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Module Study GuideAcademic Year 2017/18

World Dance

Location: The Creative Academy, 73a Stoke Poges Lane, SLOUGH, SL1 3NY

Module Code:Level: 6Credits: 20

Version No 01 © UWL 2016

Table of Contents

World Dance.............................................................................................................1

Form I – Module Study Guide template – April 2016 of 26

1. Module Leader, Teaching Team and Module Administrator Details......................42. Key Contacts..........................................................................................................53. Further Information................................................................................................64. Welcome to the Module.........................................................................................75. Timetable/Venue/Rooms.......................................................................................76. Aims of the Module................................................................................................77. Learning Outcomes................................................................................................88. Content of the Module............................................................................................89. Learning Resources...............................................................................................910. Reading List.........................................................................................................911. Assessment: General Information....................................................................1112. Details of Assessment.......................................................................................12

Assessment 1..........................................................................................................12Assessment 2..........................................................................................................13

13. Summative Assessment Grid............................................................................1614. External Examiner(s).........................................................................................1715. Statement on Plagiarism...................................................................................1716. Evaluation of the Module...................................................................................1817. Personal Development Plan (PDP)...................................................................1818. If You Have an Issue.........................................................................................1819. Drop-in Support Service....................................................................................1920. Guide to Learning Sessions..............................................................................20

Session number 1:...................................................................................................20Session number 2:...................................................................................................20Session number 3:...................................................................................................20Session number 4:...................................................................................................21Session number 5:...................................................................................................21Session number 6:...................................................................................................21Session number 7:...................................................................................................22Session number 8:...................................................................................................22Session number 9:...................................................................................................22Session number 10:.................................................................................................23Session number 11:.................................................................................................23Session number 12:.................................................................................................23Session number 13:.................................................................................................23Session number 14:.................................................................................................24


1. Module Leader, Teaching Team and Module Administrator Details

Module Leader Sunita Bolton

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 Vacant

Job title Academic Administrator

Email

Phone 01753 875 400



mailto:[email protected]


2. Key Contacts

They key contacts for your course are set out below:

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

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






3. Further Information

Due Dates:Assessments for this module are due on the following dates: - Week 14. Please see Time-Plan.


Total Guided Learning Hours 200

Consisting of:

Teaching Contact Hours 42

Independent Study Hours 158

Placement Hours N/A

Assessment:Percentage of final marks assessed by:

Essay 50%

Performance 50%

Section

Overview and Content4. Welcome to the Module

Welcome to the World Dance. Over the next semester you will learn a great deal more about World Dance – the methodologies applied by choreographers; 'traditional' dance techniques from around the world used and be able to apply the dance vocabulary in your own choreography.

Most of the important information you require for this module is contained in this document. Students should familiarise themselves with this document to ensure that they successfully meet the requirements of this module and achieve the learning outcomes.

5. Timetable/Venue/Rooms

Please see Timetable and Time-Plan.

6. Aims of the Module

Aims of this module:

• To enable students to create a multidisciplinary pieces;• To embed in the student’s dance practice a professional working knowledge

and clear understanding of the use of choreographic devices within a creative process;

• To ensure students are able to recognise and discuss choreographic styles.• To increase the use of the creative imagination, physical skills, and intellectual

judgement while in addition developing performance skills further.• To display innovative approaches and openness to experimentation in realising

a creation.• To increase ability to analyse cultural dance practises and understand key

theories including 'tradition', 'classicism' and 'modernisation'.


A

7. Learning Outcomes

Knowledge and understandingLO6 1 Demonstrate a comprehensive awareness and understanding of the conceptual issues relating to the production of hybrid dance forms

genre and choreographic processes used;LO6 2 Professionally replicates and presents a range of key components of

world dance techniques and performances within professional performance discipline.

Intellectual (thinking)LO6 3 Critically evaluate form, content and process of the production of dance techniques including Kathak and Bharatnatyaam and to critically

analyse the content and process the different dance styles.

