Module Study Guide

Academic Year 2017/18

Community Dance 2

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

Module Code: / MU5FD07S
Level: / 5
Credits: / 20

Version No. 01 © UWL 2016

Table of Contents

1.Module Leader, Teaching Team and Module Administrator Details...... 3

2.Key Contacts ...... 4

3.Further Information ...... 5

4.Welcome to the Module...... 6

5.Timetable/Venue/Rooms...... 7

6.Aims of the Module...... 7

7.Learning Outcomes...... 7

8.Content of the Module...... 8

9.Learning Resources...... 8

10.Reading List...... 8

11.Assessment: General Information...... 10

12.Details of Assessment...... 11

Assessment 1...... 11

Assessment 2...... 12

13.Summative Assessment Grid...... 15

14.External Examiner(s)...... 16

15. Statement on Plagiarism...... 16

16. Evaluation of the Module...... 17

17.Personal Development Plan (PDP)...... 17

18.If You Have an Issue ...... 17

19.Drop-in Support Service...... 18

20.Guide to Learning Sessions...... 19

  1. Module Leader, Teaching Team and Module Administrator Details

Module Leader / Taira Foo
Subject and School/College / The Creative Academy, London College of Music
Email /
Phone / 01753 875 400
Location / The Creative Academy
Name / George Kirkham
Job title / The Creative Academy Manager
Email /
Phone / 01753 875 400
Location / The Creative Academy
Name / Jagdev Khatkar
Job title / Quality Assurance and Business Manager
Email /
Phone / 01753 875 400
Location / The Creative Academy
Administrator / Vacant
Job title / Academic Administrator
Email
Phone / 01753 875 400
Location / The Creative Academy
  1. 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

The Head of Subject responsible for this module is David Henson, and can be contacted at

The Head of School/College/Dean of College responsible for this module is Sara Raybould, and can be contacted at

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

  1. Further Information

Total Guided Learning Hours / 200
Consisting of:
Teaching Contact Hours / 30
Teaching Placement Hours / 12
Independent Study Hours / 158
Placement Hours / N/A
Assessment:
Percentage of final marks assessed by:
Course File / 30%
Teaching Assessment / 70%
Due Dates:
Assessments for this module are due on the following dates: - Course File - Week 14. Please see Time-Plan.
Teaching Assessment, ongoing assessment throughout semester.

Form I – Module Study Guide template – April 2016Page 1 of 29

Section

A

Overview and Content

  1. Welcome to the Module

Welcome to Community Dance 2. During this module you will further develop a critical understanding and professional knowledge of the community dance sector, a huge employer in the dance industry.

You will be supported into employment in the dance field. You will be going to into local schools to deliver a course of dance classes.

You will continue to explore the philosophy behind the use of dance within regeneration and social inclusion. You will develop your knowledge and intellectual skills to facilitate successful workshops in the education sector, specifically Primary and Secondary schools.

  1. Timetable/Venue/Rooms

Please see Timetable and Time-Plan

  1. Aims of the Module

Aims of this module:

  • Ensure that you gain industry standard work experience and can facilitate dance workshops in a community setting.
  • You will gain and develop skills in how to deliver a successful dance lesson.
  • You be able to apply the principles of social inclusion to all areas of your teaching work.
  • You will be able to use commercial, contemporary and classical movement to create a successful dance lesson.
  • You will be able to write a successful Course Plan and Lesson Plan.
  • You will develop an appreciation and understanding for the community arts field and its important role as an employer.
  1. Learning Outcomes

By the end of the module you will be able to:

LO1.Demonstrate that you have a critical knowledge and understanding by discussing professionally the principles of inclusion, empowerment and Equal Opportunity and using dance to increase participation in safe alternative activity

LO2. Evaluate and analyse your own practice and reflect on how you can improve your teaching.

LO3. Professionally facilitate a series of workshops using the principles of social inclusion to increase participation.

LO4. Plan and prepare session and course plans.

LO5. Demonstrate the use of Information technology in assignments.

LO6. Demonstrate team building and independent working skills.

  1. Content of the Module

You will study with one tutor developing your skills in facilitating workshops in a variety of community venues (although specialising in one sub-sector) ensuring you have a working practice of the principles which underpin participation. The Module will be delivered through industry working with professional practitioners in their working environments. You will develop course files and teach sessions through practice and actual experience. This will be underpinned with an individual social inclusion project and portfolio.

You will engage in debate and discussion around topics and use movement to encourage social inclusion and understand the use of dance in community to engage participants, reduce anti-social behaviour and promote regeneration, Community Dance 2 is underpinned by all modules. You must have completed Community Dance 1 to complete this module.

