DANCE 1 - 2019/0

Module Overview

Dance 1 is a compulsory component of the BA (Hons) Musical Theatre course and seeks 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 practical Tutor led and skills based training in musical theatre dance at industry accepted Elementary level and above which explores and analyses their own natural physicality and works on its transformation and relevance to character, period and context.

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

Module provider

Guildford School of Acting

Module Leader

KERRIDGE Rachael (GSA)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 4

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

Students must also be studying: Acting 1, Singing and Music 1, and Research and Rehearsal

Module content

Indicative content includes:

Jazz

To include elementary to advanced (dependent on student ability) 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 the development of elementary to advanced (dependent on student ability) 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 the development of elementary to advanced work (dependent on student ability) 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 elementary to advanced work (dependent on student ability) 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.

Assessment pattern

Alternative Assessment

N/A

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. an engagement with the work


3. an awareness of safe and healthy practices


4. a development of professional conduct


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

 

With assessment points selecting from the following criteria:

• Develop a sophisticated tool kit of performance techniques. (K)

• 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.

• Develop a performance, imagination and understanding of style and genre. (C)

• 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 discipline and consistency in a professional context. (T) Evidenced by:-

• Regular attendance in classes.


• Diligence, focus and work ethic in classes.


• The ability to listen to and apply correction.


• Employing safe practice in dance.

 

• Develop and demonstrate the effective application of learned practices. (P) Evidenced by:-

• Demonstrating progress and overall improvement.


• Changes in physicality,


• An increased understanding and knowledge of vocabulary.

 

Thus, the practical summative assessment for this module in term 2 consists of:

• Continuous assessment of classwork in jazz, ballet & tap.

And the practical summative assessment for this module in term 3 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.

Module aims

• • Introduce skills, through practice and critical understanding, in a variety of musical theatre forms and conventions of dance including Jazz, Ballet and Tap, and ensure well-founded development and individual progress that builds upon existing skills and knowledge.
• • 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.
• • 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

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 can result in 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.

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

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MUT1021

Other information

Under the three term structure that commences from academic year 2019/0 – this module’s delivery is year-long due to the teaching occurring in Teaching Blocks 1, 2 and 3.

Programmes this module appears in

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 2019/0 academic year.