DANCE 4 - 2017/8

Module code: MUT2018

Module provider

Guildford School of Acting

Module Leader

CROWLEY-SMITH PS Ms (GSA)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 5

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 3 in order to advance to this module.

Module overview

Dance 4 is a key component of the BA (Hons) Musical Theatre course and seeks to consolidate and refine a secure and consistent technique in Dance and physical skills, and build upon the experiences of the essential dance styles and techniques gained in Dance 3.

The module provides the student with Tutor led and practical skills based classes in musical theatre dance, further exploring and analysing their own natural physicality and working on its transformation and relevance to character, period and context.

The module includes compulsory classes in Jazz, Ballet, Tap and Specialised Movement Skills which includes disciplines such as Social Dance, Double-work (pas de deux) and Commercial Dance.

Module aims

To build upon and deepen the experiences of the essential dance styles and techniques gained in Dance 3 in order to increase and sustain technical and physical expertise.

To encourage the further development of stylistic consistency and ensure that dance is an extension of dramatic expression and to strive towards making it second nature.

To enable the students to take responsibility for the preparation of their own bodies and to continue to confront individual limitations and extend beyond them.

To work creatively, imaginatively and considerately within a group.

To establish the theatrical concepts of dance within the Musical Theatre traditions and its emerging trends.

Learning outcomes

Attributes Developed
Demonstrate an increased vocabulary of movement/dance steps and be able to move in a way that would enable execution of given choreography with secure technique and a sense of performance and style 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.
Demonstrate the increased ability to convey period, character, mood, emotion, expression, drama, line, style and energy through the medium of accurately executed dance/movement.  KCPT
Demonstrate an increased understanding of safe physical practice in dance 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
Display the ability to devise and 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
Demonstrate an intelligent engagement with the work of key practitioners and practices.  KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes:

Jazz

To include further intermediate exercises to maximise mobility, strength, and control,  isolation work, compound steps, jazz pirouettes and the further development of ‘routines’ in a more complex variety of jazz styles and may include past/present musical theatre repertoire such as heel work (girls) and routines by or in the style of practitioners such as Fosse, Robbins, Mitchell and Cilento.

Ballet

To further develop intermediate Barre-work, Centre Practice, Adage, Pirouettes, Petit & Grand Allegro, Batterie, En Manèges. In special circumstances Pointe-work may be included if appropriate.

Tap

To include further intermediate work on traditional tap vocabulary and technique - to include shuffles, time-steps, riffs, pick-ups, turning steps and the further development of  ‘routines’ which may include past/present musical theatre repertoire. Students may be taught an increased variety of styles such as American Tap as and when appropriate.

Specialised Movement Skills

Social Dance to include traditional forms of Ballroom and Latin-American partner-work such as Waltz, Jive, Tango and Quickstep.

Double work to include an extensive repertoire of lifts and partner work incorporating counter-balances, pressage, drags, pull/throw & catch lifts and promenades.

Commercial Dance to include styles such as Streetdance, Hip Hop, Locking and Popping.

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 increase versatility in their physical skills and integrate their knowledge across all musical theatre disciplines all of which prepares the students for the practical and integrated physical demands of dance within musical theatre productions at level 6.


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.

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

Due to Health and Safety implications, it may be inappropriate for some students to participate in Double-work (pas de deux). In this event Social Dance will provide suitable partnering experience that meets industry expectations for these students.

Assessment Strategy

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

 

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

2.     a deeper engagement with the work

3.     an increased awareness of safe and healthy practices

4.     an increased development of professional conduct

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

 

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 4 : http://aspire.surrey.ac.uk/modules/mut2018

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.