neckar Orchestra Academy". This is the first orchestral academy to be jointly maintained by a university and orchestras. An issue of particular importance is the encouragement of highly talented young people. To this end, the University has founded the Amadé network, which is the only one in Germany. The high quality of the education and training received at the Mannheim University of Music. Performing Arts are reflected in the numerous stories of success from our students and graduates as well as through the international prizes that the University has secured in competitions (e.g., ARD competitions), leading positions held by our graduates in renowned orchestras (e.g., the Berlin Philharmonic Orchestra) and the appearance of vocal soloists at prestigious establishments (e.g., Bayreuther Festspiele). View full university

We want to initiate a dialogue with graduates, former teaching staff, and students of the HfMDK. We want to keep in touch with you, win you as a friend of the University, and in the meantime, we endeavor to broaden the scope of artistic programs of study with your help through an alumni network. As an alumnus or alumna of the HfMDK, you will receive the university magazine "Frankfurt in Takt" and our monthly events letter by email. Furthermore, you will be invited to academic celebrations at the University and to the "Kunstübungen - exercises in arts" of the "Friends of the University". Please fill in the Alumni membership form and post or fax it (+49 (0) 69-154 007 161). Your membership in our Alumni network is free. Please keep an interested, sympathetic but critical eye on the Frankfurt University of Music and Performing Arts development. Attend our events, visit us, keep in touch! We would be delighted. The Frankfurt University of Music and Performing Arts has its origins in Dr. Hoch's Konservatorium, a foundation established by the Frankfurt burgher, Dr. Joseph Hoch, in 1878. The founding Principal Joachim Raff and his successors were able to attract renowned and internationally distinguished artists as teachers at the University, such as the pianist Clara Schumann, Engelbert Humperdinck, and the cellist Hugo Becker. During the pre-World War One period, many students from all over the world studied in Frankfurt. Some of them were going on to become famous, such as Eduard McDowell, Percy Grainger, Ernst Toch, Otto Klemperer, Hans Rosbaud, and Paul Hindemith. After 1918, the Conservatorium attracted attention through new, innovative courses and contents which were promoted by Bernhard Seals, who was appointed Principal in 1923: these included founding an opera school, early musical education for very young children, courses for adults as well as the first German jazz class in 1927. We are the State of Hesse's University for music, theatre, and dance and an essential institution in Hessian cultural life. We act by our social mandate, and our community is international. We profile ourselves as active partners in an extensive field of regional, national, and international networks and renowned cultural institutions. The principles of freedom of art, generosity, intuition, and passion helped shape the University's spirit. Individual self-determination, acceptance of divergent views, and critical awareness all play a role in our identity. We generate innovation and interest in interdisciplinarity, and we provide freedom for experimentation, new working methods, and artistic research. Our artistic, educational, and scientific practice reflects the need to protect, maintain, and reinterpret our cultural legacy, and we help shape contemporary developments. We promote the participation of all citizens in the arts. We respond to changes in professional opportunities and rise to the challenges of demographic change, globalization, and digitalization. The University's central task is to train students to become professional and socially responsible artists, educators, and scientists, both in the teaching of the arts and in scientific research. Our educational concept is based on the values of the Enlightenment but at the same time takes 21st-century demands into account. In addition to focused, targeted working, the successful completion of a study course is also dependent on the availability of free space for independent artistic practice, self-discovery, and creative leisure. Students' intensive supervision characterizes the unique quality of the education provided at our University on a one-to-one basis, the employment of teachers who are artistically and scientifically active, the combination of theory and practice, and our diverse involvement projects and partnerships. The University is open to cooperation with civil society to expand our study offer and raise funds. We encourage lively discussions and facilitate participation and engagement. We treat each other with respect – in mutual recognition of individual skills – and create an atmosphere in which authenticity and creativity flourish. We see diversity as enrichment and do not tolerate discrimination in any form. We work actively towards the elimination of selfishness, bullying, and the abuse of power. We strive for improvement, using continued reflection. We see conflicts, errors, and mistakes as opportunities for change. It is based