Module overvie · Web viewIntroduction, aims and summary of content Dance History underpins every other module offered at the Creative Academy; it places in context the creative,

Version No. 2.1 © University of West London 2018

Module Study GuideAcademic Year 2019–2020

MU4FD12S – Dance History

Level: 4

Credits: 20

Academic Partner: Creative Academy

Table of contents

Key team contact details....................................................................................................21 Module overview...............................................................................................................2

1.1 Introduction, aims and summary of content.........................................................21.2 Learning outcomes to be assessed.......................................................................21.3 Scheduled contact hours........................................................................................2

2 Assessment and feedback................................................................................................2

2.1 Summative assessment grid...................................................................................22.2 Assessment brief including criteria mapped to learning outcomes...................22.3 Learning materials...................................................................................................2

3 Things you need to know..................................................................................................2

3.1 Attendance................................................................................................................23.2 If things don’t go to plan.........................................................................................23.3 Getting support for your studies............................................................................23.4 Student support.......................................................................................................23.5 Module evaluation – have your say!.......................................................................2

Module Study Guide template – May 2019 2

Key team contact details

Module Leader Joshua Pilmore

Subject Area & School/College Creative Academy

Email [email protected]

Phone 01753 875 400

Location Creative Academy

Module Tutor Joshua Pilmore


Phone 01753 875 400


Course Administrator Cassia Rudge


Phone 01753 875 400


Subject Librarian The Curve


Phone 01753 875 400

Location The Curve & Creative Academy

The Course Leader overseeing this module is George Kirkham, and can be contacted at [email protected]

The Head of Subject overseeing this module is Gavin Baker, and can be contacted at [email protected]

The Head of School responsible for this module is Professor Nicholas McKay, and can be contacted at [email protected]

The External Examiner responsible for this module is Jane White

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


mailto:[email protected]



1 Module overview

1.1 Introduction, aims and summary of contentDance History underpins every other module offered at the Creative Academy; it places in context the creative, cultural, theoretical and artistic movements of various dance practices, techniques, choreographers and practitioner’s and the historic geo-demographics of the important dance developments.

The main focus of this module is for the student to gain a theoretical understanding of the technique and vocabulary of movement in various contemporary, commercial and classical techniques their cultural background and the practitioner’s principals of movement.

This module will explore the technique and vocabulary of movement identifying and evaluating the socio-cultural issues which developed technique and affected its pioneers. The student will learn and perform sequences of movement choreographed by the tutor, engaging creatively with the material; exploring primary movement principles as individual.

The student will study with one primary dance teacher during the course with visits from others to focus on specific aspects of dance history and the technique culture. Each teacher will bring to the classes his or her particular knowledge and experience of dance training and performance. Students will engage in debate and discussion around historic topics and replicate the movement of those pioneers and practitioners. This subject will support the historic element of the technique modules and dance history is underpinned by all modules.

Aims of this module are to:

• Explore the relationship between socio-cultural issues and the development of dance.

• Enable students to discover the major innovators and gain an understanding of the trends/techniques they set.

• Enable students to place in context the artistic/creative choices of the pioneers and the artists that followed.

• Encourage students to develop an appreciation of dance as an expressive medium.

Enable students to experiment with a range of different dance techniques.

1.2 Learning outcomes to be assessedAll students will be able to:

LO1. Demonstrate a good knowledge of the history and genealogy of dance and dance technicians and the histories, forms and traditions of performance.

LO2. Demonstrate an understanding and knowledge of the Inter relationships within and between dance techniques

LO3. Discuss and form an opinion, evaluate and draw conclusions about the principals of choreography and the pioneers of modern dance

LO4. Conceive, design and present ideas effectively both orally and in written form.


1.3 Scheduled contact hours

Teaching Contact Hours 42 hours

Independent Study Hours 158 hours

Total Learning Hours 200 hours


2 Assessment and feedback

2.1 Summative assessment grid

Type of Assessment

Word Count or

equivalent

Threshold

(if Professional Body-PSRB

applies)

Weighting Pass Mark

Submission due-date &

time

Method of Submission

Presentation 10 minutes 100% 40 14 Practical

2.2 Assessment brief including criteria mapped to learning outcomes

Teaching will be delivered through weekly lectures, practical workshops and considerable use will be made of recorded resources. These will be supported by group seminars in which students will discuss specific issues relating to each topic. Handouts will be provided in some of the lectures and there will be background research to do some weeks. Students will be expected to undertake independent study to complete assignments, requiring them to familiarise themselves both with the LRC resources and additional Creative Academy resources.

The internet will be a useful source of information for students when they come to completing assignments. However, information found online must be handled with extreme caution; there is no evidence to demonstrate how valid or accurate it may be.

