· Web viewVersion No. 01 © UWL 2016 . Table of Contents. Community Dance 21. Module Leader, Teaching Team and Module Administrator Details5. Key Contacts 5. Further

Module Study GuideAcademic Year 2018/19

Community Dance 2Location: The Creative Academy, 73a Stoke Poges lane, SLOUGH, SL1 3NY

Module Code: MU5FD07S

Level: 5

Credits: 20

VERSION NO. 01 © UWL 2016

Table of Contents

Community Dance 2......................................................................................................11. Module Leader, Teaching Team and Module Administrator Details.........................52. Key Contacts ............................................................................................................53. Further Information ...................................................................................................74. Welcome to the Module.............................................................................................94. Timetable/Venue/Rooms.........................................................................................105. Aims of the Module..................................................................................................107. Learning Outcomes.................................................................................................106. Content of the Module.............................................................................................117. Learning Resources.................................................................................................118. Reading List.............................................................................................................1211. Assessment: General Information..........................................................................139. Details of Assessment.............................................................................................14

Assessment 1..............................................................................................................14Assessment 2..............................................................................................................15

13......................................................................................Summative Assessment Grid.................................................................................................................................18

14. External Examiner(s)...............................................................................................1915. Statement on Plagiarism.......................................................................................192. Evaluation of the Module.....................................................................................201. Personal Development Plan (PDP)............................................................................202. If You Have an Issue ................................................................................................2010. Drop-in Support Service..........................................................................................2111. Guide to Learning Sessions.....................................................................................22

Session number: One.................................................................................................22Session number: Two.................................................................................................23Session number: Three..............................................................................................24Session number: Four................................................................................................25Session number: Five.................................................................................................26Session number: Six..................................................................................................26Session number: Seven.............................................................................................27Session number: Eight...............................................................................................28Session number: Nine................................................................................................29Session number: Ten.................................................................................................29

Form I – Module Study Guide template – April 2016 Page 2 of 32

Session number: Eleven............................................................................................30Session number: Twelve............................................................................................31Session number: Thirteen..........................................................................................32Session number: Fourteen.........................................................................................32


1. Module Leader, Teaching Team and Module Administrator Details

Module Leader Taira Foo

Subject and School/College

The Creative Academy, London College of Music

Email [email protected]

Phone 01753 875 400

Location The Creative Academy

Name George Kirkham

Job title The Creative Academy Manager


Phone 01753 875 400


Name Jagdev Khatkar

Job title Quality Assurance and Business Manager


Phone 01753 875 400


Administrator Cassia Rudge

Job title Academic Administrator



mailto:[email protected]



Phone 01753 875 400


2. Key Contacts

The key contacts for your course are set out below:

The Course Leader responsible for this module is George Kirkham, and can be contacted at george.ki [email protected]

The Head of Subject responsible for this module is David Henson, and can be contacted at [email protected]

The Head of School/College/Dean of College responsible for this module is David Henson, and can be contacted at [email protected]

The Academic Partner Link Tutor responsible for this module is Emma Evans, and can be contacted at [email protected]






3. Further Information

Total Guided Learning Hours 200

Consisting of:

Teaching Contact Hours 30

Teaching Placement Hours 12

Independent Study Hours 158

Placement Hours N/A

Assessment:

Percentage of final marks assessed by:

Course File 30%

Teaching Assessment 70%


4.

Due Dates:

Assessments for this module are due on the following dates: - Course File - Week 14. Please see Time-Plan.Teaching Assessment, ongoing assessment throughout semester.


Section

A

Overview and Content4. Welcome to the Module

Welcome to Community Dance 2. During this module you will further develop a critical understanding and professional knowledge of the community dance sector, a huge employer in the dance industry.

You will be supported into employment in the dance field. You will be going to into local schools to deliver a course of dance classes.

You will continue to explore the philosophy behind the use of dance within regeneration and social inclusion. You will develop your knowledge and intellectual skills to facilitate successful workshops in the education sector, specifically Primary and Secondary schools.

5. Timetable/Venue/Rooms

Please see Timetable and Time-Plan

6. Aims of the Module

Aims of this module:

· Ensure that you gain industry standard work experience and can facilitate dance workshops in a community setting.

