Study Regulations – Bachelor of Fine Arts in Acting

Introduction

Programme titles in Greenlandic, Danish and English

• Greenlandic: Isiginnaartitsisartutut Bachelori.
• Danish: Bachelor i Skuespil.
• English: Bachelor of Fine Arts in Acting.

Study regulations

These study regulations were prepared by the National Acting School of Greenland and approved and signed by the Education Council on 1 January 2025.

Legal basis

• Section 31a(2) of Inatsisartut Act No. 15 of 1 December 2021 on higher education.
• Government of Greenland Executive Order No. 17 of 27 April 2023 concerning admission requirements and admission to the bachelor's programme in acting.
• Sections 14 and 21 of Government of Greenland Executive Order No. 1 of 11 January 2024 concerning studies and examinations at Ilisimatusarfik.
• Section 17 of the Inatsisartut Act on higher education, pursuant to Self-Government Executive Order No. 18 of 27 April 2023.

ECTS credits
The programme uses the European Credit Transfer and Accumulation System (ECTS), allowing comparison and recognition of credits from acting and other artistic higher education programmes in other countries. One academic year corresponds to 60 ECTS credits. The complete three-year programme comprises 180 ECTS credits.

Admission requirements and admission procedure

Admission requirements

• Applicants must be at least 18 years old.
• Applicants must have completed compulsory schooling.
• Applicants may be admitted after successfully passing the entrance audition.

Admission procedure
Admission consists of two audition stages.

First audition

A self-recorded video lasting no more than ten minutes:

• A solo monologue selected by the school; the school provides the text.
• A song chosen by the applicant.
• A personal introduction by the applicant.

The school assesses the applications and invites suitable applicants to the second audition.

Second audition

• The applicant chooses a character and memorises a dialogue from a text provided by the school.
• The applicant memorises a poem of their own choice.

The second audition includes:

• Performance of the memorised dialogue; prompts may be given during the dialogue.
• Recitation of the poem.
• Work with an instructor, including physical exercises assessing movement, flexibility, strength, coordination and improvisation.
• An interview with the audition panel.

The panel decides on admission based on the applicant's potential, abilities and skills. The panel consists of at least three professionally qualified people nominated by the National Theatre of Greenland and approved by the Ministry responsible for Education and Culture. All applicants receive an answer no later than two days after the final audition. Applicants who do not pass the second audition may request a conversation with a panel member.

Number of students
A maximum of five students may be admitted at the start of each three-year programme cycle.

Language of instruction
The main language of instruction is Greenlandic, although teaching may also be conducted in other languages.

Purpose

Purpose of the acting programme
The National Acting School of Greenland, affiliated with the National Theatre of Greenland, aims to educate independent, experienced actors who can combine artistic reflection, strong technical skills and a range of competencies to work professionally and create high-quality performing arts.

Knowledge base
The programme is based on:

1. Artistic development in the performing arts.
2. Professional and subject-specific knowledge.

Programme learning outcomes

Upon graduation, students will be able to apply theatrical methods and expressive techniques professionally and independently create a coherent theatrical production. They will be able to develop and interpret characters using emotional, textual, spatial and situational understanding, and understand how to develop their own artistic practice.

Learning outcomes fall into three categories:

1. Knowledge and understanding.
2. Skills.
3. Competencies.

Knowledge and understanding
By the end of the programme, graduates will be able to:

• Work from a broad understanding of Inuit cultural history, Inuit history and the histories of Indigenous peoples.
• Reflect critically on contemporary issues and incorporate them meaningfully into their work.

Use the actor's methodological tools to:

• Read and analyse a role, understanding its significance within the production as a whole.
• Formulate artistic ideas based on an understanding of fundamental acting and artistic-development processes.

Skills
By the end of the programme, graduates will be able to:

• Meet the physical requirements of a role.
• Use the language of a role effectively and fill a performance space with their voice.
• Use thoughts, words, voice and physical and psychological actions on stage.
• Perform a role in the context of the whole production.
• Work professionally across relevant media.
• Apply professional methods in other media and related settings.
• Demonstrate an understanding of dramatic structure and evaluate how it informs the interpretation of a role.
• Create believable characters and compelling storytelling for fellow performers and audiences.
• Communicate creatively while working with actors and other collaborators in rehearsals and performances.
• Reflect on their role within a complete artistic process, including the ideas and methods behind artistic development.
• Apply methods of artistic practice.
• Explain their character-development process and artistic choices to fellow actors and non-specialists.