on this mission statement that we – the students, teachers, and administrative staff of the University – are developing our benchmark for quality and evaluation, and in doing so, shaping the future of our University. Frankfurt am Main, February 10, 2014 The Institute of Contemporary Music (I z M) was founded in June 2005. The concept behind it is to act as an interface between the departments, offering teaching in contemporary music for all departments of the University. This includes workshops, colloquia, guest lectures, excursions, lecture series, and symposia. The I z M initiates interdisciplinary projects and collaborates with local and national institutions, including the Ensemble Modern, the Hessischer Rundfunk, the Frankfurt Opera, the Archive Woman and Music, the State Theatre Wiesbaden, and the Donaueschinger Musiktage festival. The Institute mirrors events of local and national cultural life, bringing them into the University. In this way, the I z M promotes contemporary music both inside and outside University walls. It organizes regular events for the broader public, including the «Shortcuts» when teachers and students perform extracts from their ongoing work every two weeks. Since September 2007, the Shortcuts are also held on every third Tuesday of the month at the Museum Wiesbaden. Under the label «Ensemble I z M,» students work together on projects in different lineups. In winter semester 2006/2007, the Ensemble Modern and the HfMDK set up the master course. View full university

On July 1st,1999, the National Fu Hsing Dramatic Arts Academy combined with the National Kuo Kuang Academy of Arts to establish the National Taiwan Junior College of Performing Arts（NTJCPA）. It is the first vocational school of its kind in Taiwan to offer ten years of continual education in the performing arts. As NTJCPA was formed from two preexisting schools, it is now separated into two campuses: the Mucha Campus and the Neihu Campus. It also maintains the two original schools' academic departments, including the Chinese Opera Department, the Department of Traditional Music, the Department of Acrobatics and Dance, the Department of Taiwanese Opera, the Department of Theatre Arts, and the Hakka Opera Department. Aside from students in the Department of Theatre Arts, who begin their studies during their first year of high school（at age 16）, NTJCPA students begin their studies in the fifth year of elementary school （at ten years of age）. Their education includes the last two years of elementary school, three years of junior high, three years of high school, and two years of junior college. Students at the elementary and junior high levels are fully sponsored by the government, while students at the high school and junior college levels are given generous financial support. The curriculum is divided into general subjects, theory courses, and skills training. General subjects are the same as those of other schools and adhere to the Ministry of Education standards. While fifth-grade students are not divided into different subjects, sixth-grade students are allowed to try three different subjects: theater, music, and acrobatics/dance. They participate in exploratory courses in the basics of these different fields. Once students reach junior high, they are formally separated into different vocations, as determined by their abilities, and they receive training in basic techniques. Students at the high school level, aside from receiving advanced training in particular skills, are also allowed to use their talents on stage in regularly scheduled performances. The main goal of education at the junior college levels is to develop professional talent in research, creativity, and performance. NTJCPA is engaging in whole person arts education and cultivating accomplishments in the humanities, emphasizing both professional skills and academic theory. Furthermore, the school's mission is to develop creative talent, hoping that students can bear the burden of passing down cultural heritage to the next generation and fostering Chinese performing arts. Currently, NTJCPA facilities include a Chinese Opera Cultural Relic Exhibition Hall, three performance theatres, and two experimental theatres. The school has also published a series of books about the performing arts profession and produced a multi-media presentation that introduces plays and cultural relics. Every year, the school Chinese Opera Troupe and Chinese Acrobatics Troupe put on a combined total of more than 600 performances, both in Taiwan and worldwide. View full university

