PROGRAMME QUALITY HANDBOOK 2020-21 FdA Dance …€¦ · HANDBOOK 2020-21 FdA Dance Performance . Page 2 of 32 COVID 19 3 Welcome and Introduction to the FdA Dance Performance 5 Programme

PROGRAMME QUALITY HANDBOOK

2020-21

FdA Dance Performance

Page 2 of 32

COVID 19 3

Welcome and Introduction to the FdA Dance Performance 5

Programme Specification 6

Programme Details 6

Programme Aims 6

Distinctive Features 7

Progression Route(s) 7

Admissions Criteria 8

Academic Standards and Quality Enhancement 8

Work Based/Related Learning 8

Programme Structure for FdA Dance Performance (full-time) 2020/21 9

Year 1 (Level 4) Modules 10

Year 2 (Level 5) Modules 22

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COVID 19

The current situation with the COVID-19 pandemic means the College is having to constantly review how it operates with regards to its curriculum delivery. The health and wellbeing of staff, students and the general public is of the utmost importance to the College. While the College is planning for all students to be able to spend time at the Kings Road site, this will only happen in line with the most up-to-date guidance from the Government, Public Health England and the Health and Safety Executive. With this in mind, there will be some aspects of your course delivered using online methods and some in person. Our incredible teaching staff have adapted brilliantly to the virtual delivery of their courses and the majority of students have found it easy to adapt to this new way of working. This Programme Quality Handbook outlines the details of your course including delivery hours and assessment methods. The details within this handbook outline our ‘best case scenario’ plans, however, these will be subject to change in line with guidance. We assure you that in-light of the current situation, we have made all reasonable efforts to enable students to complete their studies, for achievement to be reliably assessed and for qualifications to be awarded securely. We will continue to provide a high quality learning experience utilising technology solutions as required to accommodate a blended learning approach.

Possible Programme Teaching and Learning changes being undertaken:

In the event of a second wave of Covid-19, a local, or a national lockdown, alternative

arrangements for delivery will be put in place which will mainly focus around the use of

online delivery of lectures, discussions, workshops, activities and tasks. Where a

module is normally assessed via a practical demonstration and/or application of a skill

or knowledge, assessments will either be postponed to a later date, or if prolonged

lockdown and/or social distancing measures do not allow face-to-face work then

alternative means of assessment will be used as follows:

Year 1 (Level 4):

The majority of the modules are heavily assessed through observation of practical

demonstration. Contemporary Dance Technique 1, Jazz Dance Technique 1 and

Classical Ballet Technique 1 require you to apply specific techniques through practical

demonstration. If there is a prolonged lockdown that doesn’t allow for assessments to

be postponed, we will hold online technique sessions that will be adapted to suit you

and ask you to record yourself at home; as well as use formative in class footage to

demonstrate your application of the required techniques. We will also use this strategy

for Dance for Musical Theatre. Devising for Performance requires you to work with

others to choreograph a piece suitable for performance. For this module, you will work

in pairs and use online communication tools such as Zoom to communicate and

collaborate with your partner. Your performance will also be recorded.

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Year 2 (Level 5):

Again the majority of the modules are heavily assessed through observation of practical

demonstration. Contemporary Dance Technique 2, Jazz Dance Technique 2 and

Classical Ballet Technique 2 require you to apply specific techniques through practical

demonstration. If there is a prolonged lockdown that doesn’t allow for assessments to

be postponed, we will hold online technique sessions that will be adapted to suit you

and ask you to record yourself at home; as well as use formative in class footage to

demonstrate your application of the required techniques. The Choreography module

requires you to create an ensemble work. For this module, you will use online

communication tools such as Zoom to communicate and collaborate with your

ensemble. Depending on the level of lockdown, you may be able to perform your

ensemble work outside socially distanced however if there is a complete lockdown, you

will have the choice to either record your movement or submit a document explaining

what you were planning to do. We will use a similar strategy for Dance for Film.

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Welcome and Introduction to the FdA Dance Performance

This Programme Quality handbook contains important information including:

● The approved programme specification ● Module records

The course is designed specifically to train, develop, and encourage students to be creative and technical dancers and performers. This will be achieved through regular technique sessions; delivered by lecturers who have trained at a high level and have a wealth of vocational experience. Students will be fully involved in the rehearsal process and will be given numerous performance opportunities, both internally and externally to the College. There will be many exciting workshops, and opportunities to work with professional companies, and gain real life experience of working in the industry. Students will become well connected as there will be numerous networking opportunities. Our foundation degree in Dance Performance will give students a strong understanding

and experience of the fundamental techniques; contemporary dance, classical ballet

and jazz technique. Other forms of jazz dance will also be studied, including

commercial jazz, street jazz, lyrical, and jazz dance in musical theatre.

Students will develop and hone their choreographic skills, and will be put into real-life

scenarios to showcase their work.

.

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Programme Specification

Programme Details

Awarding Institution: Plymouth Marjon University

Partner Institution and delivery site (s):

City College Plymouth Kings Road

Language of Study: English1

Mode of Study: Full Time 2 years

Final Award: FdA

Programme Title: FdA Dance Performance

QAA Subject Benchmarking Group(s):

Dance, Drama and Performance (2015)

Programme Aims

The course is designed specifically to train, develop, and encourage students to be creative and technical dancers and performers, alongside an ability to reflect thoughtfully on their developmental practice. It aims to equip students with varying core dance techniques, artistry, to encourage self-reflection and motivation, and enthusiasm to continue gaining knowledge, critical understanding and self-reflective practice. The programme has been developed with close reference to the QAA subject benchmarks for Dance, Drama and Performance (QAA, 2015). These are a broad range of benchmarks embracing a wide range of programmes. General Aims

1. To provide a stimulating, focussed and supportive learning environment in which students feel secure and motivated to learn.