· You will gain and develop skills in how to deliver a successful dance lesson.


· You be able to apply the principles of social inclusion to all areas of your teaching work.

· You will be able to use commercial, contemporary and classical movement to create a successful dance lesson.

· You will be able to write a successful Course Plan and Lesson Plan.· You will develop an appreciation and understanding for the community arts

field and its important role as an employer.

7. Learning Outcomes

By the end of the module you will be able to:

LO1. Demonstrate that you have a critical knowledge and understanding by discussing professionally the principles of inclusion, empowerment and Equal Opportunity and using dance to increase participation in safe alternative activity

LO2. Evaluate and analyse your own practice and reflect on how you can improve your teaching.

LO3. Professionally facilitate a series of workshops using the principles of social inclusion to increase participation.

LO4. Plan and prepare session and course plans.LO5. Demonstrate the use of Information technology in assignments. LO6. Demonstrate team building and independent working skills.

8. Content of the Module

You will study with one tutor developing your skills in facilitating workshops in a variety of community venues (although specialising in one sub-sector) ensuring you have a working practice of the principles which underpin participation. The Module will be delivered through industry working with professional practitioners in their working environments. You will develop course files and teach sessions through practice and actual experience. This will be underpinned with an individual social inclusion project and portfolio.

You will engage in debate and discussion around topics and use movement to encourage social inclusion and understand the use of dance in community to engage participants, reduce anti-social behaviour and promote regeneration, Community Dance 2 is underpinned by all modules. You must have completed Community Dance 1 to complete this module.

You will be expected to use self directed time to investigate, experiment and explore the creative self before they begin assignment work. You will be required to reflect and evaluate on your practice, applying your knowledge and understanding of dance.


9. Learning Resources

You will learn from one primary teacher with possible visiting practitioners facilitating specific areas of community dance. The majority of the module will be spent in local schools delivering dance lessons. You will engage in individual tutorials, which allows tutor and student to work alongside each other on subject-specific skills and knowledge as well as non-specific skills.

You will have access to the Creative Academy Library, which contains various books, magazines and DVD’s that will complement your learning.

You will also have access to the online Student Portal where you will find the handouts and lecture slides.

10. Reading List

The reading list for your module is displayed below. Any core texts that you will be expected to purchase will also be indicated.

You can also login to the Student Portal and select My Blackboard to see an online version of the reading list shown below for your module maintained by Library Services. This shows real-time availability of books in our library catalogue and direct links to recommended online resources to save your time. Special online support guides (LibGuides) for the subject are also available to help you find relevant information for assignments, with contact details of the Academic Support Librarian for your subject.

Core: · Reece, I. & Walker, S. (2003) Teaching, Training, Learning 5th Edition, UK,

Education Publishers Limited

Additional texts:· Wallace, S. (2005) Teaching and Learning in Further Education 2nd Edition,

UK, Learning Matters · Minton, D, (2005) Teaching Skills, 3rd Edition, UK, Thomson

Viewing List Capricious Shifts The Apartment

Other Learning Resources (journals, databases, Websites) www.artscouncil.org.uk www.i-create.org


www.communitydance.org.uk www.new-adventures.net/rebournewww.ludusdance.orgRegen and Renewal Dancing Times Dance Today


Section

B

Assessment and Feedback11. Assessment: General Information

A variety of assessment methods will be used, however the primary vehicle for assessment will be through on-going tutor observation, an individual presentation and the performance of a dance theatre piece. You will be required to work to deadlines both independently and within teams. The work will be assessed using a variety of methods including:

• Tutor marking and observation;

• Double marking; and

• External verification.

Individual progress in class will be continuously monitored and fed back to students by the module tutor. The Teaching assessment will demonstrate the student’s own research and preparation and understanding of the principals of teaching. The Course File will show the student’s ability to create a creative Course Plan and Lesson Plans, as well reflect on their own practice.

12. Details of Assessment

Assessment 1

Assessment task: Course File

Weighting: 30%

Date/time/method of submission: Refer to Time-Plan for date. Course file should be handed in before 9.00am on date of submission.