Fox Hollies is a local authority maintained special school for pupils aged 11-19 years. All of our pupils experience great difficulty in learning basic skills, and we work with them and their parents or carers to understand and minimize them. Most things are taught in very small steps that ensure success. Our classes are of a size, typically nine pupils based with a teacher and two teaching assistants, that enables the staff to get to know each pupil well. Each class contains pupils who are usually of the same age and pupils progress through the school in their year group that includes pupils of a wide range of needs. We aim to offer a personalized curriculum to each of our pupils. We focus closely on individual education plans that are informed by the pupils themselves and their parents or carers who take part in annual review meetings and transition planning. We are developing our use of personal learning and thinking skills to help our pupils learn how to learn, and develop skills for the rich opportunities we offer for inclusive and vocational learning. In key stages 3,(Lower School ages 11-14) and 4,(Upper School ages 14-16), pupils receive their full entitlement to the National Curriculum through teaching that also links closely the priorities of Every Child Matters. In our Further Education Department, 16-19 years, the curriculum focuses on developing the skills required by pupils in preparation for leaving school. Pupils can achieve a wide range of accreditation and qualifications that represent a challenge at their level of ability. There is an opportunity for pupils to work, through the class and key stage arrangements, in 1:1, small group, ability group, or large group settings. This provides a very flexible structure that promotes personalized learning and social skills. NB. It should be noted that, whilst it is usual for pupils to remain at school until they are 19 years old, they may leave school or seek a new educational setting appropriate to their needs at the end of the year in which they are 16 years old. Every pupil has curriculum records that travel with them through their school career ensuring continuity and progression. All pupils will have an Annual Review of their Statement of Special Educational Need in which the views of pupils, parents, staff, and other professionals are brought together to report on how the individual pupil’s needs are being met and to plan agreed targets for the coming year. Each pupil also has a Progress File which is used to record achievements and interests. Our membership of the Connexions service enables us to provide students with learning opportunities that have a post-school, work skills focus. Many exciting initiatives have been developed through this partnership, ranging from integration links, Work Taster Days, Industry Weeks, to work-shadowing and work experience placements in a wide range of settings. From year 8 we engage pupils, their parents and carers, and a range of professionals in creating and updating individual Transition Pathways a transition planning tool based on person-centered planning. As well as supporting transition Transition Pathways also inform pupils’ Individual Education Plans. We have a close and growing partnership with Queensbridge School with whom we share our campus. Pupils from the two schools are taught to relate positively to each other in a way that benefits everyone. Relationships are excellent and all of our pupils are given opportunities to work with Queensbridge School pupils during the school year. Our program of inclusive activities includes social games groups who meet regularly at lunchtimes, a group of our Year 7 School pupils working with peer supporters from Queensbridge School group on a shared (PSHE) module, pupils across our Lower and Upper Schools planning and running joint events as part of the curriculum, a joint vocational course at South Birmingham College, joint work during Industry Week that involves a week-long project that links realistically to the world of work, joint performance projects, extended schools activities, and holiday art workshops. Working alongside our partners Queensbridge School, on the Highbury Campus, allows us to preserve the very best of what is special about the education and support that we provide, with the opportunity to be a part of a wider community and to take advantage of all that this offers. View full school

The BRIT School is a one-of-a-kind FREE Performing Arts and Technology School. It is an independent state-funded City College for the Technology of the Arts, dedicated to education and vocational training for the performing arts, media, art and design, and the technologies that make performance possible. As a school for 14 to 19-year-olds, we are unique and pioneering in our approach to education, but we are not a stage or fame school. We recognize that most of our students intend to make a career in the arts, entertainment, and communications industries, but the school expects all to follow full-time courses to completion. It is a vocational school if an applicant is determined on a life devoted to art, dance, music, musical theatre, radio, television/film, or theatre, then this could well be the right place. We also pride ourselves on providing an excellent general education that helps prepare young people for the future. We encourage our students to go on to specialist colleges and universities or into employment in the creative industries. Indeed the majority do so. If we are devoted to the arts, then we also recognize that the technology of our title is essential for a complete education. We have formidable resources to allow students to study in sophisticated environments equivalent to a modern workplace. BRIT stands for the British Record Industry Trust. Without the generosity of the record industry, the school would never have been built and our superb facilities would never have been installed. Furthermore, we greatly benefit from the