Subject practical skillsLO6 4 Practically demonstrate the ability to produce performance pieces using creative, technical and collaborative skills;LO6 5 Demonstrate a level of professionalism to their work by attending all

lectures and practical sessions. (Failure to do so will result in breach of health and safety both to the student and to the group and as such will be reflected in the student’s final assessment)

Key transferable skillsLO6 6 Work professionally and effectively in a team;LO6 7 Demonstrate appropriate levels of organisational skill in terms of

planning, time management and problem solving; and communicate effectively.

8. Content of the Module

This module will explore the technique and vocabulary of movement. The student will learn and perform sequences of movement choreographed by them and their peers and engage creatively with the material and explore movement principles professionally as an individual and in groups.

Students will study with one primary dance teacher during the course with visits from others to focus on specific aspects of choreography, history and technique. 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 theoretical issues and choreographical devices. They will replicate the movement of specific dance techniques in the creation of their own material.

Students will learn from one primary tutor with visiting practitioners. Students will explore how to use and apply choreographic devices and the use of dance and text within workshops/seminars and lectures guided by the tutor.


All students will be expected to use self directed time to investigate, create and explore the creative self before they begin assignment work.

All students will be encouraged to reflect and evaluate how they apply their knowledge and understanding of dance, application within their own choreography within the creation of a piece based on one or more of the world dance techniques explored earlier in the semester.

Workshops will reinforce the need for 'audience feedback' to enable the creator to understand how the piece that the student is creating is being received by the audience. When it is appropriate, students will be required to obtain audience feedback to enable them to see their work more objectively.

9. Learning Resources

The majority of the module will be delivered through regular workshop/practical sessions. Students will identify dance and draw conclusions from the historic elements of the socio-political and cultural context in which it has been created. Students will engage creatively with the material and demonstrate their understanding of the movement associated with the dance styles.

Each tutor will bring to the classes his or her particular knowledge and experience of different world dance techniques, training and performance. This will demonstrate the importance of physical training and adaptability within the dance industry and the role that dance plays in commenting and reflecting on World cultures.

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 DVDs 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: Dance Ethnography and Global Perspectives – Identity, Embodiment and CultureEdited by Linda E. Dankworth and Ann R. David

Other Learning Resources (journals, databases, Websites)Dancing TimesDance NowDance Today


Section

B

Assessment and Feedback11. Assessment: General Information

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 reading to do some weeks. Students will be expected to undertake significant independent study to complete assignments, requiring them to familiarise themselves both with the Slough Borough Council town library resources and additional Creative Academy resources. It is anticipated that downloads from www.creativeacademy.org and e-mail correspondence will be used to facilitate the exchange of information between students and staff.The internet will also be a useful source of information for students when they come to completing assignments. However, information found on the net must be handled with extreme caution: there is no evidence to demonstrate how valid or accurate it is.

Learning Activities:The approach taken to the 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 to supplement individual library based/internet research.

Self directed learning through work-place learning and independent research; Visiting practitioners and speakers, including representatives from national and

local business. Student input in seminars and lectures; Student group and individual presentations and practical demonstrations; and

guided reading.

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. Students 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, with input from visiting tutors.

12. Details of Assessment

Assessment 1

Assessment task: Essay

Weighting: 50%

Date/time/method of submission: Week 14 – 09:30 Monday morning – email PDF

Word count or equivalent: 1,500

Assessment criteria:

Students to create individual essay question based on one of the key techniques explored and show understanding of dance movement vocabulary and history.

Marking scheme:

First (80-100) The work excels in all or most of the following: technical requirements of genre; line and form; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; choreographic style; performance quality. It is the right length, pertinent, correct and carefully constructed, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography and the dance industry. The student has attended 100% of the practical workshops throughout the semester

First (70-79) The work excels in three or more of the following: performance skills; technical requirements of genre; line and form; criticality; thoroughness; perspicacity; synthesis (of a broad range of technical sources or objects of study); originality; choreographic style; performance quality. It has a good sense of continuity and a technically coherent overall structure. The student demonstrates a professional attitude to choreography, performance, execution of technique and the dance industry.