Word count or equivalent: N/A

Assessment criteria: At the start of the semester students will be given an overview of completion of the Course File and the work which will need to be completed to ensure a successful and


useful Course File. Each section should follow the layout of the course. There is no word count requirement for this assignment however, as a guide each section should consist of somewhere between 500 – 750 words. The Course File should also include any pictures/articles which have supported the student’s individual self-directed learning.

The Course File will demonstrate the students understanding of some of the current debate on community dance and the cultural context which techniques have been placed in. Although students should express their opinion as a matter of course, this should be supported by existing academic literature relating to the subject and Harvard referenced. As well as demonstrating what students have learned, the portfolio will demonstrate understanding and knowledge of subject matter a small percentage of the overall mark will be based upon presentation, literacy and communication skills.

Marking scheme:

First (80-100) The work excels in all or most of the following: intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; literary style. It is the right length, pertinent, correct and carefully written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references with Harvard referencing and a bibliography.

First (70-79) The work excels in three or more of the following: intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; literary style. It is the right length, pertinent, correct and carefully written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references with Harvard referencing and a bibliography.

2:1 (60-69) The work displays one or more of the following properties: intelligence; criticality; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality; literary style. It is the right length, generally correct and well written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references with Harvard referencing and a bibliography.

2:2 (50-59) The work shows some evidence of involvement and a little independence of thought from a range of sources. It is largely correct, pertinent and coherent, if not very well structured. It is the right length, with bibliography and Harvard referencing, although these may be inadequate/incorrect in places.

3rd (40-49) The work shows no independence of thought from its (perhaps very limited) sources, and no signs of any involvement. It might be poorly ordered with a certain amount of redundancy, but it must be close to the right length, at least partially pertinent and coherent, and some attempts must have been made towards a bibliography


and references.

Fail (20-39) The portfolio/assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; lacking a bibliography and correct references.

Fail (0-19) The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; lacking a bibliography and correct references.

Timing and methods of feedback: Formative feedback will be provided on an ongoing basis from tutor verbally. Summative feedback will be provided by tutor in writing with 30 working days after submission of final assessment of the semester.

Assessment 2

Assessment task: Teaching Assessment

Weighting: 70%

Date/time/method of submission: Ongoing assessment, finishing in Week 14.

Word count or equivalent: 10-12 Week Teaching Placement.

Assessment criteria: At the start of the module students will refresh their understanding of delivering and planning workshops/courses. Students will be put into pairs/trios and given a local school group ages varying from 5 – 18 at the start of the module. Student will be required to plan and create a Course Plan and Lesson Plan to suit their learners. Students will be marked on their ability to implement and ensure learners meet learning outcomes. Students teaching will be continually assessed by tutor and workplace staff.

Marking scheme:

First (80 - 100) Demonstrates an exceptional degree of commitment, creativity and innovation when delivering and creating sessions/courses. Represents absolute professional quality is beyond reproach in every aspect. Exceptional skill and ability is exercised equally with regard to form, content and function. The work is so robust that it is almost impossible to find weaknesses in any area. The work engages the imagination, spirit and emotions of the recipient. Demonstrate an exceptional understanding of the issues which affect community participants achieving.

First(70-79) Exceptional presentation - exciting and innovative. Outstanding in


its concept - perceptive, articulate, imaginative. Clearly structured, maintains a high level of interest. Very successful on both informative and emotional levels. All elements combine to create the required finished product. Technically very assured. Whollyappropriate use of the medium.

2:1 (60-69) Overall, a successful presentation which fulfils its aim very well and with clarity. Cohesive in structure and impact. May have many of the qualities of a 70+ artefact, but without the excitement or innovation. There may be minor parts of the artefact which do not function to the utmost. Perhaps a convention used without thought, or a lack of attention to detail. Technically assured. Appropriate use of the medium.

2:2 (50-59) Successful in meeting its aim and overall meaning clear. There may, however, be problems with structure or execution which lead to some confusion in parts. Often lacking in imagination, uninspiring and conventional. Concept is limited, so that the final artefact may lack cohesion and integration. May omit some important (but not crucial) aspects of the subject matter. Overall, technically competent (the lower marks may have problems here, but even these will have their saving graces).Generally appropriate use of medium, but perhaps there is a better way of doing it.