Learning Activities:

The approach taken to acquisition of knowledge and understanding will make use of a blended learning approach. The range of teaching and learning methods on this course will include:

. Tutor input during classroom sessions i.e. lectures and practical workshops with one primary tutor and visiting practitioners. The module will provide students with the opportunity to analyse selected film material and pictorial imagery underpinned with practical demonstrations and replication. Students will be provided with selected reading and individual library based/internet research.

. Self directed learning through work-place learning and independent research.

. Student input in seminars and lectures.

. Student group and individual presentations, practical demonstrations and guided reading.

Assessment Methods:

A variety of assessment methods will be used, however the primary vehicle for assessment will be ongoing tutor observation, presentation, exam and performance. Students will be required to work to deadlines both within teams and independently. The work will be assessed using a variety of methods including:

. Tutor marking and observation.

. Double marking and external verifier.


Assessment 1 LO1, 2, 3, 4, 5 & 6

Type of assessment: Group Presentation / Debate

Length: Week Thirteen

Timing: 15 minutes

Weighting: 100%

Assessor: J. Pilmore & Another tutor

Assessment Brief and preparation

At the start of the semester students will be given an overview of completion of verbal assignments. The group will be split into 4 and each group given 1 question to discuss. This debate will come from the student choice of short answer question:

The presentation must include:

video/DVD resources

power-point/prezi presentation

written hand-outs

Compare and contrast the socio-cultural issues which influenced the development of Jive/Lindy Hop and Graham technique in the USA in the early part of the 20th Century.

Or

What impact did Josephine Baker’s dance style have upon the American cultural and political thinking of the early part of the 20th Century and how would this differ today?

Or

Compare and contrast the socio-cultural issues which influenced the development of b’boying / breaking movement within the late 1970’s and early 1980’s and how is this genre used today?

Or

Describe what impact Martha Graham and Doris Humphrey had upon the development of modern dance and how has this manifested in the 21st Century.

Or

Compare and contrast the development of Vouging in the 70s & 80s to the mainstreaming of the Madonna single in the early 90s, what socio-cultural issues influenced the development and gave rise to its commercial mainstream success.

At the start of the semester students will be given an overview of presentation skills and how to structure presentations. The groups will be set out by the module tutor and in week 4 the students will agree with tutor the theme and content of their presentation.

These are the criteria that students will be assessed upon

The presentation will demonstrate the students understanding of the development of dance technique and the cultural and historic context it has 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 essay will demonstrate an understanding and knowledge of subject matter and the overall mark will be affected by presentation, literacy and communication skills.

Timing and methods of feedback

Grades are posted on the student area at www.creativeacademy.org within 15 working days of the assessment and feedback is emailed to the students within 10 working days of the end of the semester.

Marks

(80-100) Distinction

Demonstrates an exceptional degree of commitment, creativity and innovation. Represents absolute professional quality that is beyond reproach in every or almost 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. Must have 100% attendance for the whole module.

(70-79) Distinction

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. Wholly appropriate use of the medium while answering the set question. Must have 100% attendance for the whole module.

(60-69) Merit

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. Must have a minimum of 90% attendance of the whole module

(50-59) Pass

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.

(40-49) Pass

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 some important aspects, and/or includes some irrelevant material. Lacks cohesion and may be scrappily presented. Demonstrates a lack of team work and participation. 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.

(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.

(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.

For guidance on online submission of assignments, including how to submit and how to access online feedback, please refer to the UWL Blackboard student-help pages at:

http://www.uwl.ac.uk/blackboardhelp

2.3 Learning materialsThe reading list for this module is available on Blackboard in the module area or by searching https://uwl.rl.talis.com/index.html. This shows real-time availability of books in the library and provides direct links to online resources, recommended by your lecturer.

Remember to log into Blackboard daily to receive all the latest news and support available at your module sites!

Subject guides (https://www.uwl.ac.uk/library/finding-and-using-information/subject-guides-libguides) are also available to help you find relevant information for assignments, with contact details of the Academic Support Librarian for your School.

Please ensure you log into the student area of the Creative Academy website www.creativeacademy.org if you require log in please email [email protected]



http://www.creativeacademy.org/

3 Things you need to know

3.1 AttendanceAttendance is crucial for your success as a student. Over the years, it has become clear that there is a very clear link between students’ attendance levels and their module marks, so please make sure you give yourself the best possible chances for success through attending your classes, seminars and tutorials. You are expected to attend all forms of learning activity associated with your course of study regularly, and to engage in your course as required by the University’s Attendance and Engagement Monitoring Policy. Attendance is monitored by tutors.