2. To develop and broaden students’ skill base, knowledge, understanding and capacity for reflective practice and intellectual reasoning.

3. To enable students from varied cultural and social backgrounds to fulfil their potential in both intellectual and practical/creative skills.

4. To generate a vibrant and creative learning culture in which students are able to work together effectively in order to achieve shared goals.

5. To generate an atmosphere where students feel inspired, confident and comfortable in developing their own artistry, and personal practice.

6. To prepare students for employment or progression on to Level 6 study.

Course Specific Aims 1. To enable students to develop core dance techniques; contemporary, jazz and

ballet. 2. To enhance stylistic and performance skills; various forms of jazz dance

including commercial, lyrical and musical theatre, contemporary and ballet. 3. To provide the students with numerous performance opportunities in a variety of

contexts. 4. To enable students to explore and perform repertoire within a variety of dance

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genres. 5. Provide students with opportunities to explore new ideas and concepts, and

choreograph material for live and digital performance. 6. To enhance students' self-awareness of the body, health and safe working

practices in order to have a sustainable career in dance.

Distinctive Features

This exciting, creative and innovative new dance programme is unique! This is due in

part by its curriculum design, which has been ‘shaped’ by the feedback received from

many of our previously successful students in terms of ‘what they need and what they

want.’ In short - a programme providing increased opportunity to perfect their technical

and performance skills across a broad range of specialist dance genres including

classical ballet, jazz dance and various forms of contemporary dance. In addition,

students will explore, develop and perform a range of musical theatre dance styles, and

will study commercial and lyrical jazz.

Choreography forms part of the programme, and students will be given numerous

exciting opportunities where they can showcase their work. Students will devise and

perform material to a given brief (from a professional); further adding to the industry

flavour of the programme.

Students will be given many opportunities, which will increase their employability skills;

projects include creating a dance film, which will involve looking at camera and editing

techniques, and students will be given the opportunity to collaborate with the Media

students. There is also a focus on health and well-being, and students will learn about

the body’s structure and systems; injury prevention and nutrition etc, therefore

promoting a long and sustainable dance career.

There will be many exciting workshops, and opportunities to work with professional companies, and gain real life experience of working in the industry. Students will become well connected as there will be numerous networking opportunities. Our new Foundation Degree in Dance Performance therefore completely fulfills this

ambition in terms of its highly innovative and responsive approach to diversity,

community and professional experience, which is integrated and embedded throughout

each module and stage of the programme as opposed to ‘fragmented’ summative

experiences.

Locally this type of curriculum structure is rare. While acknowledging the need for

students to demonstrate their knowledge at an appropriate and theoretical level - we

have embraced the notion that our student’s experiences need to better reflect the real

world of work in the professional commercial entertainment environment - ultimately

creating confident performers of the future.

Progression Route(s)

Students seeking to stay in education could progress onto a level 6 top up course. The articulated progression route for this Foundation Degree is the BA (Hons) Dance Performance at City College Plymouth. Students will also be able to complete their undergraduate degree at other HE institutions, including Plymouth Marjon University.

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Admissions Criteria

Admission Criteria:

Level 2 English and Maths or 5 GCSE’s – Grade C/4 or above to include English and Maths 64 UCAS points. However, applicants without 64 UCAS points, but who can demonstrate a strong interest and/ or experience within dance, will be considered on an individual basis.

In addition we will require students to undertake a short practical audition. This will consist of them presenting a one minute solo, which they have devised in a dance genre of their choice.

Applications from students with non-standard qualifications and industry experience will be welcomed and assessed on an individual basis. Candidates will be interviewed before an offer is made.

International students will be expected to meet the English language requirements of IELTS 5.5 or equivalent and have the equivalent of the above level 3 qualifications or professional experience

Academic Standards and Quality Enhancement

The quality of the student experience and the standards of the awards are managed

and quality assured through the normal University regulations and procedures. The College holds responsibility of ensuring that all University regulations, processes and policies are adhered to, and that its own internal processes align where relevant. Student achievement and progression is managed through the Module Assessment Boards (MABs) and the Progression and Award Boards (PABs). Programmes are reviewed annually through University annual monitoring processes, including external examiner contributions, and incorporate student feedback mechanisms at both modular and the programme level reported formally through the annual reporting cycle.

Within a module the maintenance of academic standards is demonstrated by a rigorous

assessment design, planning, marking and verification process. Assessments are developed in adherence with the assessment information contained within this specification. Assessments are internally verified prior to issue to students in accordance with the College’s guidelines, and open to external scrutiny by the External Examiner (EE).