You will be expected to use self directed time to investigate, experiment and explore the creative self before they begin assignment work. You will be required to reflect and evaluate on your practice, applying your knowledge and understanding of dance.

  1. Learning Resources

You will learn from one primary teacher with possible visiting practitioners facilitating specific areas of community dance. The majority of the module will be spent in local schools delivering dance lessons.

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 DVD’s that will complement your learning.

You will also have access to the online Student Portal where you will find the handouts and lecture slides.

  1. 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:

  • Reece, I. & Walker, S. (2003) Teaching, Training, Learning 5th Edition, UK, Education Publishers Limited

Additional texts:

  • Wallace, S. (2005) Teaching and Learning in Further Education 2nd Edition, UK, Learning Matters
  • Minton, D, (2005) Teaching Skills, 3rd Edition, UK, Thomson

Viewing List

Capricious Shifts

The Apartment

Other Learning Resources (journals, databases, Websites)

Regen and Renewal

Dancing Times

Dance Today

Section

B

Assessment and Feedback

  1. Assessment: General Information

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. You 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. The Teaching assessment will demonstrate the student’s own research and preparation and understanding of the principals of teaching. The Course File will show the student’s ability to create a creative Course Plan and Lesson Plans, as well reflect on their own practice.

  1. Details of Assessment

Assessment 1

Assessment task: Course File

Weighting: 30%

Date/time/method of submission: Refer to Time-Plan for date. Course file should be handed in before 9.00am on date of submission.

Word count or equivalent: N/A

Assessment criteria:

At the start of the semester students will be given an overview of completion of the Course File and the work which will need to be completed to ensure a successful and useful Course File. Each section should follow the layout of the course. There is no word count requirement for this assignment however, as a guide each section should consist of somewhere between 500 – 750 words. The Course File should also include any pictures/articles which have supported the student’s individual self-directed learning.

The Course File will demonstrate the students understanding of some of the current debate on community dance and the cultural context which techniques have 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 portfolio will demonstrate understanding and knowledge of subject matter a small percentage of the overall mark will be based upon presentation, literacy and communication skills.

Marking scheme:

First (80-100) / The work excels in all or most of the following: intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; literary style. It is the right length, pertinent, correct and carefully written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references with Harvard referencing and a bibliography.
First (70-79) / The work excels in three or more of the following: intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; literary style. It is the right length, pertinent, correct and carefully written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references with Harvard referencing and a bibliography.
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; literary style. It is the right length, generally correct and well written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references with Harvard referencing and a bibliography.
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 structured. It is the right length, with bibliography and Harvard referencing, although these may be inadequate/incorrect in places.
3rd (40-49) / The work shows no independence of thought from its (perhaps very limited) sources, and no 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 some attempts must have been made towards a bibliography and references.
Fail (20-39) / The portfolio/assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; lacking a bibliography and correct references.
Fail (0-19) / The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; lacking a bibliography and correct references.

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

Assessment 2

Assessment task: Teaching Assessment

Weighting: 70%

Date/time/method of submission: Ongoing assessment, finishing in Week 14.

Word count or equivalent: 10-12 Week Teaching Placement.

Assessment criteria:

At the start of the module students will refresh their understanding of delivering and planning workshops/courses. Students will be put into pairs/trios and given a local school group ages varying from 5 – 18 at the start of the module. Student will be required to plan and create a Course Plan and Lesson Plan to suit their learners. Students will be marked on their ability to implement and ensure learners meet learning outcomes. Students teaching will be continually assessed by tutor and workplace staff.

Marking scheme:

First (80 - 100) / Demonstrates an exceptional degree of commitment, creativity and innovation when delivering and creating sessions/courses. Represents absolute professional quality is beyond reproach in 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. Demonstrate an exceptional understanding of the issues which affect community participants achieving.
First(70-79) / 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.
2:1 (60-69) / 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.
2:2 (50-59) / 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.
3rd (40-49) / 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. 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.
Fail (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.
Fail (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.

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

Form I – Module Study Guide template – April 2016Page 1 of 29

  1. 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
Course File / 1, 2, 4, 5, 6. / N/A / See Time-Plan.
Week 14. / 40 / 30% / 30 working days after assessment date.
Teaching Assessment / 1, 2, 3, 4, 6. / 10-12 Week Teaching Placement / Ongoing assessment ending in Week 14. / 40 / 70% / 30 working days after assessment date.

Form I – Module Study Guide template – April 2016Page 1 of 29

  1. 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 / SeniorLecturerCourseLeaderBA(Hons)DanceCourse
Institution / AUB
  1. 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