2:1 (60-69) The work displays one or more of the following properties: performance skills; technical requirements of genre; line and form; criticality; thoroughness; perspicacity; synthesis (of a broad range of technical sources or objects of study); originality; choreographic style; performance quality. It has a good sense of continuity and a technically coherent overall structure. The student demonstrates a


professional attitude to choreography, performance, execution of technique and the dance industry. The student has a minimum attendance of 90% to workshops throughout the semester.

2:2 (50-59) The work shows some evidence of involvement and a little independence of thought from a range of sources and lacks technical prowess and precision of the various techniques. It is largely correct, pertinent and coherent, if not very presented/performed. It is the right length and relevant. The student has attended 90% of the practical workshops throughout the semester.

3rd (40-49) The work shows little independence of thought from its (perhaps very limited physical basis) and limited signs of any involvement and technical prowess/precision. It might be poorly performed with a certain amount of redundancy; The student has attended less than 90% of the practical workshops throughout the semester.

Referral (20-39)

The assignment fails when it is at least three of the following: very badly performed; heavily redundant; incoherent; bad technique; irrelevant; no real physical engagement representative of genre. The student has attended less than 80% of the practical workshops throughout the semester.

Fail (0-19) The work fails (badly) when it is all, or all but one, of the following: very badly performed; heavily redundant; incoherent; irrelevant; of the wrong length. Student demonstrates no understanding or knowledge of a professional attitude to the technique. The work is of a very poor standard throughout showing little or no understanding of the brief and physical attributes of the genre. 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.

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 15 working days after submission of final assessment of the semester.

Assessment 2

Assessment task: Performance

Weighting: 50%

Date/time/method of submission: Week 14 - Live Performance of Choreography

Word count or equivalent: 3 to 5 minutes

Assessment Brief and preparation:At the start of the semester students will be given an overview of the completion ofchoreography to create a dance piece. The student will research a specific world dance traditions practitioners.


The tutor, visiting specialists and students will choreograph a group piece to be performed in front of a live audience.The tutor will assess the development and progression of each student through practical exercises each week and the attendance of each student. The specific areas of performance will be monitored and each aspect/section will be given to a small group to choreograph on others within the group.

Assessment criteria: The creation of the piece will demonstrate the student understands of the technical/physical development of dance techniques, devices used in choreography and the cultural context in which it has been placed.

Marking scheme:

First (80-100) The work excels in all or most of the following: intelligence; performance; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; choreographic style; performance quality. It is the right length, pertinent, correct and carefully constructed, with a good sense of continuity and a coherent overall structure.The student demonstrates a professional attitude to choreography, performance and the dance industry. The student has attended 100% of the practical workshops throughout the semester.

First (70-79) The work excels in three or more of the following: performance skills; intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; choreographic style; performance quality. It is the right length, pertinent, written, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography, performance and the dance industry. The student has attended 100% of the practical workshops throughout the semester.

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; choreographic style; performance quality. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography, performance and the dance industry. The student has attended 90% of the practical workshops throughout the semester.

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-ordered. It is the right length and relevant. The student has attended 90% of the practical workshops throughout the semester.

3rd (40-49) The work shows little independence of thought from its (perhaps very limited) sources, and limited 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 is performed well. The student has attended less than 90% of


the practical workshops throughout the semester.Referral (20-39)

The assignment fails when it is at least three of the following: very badly performed; heavily redundant; incoherent; irrelevant; of the wrong length. The student has attended less than 80% of the practical workshops throughout the semester.

Fail (0-19) The work fails (badly) when it is all, or all but one, of the following: very badly performed; heavily redundant; incoherent; irrelevant; of the wrong length. Student demonstrates no understanding or knowledge of a professional attitude to the creation of choreography or the dance industry. 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. The student has attended less than 50% of the practical workshops throughout the semester.