Work Based/Related Learning

The programme design has been informed by the Foundation Degree Characteristics Statement. Work-Based Learning will be embedded throughout the programme, and specifically will be assessed within:

DANC05 Devising for Performance, DANC06 Dance for Musical Theatre

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Programme Structure for FdA Dance Performance (full-time) 2020/21

Stage 1

Module Code Module Title No. of

Credits

Core / Optional

DANC01 The Professional Dancer

20 Core

DANC02 Contemporary Dance Techniques 1

20 Core

DANC03 Jazz Dance Technique 1

20 Core

DANC04 Classical Ballet Technique 1

20 Core

DANC05 Devising for Performance

20 Core

DANC06 Dance for Musical Theatre

20 Core

Stage 2

ADMD02 Research in Practice

20 Core

DAND02 Contemporary Dance Techniques 2 20 Core

DAND03 Jazz Dance Technique 2 20 Core

DAND04 Classical Ballet Technique 2 20 Core

DAND05 Choreography

20 Core

DAND06 Creating Dance for Film 20 Core

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Year 1 (Level 4) Modules

Module Descriptor DANC01

Module Code DANC01

Version (completed by QASU)

Module Title The Professional Dancer

Credits 20

Valid From (completed by QASU)

Status Proposed

Subject Board (completed by QASU)

Academic Level (FHEQ) 4

Content The emphasis of this module is to develop the student’s self-awareness of their body, health and their

practice in order to have a sustainable career in dance. They will evaluate their strengths and

weaknesses, to inform and compose a CPD plan that will be maintained throughout the module.

Students will also develop their knowledge and understanding of the body’s structure, how to prevent

injuries through safe practice as well as the importance of diet and nutrition for dancers.

● Investigate employment opportunities and expectations

● Develop self-awareness of own strengths and weaknesses

● Build knowledge of the body’s structure focusing on bones, muscles and joints.

● Build knowledge of the body’s respiratory, nervous and cardiovascular systems.

● Develop understanding of safe practice, potential injuries and how to prevent them.

● Develop understanding of effective diet and nutrition for a dancer.

Teaching and Learning Experience Modes of delivery

● Personal and professional development planning ● Reflection/Self-assessment ● Lectures ● Independent learning ● Computer based/e learning

Module Learning Outcomes (MLOs) (Compulsory) On successful completion of this module students will be able to: 1. Create and maintain a CPD plan focusing on health and fitness; recognising areas that need further progression. 2. Explain the body’s structure and systems and how to prevent injury through safe practice. 3. Identify, analyse and understand the effects of diet and nutrition on a dancer’s body. 4. Select and manage information and present in an academic format. Assessment (Compulsory)

Assessment task Load (eg Weighting (as a Learning

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wordage) percentage) outcomes assessed

CPD Plan up to 2000 words (or equivalent)

40% 1

Essay / Seminar up to 3000 words (or equivalent)

60% 2, 3, 4

Indicative reading (Compulsory) Books (up to 12) FOREMAN, G.A. (2009) Practical Guide to Working in Theatre. London: Methuen Drama. GRADY, C. (2014) Your Life in Theatre: a self-help guide for all stages of your career. ChrisGrady.org GREEN HAAS, J (2018) Dance Anatomy (2nd Edition) Champaign: Human Kinetics HOWSE, J (2000) Dance Technique and Injury Prevention. New York: Routledge WINSHIP, L (2015) Being a Dancer: Advice from Dancers And Choreographers. London: Nick Hern Books.

Journals (up to 6) Dancing Times Journal of Dance Education

Websites (up to 6) https://www.onedanceuk.org/wp-content/uploads/2017/02/Careers-Guide-Digital-version.pdf http://www.artsjobs.org.uk/dance/ https://jobdescriptionandresumeexamples.com/dancer-job-description-duties-and-responsibilities/ https://www.nutrition.org.uk/healthyliving/healthydiet/healthybalanceddiet.html https://www.dancemagazine.com/ https://www.thestage.co.uk/

https://www.onedanceuk.org/wp-content/uploads/2017/02/Careers-Guide-Digital-version.pdf

http://www.artsjobs.org.uk/dance/

https://jobdescriptionandresumeexamples.com/dancer-job-description-duties-and-responsibilities/

https://www.nutrition.org.uk/healthyliving/healthydiet/healthybalanceddiet.html

https://www.dancemagazine.com/ballet-turnout-2639129413.html

https://www.thestage.co.uk/

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Module Descriptor DANC02

Module Code DANC02


Module Title Contemporary Dance Technique 1

Credits 20


Status Proposed



Content (Indicative) (Compulsory) In this module students will study two established contemporary dance techniques; developing technique and physical skills through exercises and set phrases, and building on stylistic qualities and interpretive skills appropriate to the technique. Focus will be on the alignment of the body, strength, flexibility and the ability to replicate steps and sequences accurately. Throughout the module students will assess their progress, reflecting on feedback and corrections that

they have been given. They will then use this to assess their development and performance in

contemporary technique.

● develop physical skills and technique through exercises and set phrases

● develop understanding of key features within contemporary dance techniques

● develop use of stylistic qualities and interpretive skills appropriate to the contemporary dance technique

● develop ability to self-assess own development and performance

Teaching and Learning Experience (Compulsory) Modes of delivery

● Practical Sessions ● Demonstration ● Reflection/Self-assessment ● Guest Speakers ● Industry Simulation ● Independent learning ● Tutorials

Module Learning Outcomes (MLOs) (Compulsory) On successful completion of this module students will be able to:

1. Demonstrate key features of contemporary dance technique 2. Demonstrate understanding of stylistic qualities and interpretive skills appropriate to the

contemporary dance technique 3. Adhere to safe practices in preparation for, and during contemporary dance technique classes. 4. Assess own development and performance in contemporary technique

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Assessment (Compulsory)

Assessment task Load (eg wordage)

Weighting (as a percentage)

Learning outcomes assessed

Contemporary Technique Assessment (observation)

Up to 4000 words (or equivalent)

80% (40% per technique assessment at two summative points, 1 per semester)