advice and support given to students and staff from our wide range of friends in the music and wider arts industries. The school has a unique atmosphere of support and respect, which helps cultivate the ability and talent of our young people. Students and staff have created an open, friendly, flexible, yet rigorous approach to study. Our achievements at both Key Stage 4 and Post-16 in vocational and academic qualifications testify to our success, as does the range of successful ex-students now working and studying in the creative industries. The BRIT School for the Performing Arts & Technology aims to provide high-quality education through a specialist curriculum. Performing and creative arts with their related technologies are at its core and contribute to a curriculum aimed at developing the whole person. We aim to develop students academically, vocationally, socially, and morally so that they leave the School as independent, co-operative, responsible, and creative young people with a lifelong interest and ability in learning, the arts, technology, and self-development. We believe that these skills and qualities, coupled with relevant academic and vocational qualifications, prepare our students to go into further and higher education and the world of work, positively contributing to society. View full school

The Liverpool Institute for Performing Arts opened in 1996 to forge a new approach to performing arts training. It was co-founded by our Lead Patron Sir Paul McCartney and Mark Featherstone-Witty (LIPA's Principal) and is housed in his old school, which underwent a multi-million-pound renovation to transform it into a state-of-the-art performing arts higher education institution. Today LIPA is an acknowledged part of the UK's higher education provision for the performing arts, recognized and ranked alongside institutions a lot older. LIPA provides learning for the primary skills needed for putting on a show (performers and those who make performance possible), uniquely blending specialists, and generic skills. LIPA offers degree courses in Acting, Community Drama, Dance, Music Theatre and Entertainment Management, Music, Sound Technology, Theatre and Performance Design, and Theatre and Performance Technology. We also run full-time one-year Foundation Certificates in Performing Arts (Acting) Performing Arts (Dance) Performing Arts (Singing) and Popular Music and Sound Technology. We offer first-class facilities and invest around £500,000 each year to update or improve our learning environment. We have high-end performance and rehearsal spaces, with the technical kit which rivals what you'll find in the professional world. As you explore our courses, you can find out more about the facilities used by students in each course. Our teaching staff has worked with leading names across the performing and creative arts industries. We also employ part-time Visiting Professionals who are working where you want to be where you leave. You'll find our teaching staff profiles on each of the course pages, where you can find out more about their achievements and how they could support your development. On top of this, we welcome notable industry figures each year to deliver one-off masterclasses. For all courses where industry professional accreditation can be achieved, we've met the standard, so you are guaranteed training that meets industry requirements. Liverpool is a vibrant city with a world-famous reputation for culture. There are countless opportunities to get involved in the cultural scene here. This means you can put your learning into practice and gain invaluable experience outside of the Institute. This essential skill is at the heart of our teaching. Collectively, our courses provide training in all of the skills required to put on a show. We are one of the few training institutions in the world to offer to make possible performance courses alongside all aspects of performance, enabling our students to gain diverse experience during training. Some 76% of those working in the creative and performing arts are self-employed, so it's likely you'll fall into this category. That's why business and entrepreneurship skills are built into all of our courses. This includes encouraging you to develop a career plan and learn practical self-management skills. Mark had been fired up by Alan Parker's 1980 film 'FAME' about the New York High School for the Performing Arts. Mark then approached a variety of well-known people in the creative and performing arts to refine his ideas. This journey leads to The BRIT School in London and then LIPA. The creation of both described in Mark's first book 'Optimistic, Even Then.' "Late one night, I made a sentimental visit to my old school, the Liverpool Institute, built-in 1825. I found the place in a dilapidated state but was still intrigued by being in a place where so many of my early years had been spent. I took a film cameraman around and reminisced about the teachers, the pupils (one of them George Harrison), and some of the events that once took place in this lovely building. Making this film inspired me to start talking to people about ideas to save the building". George Martin, a supporter of Mark's approach to performing arts education and instrumental in the development