3rd (40-49) May communicate with difficulty, audience has to concentrate to draw out what it means. May have elements that are poorly structured, confused. Some work may show only a very limited ability to select, structure, prioritise information, omits someimportant aspects, and/or includes some irrelevant material. Lacks cohesion and may be scrappily presented. The artefact does communicate its message, but only partially. There may be some technical problems although overall the work shows a fair degree of competence. Has often used an inappropriate medium for the job.

Fail (20-39) The body of work presented suggests that 200 hours of appropriate student involvement has not been completed. Fails to answer the key technical requirements of the brief. Fails to communicate a coherent message, perhaps through a mixture of lack of logical thought, poor organisation of material and/or technical ineptitude. Conceptually flawed, the project has limited meaning.Technically incompetent (basic competence may be present but without application or meaning). Glimpses of technical or organisational skill may result in a mark in the higher reaches of this range.

Fail (0-19) The body of work presented very strongly suggests that appropriate student involvement falls far short of 200 hours. There are significant problems associated with fulfilling the technical requirements of the brief. The work is of a very poor standard


throughout showing little or no understanding of the brief. So heavily flawed conceptually that the work is rendered almost entirely meaningless. Shows crucial omissions in content, or meaning has disappeared into a morass of irrelevant materiel. OR No work submitted for assessment.

Timing and methods of feedback Formative feedback will be provided on an ongoing basis from tutor verbally. Summative feedback will be provided by tutor in writing with 30 working days after submission of final assessment of the semester.


13.Summative Assessment Grid

Type of assessment

Module learning outcome(s)

Word count or equivalent

Due date and time

Threshold (if applicable)

Pass mark Weighting

Course File 1, 2, 4, 5, 6. N/A See Time-Plan.

Week 14.

40 30%

Teaching Assessment

1, 2, 3, 4, 6. 10-12 Week Teaching Placement

Ongoing assessment ending in Week 14.

40 70%


14. External Examiner(s)

The External Examiner is an independent academic staff member from another institution who provides assurance that the assessment system is fair and ensures that standards on the course are comparable to other institutions.

The External Examiner(s) for this module are listed below. Please note that this is provided for information only; students are not permitted to enter into any correspondence about their marks with External Examiners.

Name Jane White

Job Title Senior Lecturer & Course Leader BA (Hons) Dance Course

Institution AUB

15. Statement on Plagiarism

Plagiarism is defined as the practice of taking someone else’s work and/or ideas and passing it/them off as your own. It is the action of presenting someone else’s work as one’s own irrespective of intention. Close paraphrasing without adequate attribution; copying from the work of another person, including another student; using the ideas of another person without proper acknowledgement all constitute examples of plagiarism. In addition, the act of re-using work (whether in part or in whole) that you have previously submitted for graded assessment – at the University of West London or at another institution - without properly referencing yourself (known as ‘self-plagiarism’ ) shall also constitute plagiarism.

For further information please refer to the Student Handbook Section 3. University Regulations and Student Code of Conduct

For further advice on plagiarism go to the UWL website:

http://www.uwl.ac.uk/students/current-students/Advice-students-plagiarism


http://www.uwl.ac.uk/students/current-students/Advice-students-plagiarism

16. Evaluation of the Module

i) Evaluation framework

Towards the end of the module you will be invited to provide some feedback to the module leader. This will be through an online or paper survey and you will be given a few minutes in a taught session to complete it. Please think carefully about the feedback you provide. Constructive feedback will help your module leader understand your experience and help inform the development of the module. If you have concerns about individual members of staff, these should be taken to your module or course leader whose details are in Section Key Contact of this guide rather than expressed through the survey.

ii) Improvements made in response to student feedback

The time spent in schools has increased as this is what students said benefitted them the most.

17. Personal Development Plan (PDP)

Students are responsible for recording notes from weekly lectures either via written or electronic means. Students are encouraged to undertake self-directed learning through independent research of dance theatre companies and choreographers and their methodologies. Students are encouraged to see live performances of dance theatre companies where available at theatres such as The Place Theatre or Sadler’s Wells, amongst others. All information gathered will inform each student for both assessments in this module.