1, 2, 3

Reflective Log

up to 1000 (or equivalent)

20%

4

Indicative reading (Compulsory) Books (up to 12) Bourne M and Macaulay A. (2011) Matthew Bourne and his adventures in dance London: Faber and Faber Ltd Bremser M ( 1999) Fifty Contemporary Choreographers New York: Routledge Cunningham M & Lesschaeve J (2000) The Dancer and the Dance (Merce Cunningham in Conversation with Jacqueline Lesschaeve) New York: Marion Boyars Publishers Ltd Graham M (1993) Blood Memory: An Autobiography London: Sceptre Humphrey D (1987) Art of Making Dances New Jersey: Princeton Book Company Morgenroth J (2004) Speaking of Dance Oxon: Routledge Noisette P (2011) Talk About Contemporary Dance Paris: Flammarion Strauss M R (2012) Looking at Contemporary Dance Hightstown: Princeton Book Company

Journals (up to 6) Dance Research - Society for Dance Research Dance Research Journal - Cambridge University Press Dancing Times

Websites (up to 6) http://www.dorishumphrey.org/ https://www.mercecunningham.org/the-work/cunningham-technique/ https://www.contemporary-dance.org/

http://www.dorishumphrey.org/

https://www.mercecunningham.org/the-work/cunningham-technique/

https://www.contemporary-dance.org/

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Module Descriptor DANC03 Module Code DANC03


Module Title Jazz Dance Technique 1

Credits 20


Status Proposed



Study Period X

Prerequisites and co-requisites N/A

Associated programmes N/A

Not available to students taking/having taken N/A

Content This module focuses on the development of jazz dance technique, which will prepare the students for

auditions, as well increase their physical fitness, flexibility, posture and alignment etc. The students will

study and explore various styles of jazz used in repertoire; both traditional and contemporary. The

students will also learn tutor-taught combinations, and there will be workshops led by visiting

professionals and this will open up chances to try new styles and ideas.

● Develop and refine jazz dance technique ● Develop ability to pick up and retain jazz dance choreography ● Develop knowledge, understanding and application of a range of jazz styles. ● Develop performance of jazz dance ● Develop ability to self-assess own performance


● Practical Sessions ● Demonstration ● Creative workshops ● Industry simulation ● Guest speakers ● Independent learning ● Reflection/Self-assessment

Module Learning Outcomes (MLOs) (Compulsory) On successful completion of this module students will be able to: 1. Demonstrate the application of technical jazz dance technique 2. Adhere to safe practices in preparation for, and during jazz dance technique classes 3. Demonstrate the conventions of a range of jazz dance styles through various jazz choreography performances 4. Assess own development and performance in jazz technique.

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Jazz technique assessment (observation)


40% 1, 2

Performance of jazz styles (observation)


40% 3

Evaluation Up to 1000 words (or equivalent)

20% 4

Indicative reading (Compulsory) Books (up to 12) BOROSS, B. (2015) Comments on Jazz Dance, 1996-2014. Bob Boross. FITZGERALD, F.S. (2010) The Beautiful and Damned: F. Scott Fitzgerald's Jazz Age Morality Tale. Megalodon Entertainment LLC. FRICH, M. and MATTOX, E. (1983) Matt Mattox Book of Jazz Dance. Sterling. GIORDANO, G. (1992) Jazz Dance Class: Beginning Thru Advanced. Princeton Book Company. GUARINO, L. and OLIVER, W. (2015) Jazz Dance: A History of the Roots and Branches. University Press of Florida. HATCHETT, F. and MEYERS-GITLIN, N. (2000) Frank Hatchett's Jazz Dance. Human Kinetics Publishers. LUIGI, KRIEGEL, L. and ROACH, F. (1997) Luigi's Jazz Warm Up: An Introduction to Jazz Style & Technique. Princeton Book Company. MILLER, D.L. (2015) Supreme City: How Jazz Age Manhattan Gave Birth to Modern America. Simon & Schuster. STEARNS, M. (1994) Jazz Dance: The Story of American Vernacular Dance. DaCapo Press.


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Module Title Classical Ballet Technique 1

Credits 20


Status Proposed



Content In this module students will develop their classical ballet technique, which will primarily be through focused participation in a weekly ballet technique class. The class will comprise of barre work, centre practice (adage and turns), petit allegro, grand allegro and enchainements, and will be set at a level that is challenging to the student. The students will learn and be encouraged to regularly use classical ballet terminology. Learning will be enforced through regular Q&A/discussion and through reproduction of enchainements via direction. Throughout the module students will assess their progress, reflecting on feedback and corrections that they have been given. They will also reflect on the structure and function of body systems in relation to the exercises that are undertaken in ballet class.

Develop and refine classical ballet technique Develop understanding and application of classical ballet terminology Use classical ballet technique to reproduce classical ballet enchainements Assess progress made within classical ballet technique


● Practical Sessions ● Demonstration ● Industry simulation ● Independent learning ● Reflection/Self-Assessment

Module Learning Outcomes (MLOs) On successful completion of this module students will be able to: 1. Demonstrate the principles of classical ballet technique 2. Recognise and use classical ballet terminology 3. Adhere to safe practices in preparation for, and during classical ballet technique classes 4. Assess own development in classical ballet technique.