All students should refer to the Creative Academy learning contract and the published Attendance and Engagement Monitoring Policy – https://www.uwl.ac.uk/students/current-students/policies-procedures-and-regulations – and if your course is accredited by a professional body, also to specific course requirements.

3.2 If things don’t go to planThe University recognises that there are times when you may encounter difficulties during your course of study and provisions are made to help you. In all cases, you should speak to your Personal Tutor/Module Leader and seek advice as soon as possible.

If you think you need a little more time past the original deadline, you can approach your Module Leader for a 10-day extension initially.

If an extension is not sufficient and your circumstances have prevented you from submitting on time then you may for instance be able to apply for mitigation. You are encouraged to seek advice from the Students’ Union Advice Service who can support you. Click the link and go to the ‘advice’ section: https://www.uwlsu.com/

Please refer to the University Academic Regulations for further guidance on extensions and mitigation: https://www.uwl.ac.uk/students/current-students/extensions-and-mitigating-circumstances

If you fall below the pass mark or fail to submit to all elements or part of a module’s assessments, you will be required to do a resit, normally at the next opportunity. Resits do not involve re-enrolment and attendance at classes.

Failure of a resit means you are required to retake the module. Retakes involve re-enrolment, attendance, payment of tuition fee and completion of all elements of the module, and the submission of all assessments. If your course is accredited by a Professional, Statutory and Regulatory Body (PSRB) certain rules may apply to you; please check this with your Course/Module Leader.

Please refer to the University’s Academic Regulations for further guidance; see https://www.uwl.ac.uk/students/current-students/policies-procedures-and-regulations

If your course is accredited by a professional body, the module requirements outlined in the above document will specify the elements of assessment that must be passed, those that must be taken, and those that are optional. The relevant Professional, Statutory and Regulatory Body (PSRB) rules also apply in such cases.

You are reminded that the University applies penalties to students who commit an academic offence, in which case the Academic Offences Regulations will be used to deal with any cases of academic


misconduct including examination offences, plagiarism and other means of cheating to obtain an advantage.

If you have an issue or complaint about the module, you should speak to your Module Leader, Tutor or Course Leader informally in the first instance. Your Course Representative can also raise your concerns at Course Committees, which take place each semester. If you are unable to resolve it informally, you should refer to the Complaints Procedure which is outlined in the Student Handbook (https://www.uwl.ac.uk/students/current-students/student-handbook) and consult the Students’ Union about it. The University aims to ensure that issues are resolved informally as quickly as possible to have minimum impact on your studies.

3.3 Getting support for your studiesThroughout your course of study, you will have access to a wide variety of sources of support depending on your individual circumstances and needs. Your first point of call for getting general academic support is your Personal Tutor. As well as approaching your Module Leader with any questions specifically related to your module and your Course Leader with questions on your Course, do contact your Personal Tutor for academic advice in relation your studies and your academic development.

Apart from the University-wide support framework, which encompasses the Module Leaders, Course Leader, the Subject Librarian and your Course Administrator, you will also have at your disposal the UWL Engagement Team. The Engagement Team offers Academic Skills Workshops throughout the year, helping you to develop skills relevant to your degree. Workshops include for instance Essay Planning and Writing; Critical Thinking; Reflective Writing; Group Work and Presentation Skills.

Contact the Engagement Team at: [email protected]

Maths Support, English Language support and One-to-one academic support opportunities are also available through the Creative Academy Wellbeing Team please email Krissie at [email protected].

For information about all the University services go to the Engagement Team’s website – https://www.uwl.ac.uk/students/support-services-for-students/engagement-team

3.4 Student supportIn addition to the support listed in the previous section, there is also more help offered by The Creative Academy Well-being Team please look on the Facebook group or email [email protected]. You may also wish to contact UWL Student Support Services. These are located in The Street at St Mary’s Road, Ealing campus, but offer drop-in sessions at all UWL sites. They offer a wide range of support and advice services consisting of Student Advice, and Funding & Immigration advice; Careers; Counselling; Disability/Mental Health; Inter-faith Advisor; Placement & Employment; Volunteering; Student Welfare; and Scholarships and Bursaries.

Contact Student Services (general) for more information at:

Email: [email protected]

Tel. 0208 231 2345.




3.5 Module evaluation – have your say!Towards the end of the module you will be invited to provide some anonymous feedback to the Module Leader through an online survey. This is your opportunity to give some direct feedback about the module through a series of questions and free text. Your constructive feedback will help the Module Leader and teaching team to understand the module experience from your perspective and helps inform the development of the module. At the end of the survey period, a response to the survey will be available on Blackboard so that you can see exactly how your voice has been heard.



Module overvie · Web viewIntroduction, aims and summary of content Dance History underpins every other module offered at the Creative Academy; it places in context the creative,

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