Competencies
By the end of the programme, graduates will be able to:

• Work independently as trained actors and collaborate with others across the performing arts, demonstrating awareness of related disciplines.
• Participate professionally in collective creative processes and respect the importance of individual work and responsibility.
• Establish, assess and develop their own acting methods and incorporate them into their practice.
• Actively seek new knowledge and perspectives, and engage with social and artistic developments.

Progression over three years

First year – Myself as an actor: An introduction to exploring and understanding the body and voice. Students encounter local performance traditions and introductory theatre and cultural history.

Second year – Myself as an actor in Greenland: Building on the first year, students develop their own acting practice, deepen their knowledge of techniques and reflect further on artistic approaches and methods.

Third year – Myself as an actor in Greenland and the world: Students engage with external professional environments and presentation practices. They may study elsewhere in Greenland or abroad, before returning to complete an individual project and a final production.

Modules and ECTS credits

Each module is described in terms of ECTS credits, learning outcomes, teaching and working methods, and assessment methods.

Module A: BODY AND VOICE 1, INUA 1 and SILA 1

First semester

Module A introduces vocal training and physical skills as integral parts of the student's overall artistic expression. It introduces Greenlandic language, cultural history and/or theatrical theory as connected fields that encourage reflection and understanding. Students are introduced to Greenlandic performance traditions. The module also introduces artistic methods and develops skills for creative collaboration in theatre, film and television. Teaching includes elements of Greenland's intangible cultural heritage, such as uaajeerneq (traditional mask performance), drum dancing and lighting the traditional Inuit oil lamp (qulliq).

Body and Voice 1

Learning outcomes
On completing the module, the student will be able to:

• Understand and use different vocal possibilities.
• Recognise and use the body's possibilities when working with others.
• Demonstrate growing awareness through voice and movement training.
• Demonstrate understanding of Greenlandic performance traditions.

Teaching and working methods
Teaching takes place in groups and individually.

INUA – Artistic Development 1

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate a basic understanding of acting techniques.
• Work individually and collaboratively using basic acting techniques.
• Apply vocal and physical skills in acting.
• Demonstrate understanding of the use of Greenlandic language in performance.

Teaching and working methods
Teaching takes place in groups and individually.

SILA – Knowledge and Context 1

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate a basic understanding of Greenlandic language and its use in theatre, literature and media.
• Demonstrate basic knowledge of selected cultural history and/or theatre theory readings.
• Respond to and analyse relevant professional questions concerning the assigned readings.
• Place artistic work within a cultural-historical and/or theatrical-theoretical context.
• Demonstrate basic understanding of collaboration and independent work.
• Recognise their own and others' boundaries in physical and non-verbal communication.

Teaching and working methods
Group and individual teaching. The module may also include study trips, attendance at performances and visits to other Indigenous communities to learn about performance traditions.

Module B: Independent Project 1

First semester
This project prepares the student for the bachelor's project by developing the ability to investigate an aspect of theatre independently. It emphasises identifying a subject, describing a project and reflecting critically on its results.

Learning outcomes
On completing the module, the student will be able to:

• Identify, investigate and describe a specific subject within theatre.
• Summarise and present the results of their investigation as a practical work.
• Reflect critically on their own working methods.

Teaching and working methods
A combination of discussion, exercises and project work, including an internal presentation or performance.

Teaching and working methods
Discussion, exercises and practical work alternate. The process includes an internal presentation or performance.

The project description must include:

• A description of the artistic and professional content, including the idea, timetable and working methods.
• A description of artistic ambitions and the project's relevance.
• A description of how the project relates to its intended audience.

Assessment methods
The module concludes with an internal examination assessed by an internal examiner. To pass, students must demonstrate progress against the learning outcomes, satisfactory attendance, commitment and contribution. If a student does not pass, a follow-up plan is prepared for subsequent semesters.

Body and Voice 2

The module continues the development of vocal and physical skills as part of the student's integrated artistic expression.

Learning outcomes
On completing the module, the student will be able to:

• Understand and use different vocal possibilities in artistic collaboration.
• Understand and use different physical possibilities in artistic collaboration.
• Demonstrate purposeful awareness in voice and body training.
• Demonstrate Greenlandic performance traditions.

Teaching and working methods
Group and individual teaching alternate. Written assignments may be required.

Assessment methods
At the end of the module, the programme coordinator assesses the student's progress and participation on a pass/fail basis. If progress is insufficient or absence exceeds 20% of the module, a follow-up plan is prepared for the next semester.

INUA – Artistic Development 2

The module further develops selected elements of Greenlandic intangible heritage, including uaajeerneq, tivaneq (traditional dancing) and the lighting of the traditional oil lamp (qulliq).