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Assessment




Classical ballet technique assessment (observation)


70% 1, 3

Recognise terminology (through observation/professional discussion)


10% 2

Reflective log Up to 1000 words (or equivalent)

20% 4

Indicative reading Books (up to 12) FRANKLIN, E. (1996) Dance Imagery for Technique and Performance. Human Kinetics. FRANKLIN, E. (2003) Conditioning for Dance: Training for Peak Performance in All Dance Forms. Human Kinetics. FRANKLIN, E. (2012) Dynamic Alignment Through Imagery. second Revised edition. Human Kinetics. GREENE HAAS, J. (2010) Dance Anatomy. Human Kinetics. GRIEG, V. (1994) Inside Ballet Technique: Separating Anatomical Fact from Fiction in the Ballet Class. Princeton Book Company.


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Module Title Devising For Performance

Credits 20


Status Proposed



Content This module explores the creative and practical processes involved in developing a performance work.

The students will participate in creative workshops which focus on choreographic principles such as

chance, improvisation and use of stimuli, in order to develop their knowledge of methodologies used to

create movement. They will apply these to create and enhance choreography for two predefined

performance briefs either set by an employer, event organiser or tutor.

Students will carry out an evaluation after the performance that reflects on the preparation, process and

production. Reflecting on the devising process will be key to students understanding different

methodologies used and their effectiveness.

● develop use of choreographic methodologies

● watch professional repertoire to inspire and inform new ideas.

● discuss and workshop a variety of ‘briefs’ and their possibilities/limitations ● develop understanding of the devising process


● Creative workshops ● Demonstration ● Observation methods ● Reflection/Self-assessment ● Independent learning ● Group Discussions ● Industry Simulation ● Tutorials


1. Employ and interpret a range of choreographic methodologies to the creation of work 2. Discuss and explore ideas in relation to predefined briefs working individually and in a group

setting 3. Present dance work that meets a predefined brief with a degree of autonomy 4. Evaluate the effectiveness of the preparation, process and production.


Assessment task Load (eg Weighting (as a Learning

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wordage) percentage) outcomes assessed

Devise Material (ongoing observation)


40% (20% per summative observation)

1,2

Presentation of devised work (observation)


40% (20% per summative observation)

3

Evaluation up to 1000 words (or equivalent)

20% 4

Indicative reading (Compulsory) Books (up to 12) Blom, L. and Chaplin, L. (2010) The Intimate Act of Choreography. Hampshire: Dance Books Ltd. Burrows, J. (2010) A Choreographer’s Handbook. New York: Routledge. Cooper Albright, A. (1997) Choreographing Difference: Body and Identity in Contemporary Dance. Middletown: Wesleyan University Press. McMillan K and Weyers J (2013) How to improve your critical thinking and reflective skills Essex: Pearson Education Limited Minton, S.C. (2007) Choreography. Champaign: Human Kinetics. Smith-Autard J M (2010) Dance Composition 6th Edition. London: Bedford Interactive Productions Ltd Journals (up to 6) Choreographic Practices Dance Research - Society for Dance Research Dance Research Journal - Cambridge University Press Dancing Times

Websites (up to 6) https://www.contemporary-dance.org/dance-composition.html https://www.onedanceuk.org/?s=choreography

https://www.contemporary-dance.org/dance-composition.html

https://www.onedanceuk.org/?s=choreography

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Module Title Dance for Musical Theatre

Credits 20


Status Proposed



Content In this module students will explore, develop and perform a range of musical theatre dance styles. Students will demonstrate the features of these dance styles through workshops, tutor-lead choreography and also professional musical theatre repertoire culminating in musical theatre performances. Students will use the rehearsal process to develop an understanding of the technical and performance skills required in order to enhance their performances emulating, on a smaller scale, the role of an employed dance performer. Students will investigate the work of two contrasting choreographers and compare their contribution to dance in musical theatre.

● Explore a range of musical theatre dance styles through classwork and workshops ● Study and learn musical theatre repertoire; tutor-lead and professional choreography ● Develop performance skills for musical theatre repertoire ● Watch musical theatre repertoire ● Research musical theatre choreographers


● Practical Sessions ● Demonstration ● Industry simulation ● Independent learning ● Observation methods

Module Learning Outcomes On successful completion of this module students will be able to: 1. Demonstrate the application of a variety of techniques used in a range of musical theatre dance styles. 2. Apply effective communication skills during collaborative work. 3. Demonstrate the ability to perform a range of musical theatre dance styles with appropriate application of technique and performance skills. 4. Compare the contribution made by two contrasting choreographers to dance in musical theatre.

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Assessment




Ongoing Observation Up to 2000 words (or equivalent)

40% 1, 2

Performance (observation) Up to 2000 words (or equivalent)

40% 3

Presentation


20% 4

Indicative reading (Compulsory) Books (up to 12) BERKSON, R. (1990) Musical Theatre Choreography: A Practical Method for Preparing and Staging Dance in a Musical Show. Back Stage Books. CRAMER, L. (2013) Creating Musical Theatre: Conversations with Broadway Directors and Choreographers. Bloomsbury Methuen Drama. JOWITT, D. (2005) Jerome Robbins: His Life, His Theater, His Dance. Simon & Schuster. LONG, R.E. (2001) Broadway, the Golden Years: Jerome Robbins and the Great Choreographer-Directors, 1940 to the Present. Continuum-3PL. MACAULAY, A. and BOURNE, M. (2011) Matthew Bourne and His Adventures in Dance: Conversations with Alastair Macaulay. Faber & Faber. RAUM, E. (2010) Song and Dance: A Journey Through Musical Theatre (Culture in Action). Raintree. WASSON, S. (2014) Fosse. Eamon Dolan/Mariner Books. Journals (up to 6) Dance Research - Society for Dance Research Dance Research Journal - Cambridge University Press Dancing Times