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 15 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 Date assignment feedback will be made available to student

Essay 1, 2, 3, 6 & 7 1500 words Week 14 Yes 40% 40 50% 30 working days after assessment date.

Performance 1, 2, 4, 5 & 6 3 to 5 minutes Week 14 Yes 40% 40 50% 30 working days after assessment date.


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 2 of this guide rather than expressed through the survey.

ii) Improvements made in response to student feedback

N/A

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 unavailable between June and September.



Section

C20. Guide to Learning Sessions

Session number: One

Venue: The Creative Academy

Topic Introduction to ModuleKey Concepts/Issues Introduction to the requisites of the module.

Explanation of presentations and choreographic work required over the course of the module.Explore dance vocabulary and methods of analysisWhat is meant by 'World Dance'?Where does this leave the audience and the dancer? Explore positioning of identity of the audience member and dancer.

Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentFormative/summative assessment opportunities

Formative assessment is provided verbally by tutor.

Session number: Two


Topic Basic Principles of Indian Dance TechniquesKey Concepts/Issues What is Kathak Dance?

What is the dance vocabulary of Kathak dance?Exploration of classical rhythms, sounds and notation.Who are the key choreographers?

Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Three


Topic Bharatnatyaam; themes of classicismKey Concepts/Issues What is Bharatnatyaam Dance?

What is the dance vocabulary of Bharatnatyaam dance?


Who are the key choreographers?Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Four


Topic Modernisation of classical traditionsKey Concepts/Issues Reflecting on themes of 'tradition', cultural

homogeneity explored in week 1 and 2An overview of cultural 'Indian' institutions in UK; Bharatiya Vidya Bhavan, Akademi and SampadClass analysis of Akram Khan Gnosis/Desh/Olympic Opening Ceremony and Shobana Jeyasingh

Delivery Method SeminarRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Five


Topic Brazilian Bateria and SambaKey Concepts/Issues What is Samba Dance?

What is the dance vocabulary of Samba dance?Exploration of classical rhythms, sounds and notation.Who are the key choreographers?



Session number: Six


Topic Cityscape to Soundscapes. Creating 'African' rhythms through dance and music.

Key Concepts/Issues How can rhythms create mood, feeling and atmosphere?Painting a picture through sounds.




Session number: Seven


Topic Tradition, folk and performance. Turkish dance and contemporisation.

Key Concepts/Issues How can technique be used to create dance which raises questions about identity, culture and individuality.



Session number: Eight


Topic Research.Key Concepts/Issues Key research of explorative themes and in class

presentations of 'modernisation', 'identity' 'hybrid', 'culture' and 'popular culture'.Explore key texts and present back during in class discussion.



Session number: Nine


Topic Personal study on the works of a chosen dance practitioner’s individual one to ones exploring essay questions.Explore choreographic themes and develop own choreography.

Key Concepts/Issues How technique can be translated into choreographyDelivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Ten



Topic Choreographic tasks based on key choreographers.Key Concepts/Issues Continue to explore choreographical practices.Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Eleven


Topic Creating choreography based on one or more of the choreographers explored.

Key Concepts/Issues Continue to explore choreographical practices.Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Twelve


Topic Creating choreography based on one or more of the choreographers explored.

Key Concepts/Issues Continue to explore choreographical practices.Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Thirteen


Topic Rehearsals.Key Concepts/Issues Continue to explore choreographical practices.Delivery Method Seminar and WorkshopRelevance to Assignments This session applies to both assessmentsFormative/summative assessment opportunities


Session number: Fourteen


Topic PERFORMANCE and Essay due


Key Concepts/Issues Perform choreography to a live audienceDelivery Method PerformanceRelevance to Assignments This session applies to both assessmentFormative/summative assessment opportunities

Summative Assessment.


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