DANCE 1 - 2017/8

Module code: MUT1013

Module provider

Guildford School of Acting

Module Leader

KERRIDGE RL Miss (GSA)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 4

JACs code

W500

Module cap (Maximum number of students)

N/A

Module Availability

Semester 1

Overall student workload

Independent Study Hours: 37

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment JAZZ: PROCESS 35
Practical based assessment BALLET: PROCESS 35
Practical based assessment TAP: PROCESS 30

Alternative Assessment

In the event of a student being unable to complete any specific component of the module a practical resit opportunity will be arranged where they will be required to attend a viva voce to present a critical analysis of their work which has been previously documented as part of their process through the module.

Prerequisites / Co-requisites

N/A

Module overview

The Dance 1 module is a key component of the BA (Hons) Musical Theatre course and seeks to introduce and develop a secure and consistent technique in dance and physical skills, and extend existing knowledge and ability.

The module is a tutor led and practical skills based introduction to musical theatre dance at industry accepted Pre to Elementary level and above.

The module includes compulsory classes in Jazz, Ballet & Tap.

Module aims

To introduce students, through practice and critical understanding, to a variety of musical theatre forms and conventions of dance including Jazz, Ballet and Tap.

To develop a strong, healthy mind and physically balanced body and an understanding of physical anatomy and how it relates and supports the other dance forms through the practice of Pilates.

To develop a knowledge of key practitioners and practices/methods and their cultural and/or historical contexts.

To ensure understanding of good physical practice in dance.

To ensure steady and well-founded development of dance skill, building upon existing knowledge and developing individual progress.

To establish a practical understanding of dance vocabularies, styles and techniques and how to apply knowledge, practices and skills from other disciplines within Musical Theatre.

Learning outcomes

Attributes Developed
Demonstrate an ability to communicate effectively through dance in the theatrical space.  KCPT
Demonstrate an elementary physical/technical understanding of the techniques of dance forms and conventions and how they relate to musical theatre (past and present) in particular. KCPT
Work within the context of healthy, sustainable and good dance practice.  KCPT
Demonstrate an elementary understanding of the communicative possibilities inherent in technical facility, conveying appropriate style/character/period/mood through movement when required. KCPT
Demonstrate the ability to work with physical precision and accuracy within the context of Musical Theatre dance conventions and practice.  KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes:

Jazz

To include elementary exercises to develop mobility, strength, and control, Isolation work, compound steps, jazz pirouettes and the development of routines/combinations in a variety of jazz styles such as ‘lyrical’, ‘musical theatre’, ‘contemporary jazz’, and ‘commercial’. Particular Jazz techniques may be taught such as Matt Mattox, Horton, Limon and Luigi as well as emerging forms as and when appropriate. Some improvisational work may also be included at this level.

Ballet

To include elementary Barre-work, Centre Practice, Adage, Pirouettes, Petit & Grand Allegro. Some Batterie work may also be covered and in special circumstances Pointe-work.

Tap

To include Elementary work on traditional tap vocabulary and technique to include shuffles, riffs, pick-ups, turning steps,  time steps and the development of ‘routines’. Students may be taught a variety of styles such as American Tap and Musical Theatre as and when appropriate.

 

Methods of Teaching / Learning

The learning and teaching strategy is designed to:


Place an emphasis on the practical development of skills that are required for extended and best practice in the profession.
Enable students to acquire versatility in their physical skills and integrate their knowledge across all musical theatre disciplines all of which lead on to a firm foundation moving toward the study of dance at Level 5.


The learning and teaching methods include:

Throughout the module different learning and teaching strategies are applied to enable students to achieve the learning outcomes, including research, reflective practice, peer to peer learning and formative assessment with written feedback.

In depth:


The approach of the module is vocational in content and delivery and encourages students to participate in reflection on their own practice, independent study and research and embeds the concepts of peer to peer feedback within the rehearsal room. Students are encouraged to utilise materials on SurreyLearn and also receive individual tutorials from staff to help in forming their learning experience.
Students receive regular verbal feedback both individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week.
Students are encouraged to self-assess and peer-assess within the class structure and as part of the ethos of training for a career in musical theatre.
Lesson plans are structured to take account of and deliver for students with a specific bias toward visual, auditory and kinaesthetic learning enabling differentiation of techniques within the class.


Jazz, Ballet and Tap classes are streamed by ability to ensure appropriate learning contexts for all levels of competence. Generally, classes are initially streamed into a minimum of 4 levels:

1) Those with a good level of previous experience and good level of facility.

2) Those with a good level of experience and a lesser level of facility.

3) Those with a little or no previous experience but a good level of facility.

4) Those with little or no previous experience and a lesser level of facility.

Note: Students are re-assessed at regular intervals and may be re-allocated to higher or lower class levels.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate

1. the physical and technical progress that has been made,

2. the mental engagement with the work

3. awareness of safe and healthy practices

4. the development of professional conduct

5. the awareness and development of appropriate style within the context of musical theatre dance.

 

Thus, the summative assessment for this module consists of a process assessment in ballet, jazz, tap and based on the practical work achieved in each discipline within the 15 week semester.

 

Unit 1: Jazz(Semester 1 – Week 13).

Student is assessed in following areas for Jazz.

Student Activity Link to Learning Outcome(s)

• Posture & placement (including upper body & armline) 1,2,3,4,5

• Strength 1,2,3,4,5

• Use of legs & feet 1,2,3,4,5

• Musicality, style & presentation 1,2,3,4,5

• Use of Facility 1,2,3,4,5

• Applying correction & work ethic 1,2,3,4,5

• Progress 1,2,3,4,5

 

Unit 2: Ballet

Student is assessed in following areas for Ballet:

Student Activity Link to Learning Outcome(s)

• Posture & placement (including upper body & armline) 1,2,3,4,5

• Strength 1,2,3,4,5

• Use of legs & feet 1,2,3,4,5

• Musicality, style & presentation 1,2,3,4,5

• Use of Facility 1,2,3,4,5

• Applying correction & work ethic 1,2,3,4,5

• Progress 1,2,3,4,5

 

Unit 3: Tap

Student is assessed in following areas for Tap:

Student Activity Link to Learning Outcome(s)

• Use of relaxation and mobility of knees and ankles 1,2,3,4,5

• Demonstration of rhythm & syncopation 1,2,3,4,5

• Clarity of beating and use of accent 1,2,3,4,5

• Demonstration of line, style & presentation 1,2,3,4,5

• Applying correction and work ethic 1,2,3,4,5

• Progress

 

Formative assessment and feedback

Each class sequentially builds toward the assessment and throughout individual learning outcomes are covered by tutors and Students receive regular verbal feedback individually and as a group during each class which they are encouraged to journal within the reflection time which is built in to the lesson plan every week. Students are encouraged to self-assess and peer-assess within the class structure which becomes a valuable strategy for visual, auditory and kinaesthetic learning. 

Reading list

Reading list for DANCE 1 : http://aspire.surrey.ac.uk/modules/mut1013

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Musical Theatre BA (Hons) 1 Compulsory A weighted aggregate mark of 40% is required to pass the module

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.