Websites (up to 6) https://www.thestage.co.uk/


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Year 2 (Level 5) Modules

Module Descriptor DAND02 Module Code DAND02


Module Title Contemporary Dance Technique 2

Credits 20


Status Proposed



Content (Indicative) (Compulsory) This module enables students to further develop their contemporary technique and physical skills through weekly classes consisting of exercises and set phrases and building on stylistic qualities and interpretive skills of established contemporary techniques. Focus will be on the alignment of the body, strength, flexibility and the ability to replicate steps and sequences accurately. The students will also study professional repertoire and study leading contemporary dance choreographers. A detailed understanding of how contemporary dance has developed will benefit those wanting to pursue a career in this field - therefore it is important that significant practitioners are appreciated and their contribution acknowledged. Students will analyse the significant moments in the development of contemporary dance and the cultural influences.

● develop physical skills and technique through exercises and set phrases

● develop understanding of key features within contemporary dance technique

● develop use of stylistic qualities and interpretive skills appropriate to the contemporary dance technique

● improve knowledge and understanding of significant moments in the development of contemporary dance


● Practical Sessions ● Demonstration ● Reflection/Self-Assessment ● Guest Speakers ● Industry Simulation ● Lectures ● Independent learning ● Tutorials


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1. Apply a detailed knowledge and understanding of the principles of established contemporary dance technique through physical skills, stylistic qualities and interpretation.

2. Perform contemporary dance repertoire with accurate reproduction of movement and technique

3. Analyse the impact of cultural influences on the development of contemporary dance.





Contemporary Technique Assessment (observation)


50% 1


30% 2

Essay

up to 1000 words (or equivalent)

20% 3

Indicative reading (Compulsory) Books (up to 12) Adshead-Lansdale, J and Layson J (1994) Dance History: An Introduction (2nd edition) Oxon: Routledge Albright, A. and Dils, A., (2013) Moving History / Dancing Cultures. Winnipeg: Manitoba Education Media Production Services Unit. Bourne M and Macaulay A. (2011) Matthew Bourne and his adventures in dance London: Faber and Faber Ltd Bremser M ( 1999) Fifty Contemporary Choreographers New York: Routledge Buckland, T. (2007) Dancing From Past To Present. Madison: University of Wisconsin Press. Cools, G, (2015) In-Between Dance Cultures: The Migratory Artistic Identity of Sidi Larbi Cherkaoui and Akram Khan Amsterdam: Valiz. Cunningham M & Lesschaeve J (2000) The Dancer and the Dance (Merce Cunningham in Conversation with Jacqueline Lesschaeve) New York: Marion Boyars Publishers Ltd Graham M (1993) Blood Memory: An Autobiography London: Sceptre Hazzard-Donald, K. (2010) Jookin'. Philadelphia PA: Temple University Press. Humphrey D (1987) Art of Making Dances New Jersey: Princeton Book Company Morgenroth J (2004) Speaking of Dance Oxon: Routledge Morris, G. and Nicholas, L., 2018. Rethinking Dance History (2nd Edition). Oxon: Routledge. Noisette P (2011) Talk About Contemporary Dance Paris: Flammarion Strauss M R (2012) Looking at Contemporary Dance Hightstown: Princeton Book Company Journals (up to 6) Dance Research - Society for Dance Research Dance Research Journal - Cambridge University Press Dancing Times Websites (up to 6) http://www.dorishumphrey.org/ http://www.marthagraham.org/ https://www.contemporary-dance.org/

http://www.dorishumphrey.org/

http://www.marthagraham.org/

https://www.contemporary-dance.org/

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Module Title Jazz Dance Technique 2

Credits 20


Status Proposed



Content During this module the students will further develop their jazz dance technique through structured jazz

class; consisting of warm-ups, floor work, centre practice and travelling steps. The class will encompass

and develop skills previously taught in Jazz Technique (Part 1) such as turns, pirouettes, kicks, jumps and

leaps, extensions, contractions, and isolations. Students will be set complex combinations covering all

aspects of jazz technique. The class will also consist of strengthening and aerobic exercises, which will

help with strength, flexibility and stamina.

The students will further study and explore various styles of jazz used in repertoire; both traditional and contemporary, and will learn tutor-taught combinations. There will be workshops led by visiting professionals and this will open up chances to try new styles and ideas. As well as working on technique, there will be a focus on timing, musicality and performance skills. A choreographic element will be introduced in this module; with a requirement to devise a 2-minute jazz solo (on self), and a group jazz piece (at least 4 minutes). These pieces can be any genre of jazz, and will focus on the relationship between the music and choreography. There will be several performance opportunities where the students will perform selected jazz pieces, as well as the self-choreographed pieces. Focus is on projection; expression and dynamics; clarity and accuracy of execution. The students will research and analyse the influences of leading practitioners (at least two) on the development of jazz dance.