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate basic understanding of acting techniques.
• Work individually and collaboratively using basic acting techniques.
• Apply vocal and physical skills in acting.
• Demonstrate understanding of Greenlandic language in theatrical work.

Teaching and working methods
Group and individual teaching alternate. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

SILA – Knowledge and Context 2

The module continues work with Greenlandic language in relation to cultural history and/or theatre theory, helping students respond meaningfully to their own artistic practice.

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate basic understanding of Greenlandic language and its use in theatre, literature and media.
• Demonstrate basic knowledge of selected cultural history and/or theatre theory readings.
• Place theatrical practice in the context of the assigned cultural-historical and/or theoretical readings.
• Demonstrate basic understanding of collaboration and independent work.
• Recognise personal boundaries and those of others in body language and non-verbal communication.

Teaching and working methods
Group instruction, group exercises and individual exercises alternate. Study trips and theatre visits may be included. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

First-Year Production

Learning outcomes
On completing the module, the student will be able to:

• Integrate acting, vocal and physical skills in individual or ensemble performance, communicating theatrically and demonstrating acquired artistic competencies.

Teaching and working methods
Project work, guidance and performances.

Assessment methods
The module concludes with an externally assessed examination. Passing requires satisfactory progress in relation to learning outcomes, attendance, commitment and project contributions. A follow-up plan is prepared if the student does not pass.

Body and Voice 3

The module continues the development of vocal and physical skills as part of the student's integrated artistic expression.

Learning outcomes
On completing the module, the student will be able to:

• Understand and use vocal possibilities when working artistically with others.
• Understand and use physical possibilities when working artistically with others.
• Take responsibility for purposeful voice and body training.
• Teach or communicate Greenlandic performance traditions.

Teaching and working methods
Group and individual teaching alternate. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

INUA – Artistic Development in Theatre

The module develops selected elements of Greenlandic intangible cultural heritage, including uaajeerneq, tivaneq and lighting the traditional oil lamp (qulliq).

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate a deeper understanding of acting techniques and artistic development.
• Make independent choices in individual and collaborative acting work.
• Use vocal and physical skills more independently in acting.
• Work independently with Greenlandic language.

Teaching and working methods
Group and individual teaching alternate. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

SILA – Knowledge and Context

The module continues Greenlandic language study linked to cultural history and/or theatre theory, supporting meaningful reflection on the student's own practice.

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate basic understanding of Greenlandic language and its use in theatre, literature and media.
• Demonstrate basic knowledge of selected cultural history and/or theatre theory readings.
• Place theatrical practice in the context of assigned cultural-historical and/or theoretical readings.
• Demonstrate basic understanding of collaboration and independent work.
• Recognise their own and others' boundaries in body language and non-verbal communication.

Teaching and working methods
Group instruction and group and individual exercises alternate. The module may include study trips, theatre visits and visits to other Indigenous communities to learn about performance traditions. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

Creative Entrepreneurship

Learning outcomes
On completing the module, the student will be able to:

• Explore self-employment and entrepreneurship in order to identify a sustainable artistic career and working life aligned with their aspirations.
• Understand future employment and career opportunities and the management skills required in organisations of different sizes.
• Use management tools to strengthen independent artistic enterprise.
• Take responsibility for further developing entrepreneurial initiatives.

Teaching and working methods
Group teaching, discussion and exercises alternate. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

Body and Voice

The module completes the development of vocal and physical training as an integral part of the student's artistic expression.

Learning outcomes
On completing the module, the student will be able to:

• Understand and use the body's different possibilities in artistic collaboration.
• Take responsibility for purposeful training of voice and body.
• Develop specialist competencies in Greenlandic performance traditions.

Teaching and working methods
Group and individual teaching alternate. The module may end with a performance. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

INUA – Artistic Development in Theatre

The module concludes with students deepening and independently investigating Greenlandic performance traditions and/or developing their own methods through uaajeerneq, tivaneq or performance involving the traditional oil lamp (qulliq).

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate deeper, more independent personal understanding of acting and artistic development.
• Make independent choices in individual and collaborative acting work.
• Use voice and physical skills with greater independence.

Teaching and working methods
Group and individual teaching alternate. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

SILA – Knowledge and Context

The module continues Greenlandic language study linked to cultural history and/or theatre theory, supporting students' meaningful reflection on their own artistic practice.