Self-directed learning, analysis and interpretation of the materials recorded will inform each student’s personal development. Self-reflection between creative tasks and after rehearsals will also add to each student’s PDP.

18. If You Have an Issue

If you have an issue with the module or course you should speak to your personal tutor or Module Leader in the first instance. You could also speak to your Course Representative who will be able to raise it at a Course Committee which takes place once each semester. You can also raise issues with your Course Leader. It is important that you raise matters as soon as possible so that they can be resolved.

If you have a complaint about the course you should raise this informally in the first instance with the Course Leader. If you are unable to resolve it informally, you should use the Complaints Procedure which is outlined in the Student Handbook. You are also encouraged to contact the Students’ Union about it. The University aims to


ensure that most issues are resolved informally but the Complaints Procedure is there to help you resolve issues if this is not the case.

19. Drop-in Support Service

Opportunities to gain support are available daily through bookable sessions run by the wellbeing team. Between them, the wellbeing team have experience in all the courses taught at the Creative Academy. Wellbeing staff are there to offer guidance and support on a one-to-one basis, whether academic or personal - Appointment is needed, every Tuesday.

If you want to contact the service please email [email protected] to book an appointment.

*Please note that the service is un-available between June and September.



Section

C

20. Guide to Learning Sessions

Session number: One

Venue: The Creative Academy

Key Concepts/Issues: Introduction to Module/Recap Course Plans Discuss key areas of community dance and specific sub sectors.Discuss teaching principals and professional etiquette.Recap Course Plans.

Delivery Method: Lecture/Seminar

Formative/summative assessment opportunities:

This session applies to both assessments. Formative assessment is provided verbally by tutor.

Essential reading for this session:

Recommended reading for this session:

Teaching, Training, Learning 5th Edition Reece, I. & Walker, S.Making Video Dance McPherson, K

Teaching and Learning in Further Education 2nd Edition Wallace, STeaching Skills Minton, D

Independent Study: Plan and write up Course PlanBegin to plan and prepare Lesson Plans

Reference to resources: · Reece, I. & Walker, S. (2003) Teaching, Training, Learning 5th Edition, UK, Education Publishers Limited


· McPherson, K. (2006) Making Video Dance, UK, Routledge (Chapter 1)

· Wallace, S. (2005) Teaching and Learning in Further Education 2nd Edition, UK, Learning Matters

· Minton, D, (2005) Teaching Skills, 3rd Edition, UK, Thomson

Session number: Two


Key Concepts/Issues: Recap of Lesson Plans and How to Reflect your Practice.Discuss teaching principals and professional etiquette.Discuss how to reflect your practice.Recap Lesson Plans.Begin to Prepare Lesson 1.

Delivery Method: Lecture/Seminar







Independent Study: Plan and write up first Lesson Plan.Begin to prepare first lesson.



· Wallace, S. (2005) Teaching and Learning in Further Education 2nd


Edition, UK, Learning Matters· Minton, D, (2005) Teaching Skills, 3rd

Edition, UK, Thomson

Session number: Three


Key Concepts/Issues: Teaching Placement.Deliver Dance lessons to local schools.

Delivery Method: Teaching Placement







Independent Study: Reflect and Evaluate own practice.





Session number: Four
















Session number: Five
















Session number: Six











Reference to resources: · Reece, I. & Walker, S. (2003) Teaching, Training, Learning 5th Edition, UK, Education Publishers


Limited· McPherson, K. (2006) Making Video

Dance, UK, Routledge (Chapter 1)· Wallace, S. (2005) Teaching and

Learning in Further Education 2nd Edition, UK, Learning Matters


Session number: Seven
















Session number: Eight















Session number: Nine


Key Concepts/Issues: Teaching Placement. Deliver Dance lessons to local schools.














Session number: Ten
















Session number: Eleven
















Session number: Twelve















Session number: Thirteen
















Session number: Fourteen


Key Concepts/Issues: Teaching Placement/Evaluation.Deliver Dance lessons to local schools.Final Evaluation















Documents

· Web viewVersion No. 01 © UWL 2016 . Table of Contents. Community Dance 21. Module Leader, Teaching Team and Module Administrator Details5. Key Contacts 5. Further