● Further develop and refine jazz dance technique ● Develop technique across various jazz styles ● Develop composition skills for jazz dance ● Develop and enhance the performance of jazz dance ● Develop ability to reflect on the influences of leading practitioners


● Practical Sessions ● Demonstration ● Creative workshops ● Industry simulation ● Lectures ● Independent learning

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● Guest teachers ● Observation methods ● Reflection/Self-Assessment

Module Learning Outcomes (MLOs) (Compulsory) On successful completion of this module students will be able to: 1. Apply a detailed knowledge and understanding of the principles of established jazz dance technique through physical skills, stylistic qualities and interpretation. 2. Create and develop jazz choreography applying a detailed understanding of the technique and conventions. 3. Perform a range of jazz dance styles showing a detailed understanding and application of their conventions. 4. Analyse the influences of leading practitioners on the development of jazz





Jazz technique assessment (observation)


20% 1

Essay Up to 1000 words (or equivalent)

20% 4

Choreography (observation) Up to 2000 words (or equivalent)

40% 2


20% 3

Indicative reading (Compulsory) Books (up to 12) BOROSS, B. (2015) Comments on Jazz Dance, 1996-2014. Bob Boross. FITZGERALD, F.S. (2010) The Beautiful and Damned: F. Scott Fitzgerald's Jazz Age Morality Tale. Megalodon Entertainment LLC. FRICH, M. and MATTOX, E. (1983) Matt Mattox Book of Jazz Dance. Sterling. GIORDANO, G. (1992) Jazz Dance Class: Beginning Thru Advanced. Princeton Book Company. GUARINO, L. and OLIVER, W. (2015) Jazz Dance: A History of the Roots and Branches. University Press of Florida. HATCHETT, F. and MEYERS-GITLIN, N. (2000) Frank Hatchett's Jazz Dance. Human Kinetics Publishers. LUIGI, KRIEGEL, L. and ROACH, F. (1997) Luigi's Jazz Warm Up: An Introduction to Jazz Style & Technique. Princeton Book Company. MILLER, D.L. (2015) Supreme City: How Jazz Age Manhattan Gave Birth to Modern America. Simon & Schuster. STEARNS, M. (1994) Jazz Dance: The Story of American Vernacular Dance. DaCapo Press. Journals (up to 6) Dance Research - Society for Dance Research

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Dance Research Journal - Cambridge University Press Dancing Times

Websites (up to 6) https://www.dancemagazine.com/ https://www.thestage.co.uk/

https://www.dancemagazine.com/


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Module Title Classical Ballet Technique 2

Credits 20


Status Proposed



Content In this module students will continue to develop their classical ballet technique, which will primarily be through focused participation in a weekly ballet technique class. The class will comprise of barre work, centre practice (adage and turns), petit allegro, grand allegro and enchainements, and will be set at a level that is challenging to the student. As with Classical Ballet Technique 1; classwork will focus on the retention of turn-out, classical posture and placement, alignment, carriage of the arms and head, footwork, leg extension and use of demi-pointe, and students will be encouraged to work on their strength, flexibility and stamina. Students will be given complex enchainements, and will demonstrate the ability to interpret classical ballet terminology. In addition they will study two contrasting classical ballet repertoires; demonstrating musicality and artistry. Students will analyse the influence and impact of at least two leading ballet practitioners on the development of classical ballet.

● Further develop and refine classical ballet technique ● Further develop the use of classical ballet terminology and use at all times ● Accurately use classical ballet technique to reproduce complex classical ballet enchainements ● Study and perform contrasting classical ballet repertoire; embodying the role ● Research and reflect on the influence of leading ballet practitioners on the development of

classical ballet


● Practical Sessions ● Demonstration

● Industry simulation ● Observation methods ● Lectures ● Independent learning ● Reflection/Self-Assessment

Module Learning Outcomes (MLOs) (Compulsory) On successful completion of this module students will be able to: 1. Apply a detailed knowledge and understanding of the principles of classical ballet technique. 2. Interpret terminology to accurately perform complex enchainements; demonstrating classical ballet

Page 28 of 32

technique 3. Interpret and present a classical ballet role demonstrating accurate technique and stylistic qualities. 4. Analyse the influence of leading ballet practitioners on the development of classical ballet Assessment (Compulsory)




Essay Up to 1000 words (or equivalent)

20% 4

Classical ballet technique assessment (observation)

Up to 2500 words equivalent

50% 1,2


30% 3

Indicative reading (Compulsory) Books (up to 12) GREENE HAAS, J. (2010) Dance Anatomy. Human Kinetics. GREIG, V. (1994) Inside Ballet Technique: Separating Anatomical Fact from Fiction in the Ballet Class. Princeton Book Company. KOSTROVITSKAVA, V.S. (2004) 100 Lessons in Classical Ballet: The Eight-Year Program of Leningrad's Vaganova Choreographic School. Limelight Editions. MORRISON, S. (2016) Bolshoi Confidential: Secrets of the Russian Ballet from the Rule of the Tsars to Today. Fourth Estate.


Page 29 of 32



Module Title Choreography

Credits 20


Status Proposed



Content (Indicative) (Compulsory) In this module students will continue to build their knowledge and understanding of choreographic

methodologies. Methods used by leading choreographers will act as inspiration for creative workshops

and students will use these to create movement ideas. Students will have the opportunity to

experiment, explore, disregard and develop movement material therefore regular time in the dance

studio is vital for the success of this module. Students will develop their own unique choreographic style

as well as using the methods of leading practitioners to influence their creation of a solo (either on

themselves or someone else) and an ensemble piece for a group of dancers. Both of these works can be

in any genre and can be performed in a setting of the student’s choice.

Students will acknowledge and interpret a range of critical perspectives eg reviews, audience feedback,

industry professional’s opinion, as well as their own, to analyse the effectiveness of solo and ensemble

works.

● develop knowledge and understanding of the choreographic methods used by professional

choreographers through creative workshops.