Learning outcomes
On completing the module, the student will be able to:

• Demonstrate basic understanding of Greenlandic language and its use in theatre, literature and media.
• Demonstrate basic knowledge of selected cultural history and/or theatre theory readings.
• Place theatrical practice in the context of assigned cultural-historical and/or theoretical readings.
• Demonstrate basic understanding of collaboration and independent work.
• Recognise their own and others' boundaries in body language and non-verbal communication.

Teaching and working methods
Group instruction and group and individual exercises alternate. Study trips and theatre visits may be included. Written assignments may be required.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

Second-Year Production

The second-year production builds on knowledge of acting methods, cultural performance and specialist theatrical and cultural skills, contributing to collaborative artistic expression in theatre, film or television.

Learning outcomes
On completing the module, the student will be able to:

• Integrate acting, vocal and physical skills in increasingly complex individual or ensemble theatrical expression, demonstrating acquired artistic competencies.

Teaching and working methods
Project work, guidance and public performances.

Assessment methods
The module concludes with an externally assessed examination. Passing requires satisfactory progress in relation to learning outcomes, attendance, commitment and project contributions. A follow-up plan is prepared if the student does not pass.

Independent Project 2

This module prepares students for the bachelor's project by further developing their capacity for artistic investigation. It focuses on describing, documenting and contextualising a project.

Learning outcomes
On completing the module, the student will be able to:

• Describe and investigate an artistic subject within a defined field.
• Summarise their investigation in a smaller, coherent work.
• Document and critically discuss their own process, including the relationship between aims and outcomes.
• Relate the project to relevant artistic practice, methods and theoretical knowledge.

Teaching and working methods
Discussion, exercises and practical work alternate. The process includes an internal presentation or performance.

The project description must include:

• A description of artistic and professional content, including the idea, timetable and methods.
• A description of artistic ambitions and their relevance.
• A description of the project's relationship to its intended audience.
• Critical commentary within the documentation.
• Documentation and a description of the working process.
• An account of artistic methods, working practices and chosen expressive solutions in relation to relevant theory and knowledge.

Examination and assessment
The module concludes with an externally assessed examination. Passing requires satisfactory progress in relation to learning outcomes, attendance, commitment and project contributions. A follow-up plan is prepared if the student does not pass.

Internship / Study Trip / Exchange

Learning outcomes
Determined by the student's individual development agreement.

Teaching and working methods
Determined by the student's individual development agreement.

Assessment method – internship
Determined by the student's individual development agreement.

Bachelor's Project

The module focuses on artistic work in the bachelor's project and brings together skills acquired through Independent Projects 1 and 2. Its main aim is to strengthen students' capacity to undertake, reflect on and document independent artistic research.

Learning outcomes
On completing the module, the student will be able to:

• Define a research question within a field and formulate a corresponding project description.
• Participate in relevant professional and/or interdisciplinary collaborations.
• Realise their investigation through a theatrical production of their own choosing.
• Demonstrate a high level of artistic skill within the chosen project area.
• Document and critically discuss their own process, including the relationship between aims and outcomes.
• Connect artistic methods and chosen expressive solutions to relevant professional and theoretical knowledge.
• Communicate their principal reflections to professional colleagues and other audiences.

Teaching and working methods
Supervised project work; presentation or performance for relevant audiences; independent documentation and reflection.

Assessment methods
The module concludes with an externally assessed examination. Passing requires satisfactory progress in relation to learning outcomes, attendance, commitment and project contributions. A follow-up plan is prepared if the student does not pass.

Advanced Acting Practice (Body and Voice and INUA)

The module further develops the fundamental knowledge, skills and competencies gained during the first two years. Students increase their independence in voice, physical performance, culturally specific performance skills and artistic expression in theatre, cultural performance, film or television.

Learning outcomes
On completing the module, the student will be able to:

• Control body and voice in relation to an artistic intention.
• Apply acting techniques independently in an artistic context.
• Respond appropriately to the demands of a particular artistic situation.
• Assess and resolve artistic challenges through independent artistic expression.
• Integrate selected elements of Greenlandic performance traditions into their own artistic practice.

Teaching and working methods
Individual, group and/or ensemble teaching alternate. The module may end with a performance.

Assessment methods
The programme coordinator assesses progress and participation on a pass/fail basis. Insufficient progress or absence exceeding 20% leads to a follow-up plan for the next semester.

Final Production

The module consists of professional artistic work in theatre and draws on everything the student has learned. It takes the form of a recognisably collective production grounded in professional methods and knowledge, demonstrating the student's readiness to complete work within a professional environment.