of The BRIT School, was contacted by Paul and introduced Mark to Paul. The two men brought different but symbiotic aspirations to the project: Paul wanting the building restored, Mark wanting to pioneer a new approach to performing arts education. It took seven painful years of planning, fundraising, and building to get the project off the ground. It was not easy, but then, as Paul reminded Mark from time to time, "If it were easy, everyone would be doing it." The next coincidence was Liverpool City Council, which was wondering how the city might build upon its reputation as a music city. Pete Misspelled Word Misspelled Word Misspelled Word Fulwell, then managing the Liverpool band The Christians, was commissioned to report on how this could be done. Pete looked at Mark to input the training element of the 'Music City' report. The Liverpool Institute for Performing Arts officially opened its doors to students in January 1996. During his speech at the inauguration event, Paul wished his parents could have been alive to witness the event, while Mark hoped that, one day, students would experience the feelings he was experiencing then. View full university

The Australian Performing Arts Grammar School (APG) is a secondary school focusing on academic, creative, and performing arts for Years 7 to 12. An environment, unlike any other, APG is a vibrant and dynamic school dedicated to helping students develop holistically through the beautiful medium of performing arts education. The Australian Performing Arts Grammar School brings together young people of creative ability and academic commitment. The School offers an enriched curriculum that fosters independence, self-esteem, and a sense of commitment to the broader community. Our philosophy revolves around the values of respect, commitment, and connection. Our students are encouraged to explore ideas and expand their skills within a framework of trust and encouragement. APG offers arts-rich and rigorous academic education in an international environment that provides students with the opportunity to flourish intellectually, creatively, and spiritually. At APG, we believe that there is a creative capacity in all children that should be fostered and encouraged. APG provides the timetable and dedicated staff to help young artists to flourish. APG provides young artists with instruction, encouragement, and time to develop their passion and skills. Older students are taught discipline and commitment that enable them to thrive throughout their education and professional endeavors. APG organizes visiting artists and performers to complement our exemplary permanent staff and enrich the program with master classes. This allows students to perform and exhibit their work in a company with those already contributing to Australian and international performing arts practice. APG offers a unique learning environment for students driven by their love of the performing and creative arts and is committed to achieving academically while pursuing their interests. Founded on the tenants of respect for one another, serving the community and building character, APG provides the ideal environment for students to flourish intellectually while exploring their creativity. APG provides a learning environment where students are engaged in deep learning through diverse and differentiated teaching and learning strategies, which promotes inquiry-based and student-centered learning. The teachers foster an inclusive learning environment where the student-teacher relationship is considered paramount and where students feel comfortable and supported to inquire, contribute, and extend themselves. There are challenging learning goals for each student, with a continued diagnostic assessment to inform differentiation. Small class sizes and a close community strengthen teachers' understanding of each student, their learning styles and strengths, and areas to develop further. Creativity is aligned with the teaching and learning strategies to engage further and penetrate deeper understanding and knowledge. Parental involvement is encouraged and indeed welcomed as APG believes a child supported at home and with the School has the scaffold to reach or extend their potential. View full school

Since Williams Business College has changed, we still believe in old fashion values, but we embrace and teach with a modern approach with the business world's frenetic pace. Most people ask me what the difference between Williams Business College and other VET colleges is? Apart from being steeped in a history of providing education to Australia, our strengths lie in our staff's quality. They are motivated, enthusiastic, and will guide you through the learning process. More importantly, they will treat you as an individual, and this will be supported by our concept of having smaller classrooms with a modern learning environment. To enhance the educational process, Williams Business College located itself in the heart of the North Sydney business district. Consequently, we are up to date with what the business and industry worlds expect from you as a graduate of Williams Business College. To make it today in this business world, you need an edge, and Williams Business College can provide that. View full university