● develop versatility in order to choreograph solo and group work. ● understand the importance of different perspectives when creating work


● Creative workshops ● Reflection/Self-assessment ● Independent learning ● Group Discussions ● Observation methods ● Industry Simulation ● Tutorials


1. Demonstrate the ability to create and develop original solo choreography using established choreographic methodologies and techniques.

2. Demonstrate the ability to create and develop original ensemble choreography using established choreographic methods and techniques.

3. Communicate movement ideas effectively demonstrating leadership qualities. 4. Evaluate creative practice, both individually and collectively in a group setting

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Assessment task Load (eg wordage) Weighting (as a percentage)



30% 1


50% 2, 3

Evaluation Up to 1000 words (or equivalent)

20% 4

Indicative reading (Compulsory Books (up to 12) Blom, L. and Chaplin, L. (2010) The Intimate Act of Choreography. Hampshire: Dance Books Ltd. Burrows, J. (2010) A Choreographer’s Handbook. New York: Routledge. Cools, G, (2015) In-Between Dance Cultures: The Migratory Artistic Identity of Sidi Larbi Cherkaoui and Akram Khan Amsterdam: Valiz. Cooper Albright, A. (1997) Choreographing Difference: Body and Identity in Contemporary Dance. Middletown: Wesleyan University Press. Hazzard-Donald, K. (2010) Jookin'. Philadelphia PA: Temple University Press Main L (2012) Directing the Dance Legacy of Doris Humphrey: The Creative Impulse of Reconstruction. Madison: University of Wisconsin Press McMillan K and Weyers J (2013) How to improve your critical thinking and reflective skills Essex: Pearson Education Limited Minton, S.C. (2007) Choreography. Champaign: Human Kinetics. Morris, G. and Nicholas, L., 2018. Rethinking Dance History (2nd Edition). Oxon: Routledge Smith-Autard J M (2010) Dance Composition 6th Edition. London: Bedford Interactive Productions Ltd Journals (up to 6) Choreographic Practices Dance Research - Society for Dance Research Dance Research Journal - Cambridge University Press

Dancing Times Websites (up to 6) https://www.contemporary-dance.org/dance-composition.html https://www.onedanceuk.org/?s=choreography https://www.thestage.co.uk/

https://www.contemporary-dance.org/dance-composition.html

https://www.onedanceuk.org/?s=choreography


Page 31 of 32



Module Title Creating Dance For Film

Credits 20


Status Proposed



Content (Indicative) (Compulsory) Creative possibilities are greatly extended when creating dance for film because space and time are approached in a completely different way once the conventions of live theatrical performance are removed. This module will allow the students to expand their choreographic skills by creating and directing a dance film, they will be responsible for all aspects including devising, rehearsal and performance, and design and technical decisions. There is potential to collaborate with Media students on this project. Students will gain an understanding of key points in the production process and produce a treatment, storyboard and production schedule for their film. They will also develop knowledge of camera and editing techniques which could potentially lend itself to peer learning with Media students. The study and analysis of dance films that have either been created or adapted for camera will be important in order for students to see the application of these techniques. This knowledge will be applied when creating movement ideas as students will take different angles and shot types into consideration when generating movement. Students will also consider a range of perspectives when comparing digital and live performances.

● broaden understanding of works that have been created for camera

● develop understanding of the purpose of a production schedule, treatment and storyboard

● develop knowledge and understanding of what possibilities and limitations there may be when creating dance for camera.

● develop understanding of camera and editing techniques


● Creative workshops ● Reflection/Self-Assessment ● Guest Speakers ● Group Discussions ● Observation methods ● Industry Simulation ● Tutorials ● Computer Based Learning / E- Learning


1. Effectively prepare for the production of a dance film

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2. Create a dance work for camera; applying knowledge and understanding of the techniques used during the creative and editing process and drawing inspiration from professional work.

3. Effectively communicate your thoughts and ideas in the role of a choreographer and director of a dance film.

4. Compare digital performance with live performance and analyse their effectiveness considering a range of perspectives.





Portfolio up to 1000 words (or equivalent)

20% 1

Creation of Dance Film (observation)


60% 2, 3

Seminar up to 1000 words (or equivalent)

20% 4

Indicative reading (Compulsory) Books (up to 12) Brannigan, E. (2011) Dancefilm: Choreography and the Moving Image. Oxford: Oxford University Press. Burrows, J. (2010) A Choreographer’s Handbook. New York: Routledge. Cooper Albright, A. (1997) Choreographing Difference: Body and Identity in Contemporary Dance. Middletown: Wesleyan University Press. McMillan K and Weyers J (2013) How to improve your critical thinking and reflective skills Essex: Pearson Education Limited McPherson, K. (2006) Making Video Dance. Abingdon: Routledge Minton, S.C. (2007) Choreography. Champaign: Human Kinetics. Smith-Autard J M (2010) Dance Composition 6th Edition. London: Bedford Interactive Productions Ltd Journals (up to 6) Choreographic Practices Dance Research - Society for Dance Research Dance Research Journal - Cambridge University Press Dancing Times Websites (up to 6) www.dancefilms.org/ https://www.dancemagazine.com/

https://www.dancefilms.org/

https://www.dancemagazine.com/

Documents

PROGRAMME QUALITY HANDBOOK 2020-21 FdA Dance …€¦ · HANDBOOK 2020-21 FdA Dance Performance . Page 2 of 32 COVID 19 3 Welcome and Introduction to the FdA Dance Performance 5 Programme