Learning outcomes
On completing the module, the student will be able to:

• Integrate acting, vocal and physical skills in complex individual or ensemble theatrical expression, demonstrating acquired artistic competencies.
• Master artistic approaches, tools, expressive methods and general professional skills relevant to acting.
• Assess artistic challenges and theoretical problems, justify relevant expressive approaches and select appropriate solutions.
• Communicate artistic and professional issues to audiences, colleagues and non-specialists.
• Collaborate independently with professionals within and across disciplines.
• Complete artistic work with relevant collaborators and organise their own contribution within a collective production.

Teaching and working methods
Project work, individual supervision and public performances.

Assessment
In accordance with section 14 of the relevant Self-Government regulations, the module concludes with an externally assessed examination. Passing requires satisfactory progress in relation to learning outcomes, attendance, commitment and contributions to the project.

Subsection 2. A student has three opportunities to pass the examination.

Assessment of students by the programme coordinator and teachers
At the end of each module, the person responsible assesses progress and participation on a pass/fail basis. If progress is insufficient or absence exceeds 20%, the student is assigned compensatory work.

Semester evaluations
At the end of each semester, the programme coordinator and teachers review the student's professional development and level. A discussion involving the student, coordinator and teachers takes place before the evaluation is given to the student.

Evaluations of artistic productions
Before each creative project or performance, its content and educational objectives are defined. Afterward, teachers and the programme coordinator evaluate the student's work against those objectives. Evaluations are oral unless otherwise agreed. Both group and individual projects are assessed. This also includes evaluations of work associated with the fourth-semester production.

Mid-programme evaluation
An evaluation takes place at the end of the third semester with an external assessor approved by the ministry responsible for Culture. A written summary is attached to the diploma.

Final evaluation
A final evaluation takes place at the conclusion of the programme with an external assessor approved by the ministry responsible for Culture. A written summary is attached to the diploma.

External examinations
External examinations are assessed by the examiner(s) and external assessor(s) appointed by the ministry responsible for Culture. Assessment uses Greenland's 12-point grading scale.

Reflection and follow-up
During the programme, students submit several written assignments. Some must be approved by the programme coordinator before a course of teaching can be regarded as completed and passed. In addition to the evaluations described above, students receive continuing guidance from teachers and the programme coordinator.

Assessment regulations
Assessment determines whether students have attained the knowledge, skills and competencies defined in the learning outcomes. It also aims to:

• Strengthen students' awareness of their own professional work and level.
• Set goals for continued development.
• Contribute to the school's ongoing teaching development and quality assurance.

The acting programme includes several assessments. Students are assessed at the end of semesters and after artistic projects and performances. Assessments comprise two parts:

1. The student's reflection on their own work.
2. Written and oral evaluation by teachers and the programme coordinator.

The assessment addresses the student's professional development and participation in projects, productions and related work. It also includes specific guidance for continued study. If a student fails to meet the school's requirements for professional development, an extraordinary assessment is held. Repeated written assessments of this kind may result in dismissal. In exceptional circumstances, a student may be offered the opportunity to repeat an academic year.

The programme structure is also available for consultation.

Regulations on credit transfer for completed studies
The acting programme is organised to allow completed modules to be considered for credit transfer to performing arts programmes in Denmark and other countries. The National Theatre of Greenland may assess and decide whether components of performing arts studies completed in Denmark or elsewhere can be transferred to the National Acting School of Greenland.

Student agreement, failure to fulfil obligations and consequences
Applicants who pass the entrance auditions and are admitted must sign a student agreement covering:

• Attendance requirements.
• Requirements for documenting or explaining absence.
• Issuing warnings.
• Termination of the student agreement.

A student may be dismissed for:

• Insufficient professional development.
• Unauthorised absence.
• Damage to school equipment or other violent behaviour.

Dismissal normally requires a previous verbal warning followed by a written warning, where these have not led to improvement. Damage to school equipment or violent behaviour may result in immediate dismissal.

A dismissal decision may be appealed to the ministry responsible for Education and Culture within four weeks of receipt of the written decision.

Exemptions
The National Theatre of Greenland may grant exemptions from the study regulations only in circumstances determined by the school.

Diploma
The National Theatre of Greenland issues a diploma upon completion of the programme. It states ECTS credits, completed courses and transferred modules, assessments and the qualification title in Greenlandic, Danish and English. An English-language Diploma Supplement is also issued. Written mid-programme and final evaluations are attached.

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The study regulations were approved and signed by the Education Council on 12 June 2025.

Peder Dahlgaard, member appointed by the Danish National School of Performing Arts.

Kuluk Helms, member appointed by the performing arts association Sila.

Nitta Lyberth-Mørch, member appointed by the ministry responsible for Education.