DANCE 2 - 2017/8

Module code: MUT1017

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 2

Overall student workload

Independent Study Hours: 37

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment PRACTICAL PROCESS 25
Practical based assessment JAZZ: PRACTICAL TECHNICAL ASSESSMENT 25
Practical based assessment BALLET: PRACTICAL TECHNICAL ASSESSMENT 25
Practical based assessment TAP: PRACTICAL TECHNICAL ASSESSMENT 25

Alternative Assessment

In the event of a student being unable to complete any specific component of the module a practical 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

Students are required to have attended Dance Module 1 before advancing to this module.

Module overview

Dance 2 is a compulsory component of the BA (Hons) Musical Theatre course and seeks to further develop and refine a secure and consistent technique in dance and physical skills, and build upon the knowledge and experience that were acquired in Dance Module 1.

The module is a practical Tutor led and skills based training in musical theatre dance at industry accepted Elementary level and above.

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

Module aims

Develop and refine skills, through practice and critical understanding, in a variety of musical theatre forms and conventions of dance including Jazz, Ballet and Tap.

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.

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

Ensure understanding of good physical practice in dance.

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

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 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
Discipline specific criteria for jazz includes the ability to demonstrate the technical elements of posture; placing; alignment; use of depth; extension; contraction; elevation; activation of and connection to the core; arms and back; use of legs and feet; control.
Discipline specific criteria for ballet includes the ability to demonstrate the technical elements of controlling and sustaining correct posture, placing and turnout, use of legs and feet, use of breadth and extension, connection to port de bras, upper body and back, turn, elevation, ballon.
Discipline specific criteria for tap includes the ability to demonstrate the technical elements of weight transference, use of knees, ankles and feet, working from and sustaining use of the balls of the feet, clarity of beating, relaxation.
Work within the context of healthy, sustainable and good dance practice by demonstrating progress and overall improvement, changes in physicality,  increased understanding and knowledge of vocabulary, and by the ability to listen, apply correction and demonstrate diligence and focus.  KCPT
Demonstrate an elementary understanding of the communicative possibilities inherent in technical facility, conveying appropriate line/style/character/period/mood/expression/presentation through movement when required  within the theatrical space.   KCPT
Demonstrate the ability to work with physical precision and accuracy within the context of Musical Theatre dance conventions and practice.  KCPT
Discipline specific criteria for jazz includes the ability to demonstrate musical elements of rhythm, syncopation, timing and phrasing and choreographic elements of accuracy, isolation and spatial awareness.
Discipline specific criteria for ballet includes the musical elements of rhythm, timing and phrasing and choreographic elements of accuracy and spatial awareness.
Discipline specific criteria for tap includes the musical elements of rhythm, syncopation, accuracy of timing, use of accent and changes in dynamic and choreographic elements of accuracy, rhythm through the body and spatial awareness.

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes compulsory classes in Ballet, Jazz, Tap & Pilates.

Jazz

To include elementary exercises to further 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 develop 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 further 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.

Pilates

To include intermediate to advanced work on the five basic principles of Pilates (which include breathing, pelvic placement, rib cage placement, scapular movement and stabilisation and head placement) mat work, limbering, resistance work and anatomy based barre work all taught through somatic practices

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:


Practical, skills based and tutor led group sessions following traditional dance class formats.
Visual, Audio and Kinaesthetic methods of learning – including use of VLE.


Jazz, Ballet and Tap classes are streamed by ability to ensure appropriate learning contexts for all levels of competence.

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


The physical and technical progress that has been made.
An engagement with the work
An awareness of safe and healthy practices
A development of professional conduct
An awareness of appropriate style within the context of musical theatre dance


With assessment points selecting from the following criteria:


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. (C,K,T,P)



Discipline specific criteria for jazz includes the ability to demonstrate the technical elements of posture; placing; alignment; use of depth; extension; contraction; elevation; activation of and connection to the core; arms and back; use of legs and feet; control.
Discipline specific criteria for ballet includes the ability to demonstrate the technical elements of controlling and sustaining correct posture, placing and turnout, use of legs and feet, use of breadth and extension, connection to port de bras, upper body and back, turn, elevation, ballon.
Discipline specific criteria for tap includes the ability to demonstrate the technical elements of weight transference, use of knees, ankles and feet, working from and sustaining use of the balls of the feet, clarity of beating, relaxation.



Work within the context of healthy, sustainable and good dance practice by demonstrating progress and overall improvement, changes in physicality,  increased understanding and knowledge of vocabulary, and by the ability to listen, apply correction and demonstrate diligence and focus. (C,K,T,P)



Demonstrate an elementary understanding of the communicative possibilities inherent in technical facility, conveying appropriate line/style/character/period/mood/expression/presentation through movement when required  within the theatrical space.  (C,K,T,P)



Demonstrate the ability to work with physical precision and accuracy within the context of Musical Theatre dance conventions and practice. (C,K,T,P)



Discipline specific criteria for jazz includes the ability to demonstrate musical elements of rhythm, syncopation, timing and phrasing and choreographic elements of accuracy, isolation and spatial awareness.
Discipline specific criteria for ballet includes the musical elements of rhythm, timing and phrasing and choreographic elements of accuracy and spatial awareness.
Discipline specific criteria for tap includes the musical elements of rhythm, syncopation, accuracy of timing, use of accent and changes in dynamic and choreographic elements of accuracy, rhythm through the body and spatial awareness.


 

Thus, the summative assessment for this module consists of:


For Jazz – The practical presentation of 2 prepared contrasting jazz routines
For Ballet – The practical presentation of prepared classwork
For Tap – The presentation of prepared exercises and a routine


 

Formative assessment & Feedback

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 2 : http://aspire.surrey.ac.uk/modules/mut1017

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Musical Theatre BA (Hons) 2 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.