DANCE 2 - 2019/0
Module code: MUT2022
Dance 2 is a compulsory 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 1.
The module provides the student with Tutor led and practical skills based classes in musical theatre dance at industry accepted Intermediate level and above, further exploring and analysing their own natural physicality and continuing to work 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.
Guildford School of Acting
CROWLEY-SMITH Phyllida (GSA)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 5
JACs code: W500
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
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.
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.
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 and other emerging dance styles as appropriate.
|Assessment type||Unit of assessment||Weighting|
|Practical based assessment||1 - Practical – Jazz, Ballet & Tap techniques Continuous Assessment (Summative - Teaching Block 2)||50|
|Practical based assessment||2 – Practical – Jazz, Ballet & Tap techniques Technical Assessment (Summative - Teaching Block 3)||50|
The assessment strategy is designed to provide students with the opportunity to demonstrate
- the increased physical and technical progress that has been made
- a deeper engagement with the work
- an increased awareness of safe and healthy practices
- an increased development of professional conduct
- an increased 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 at an intermediate level.
- 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 at an intermediate level.
- 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 at an intermediate level.
- 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 at an intermediate level.
- Discipline specific criteria for ballet includes the musical elements of rhythm, timing and phrasing and choreographic elements of accuracy and spatial awareness at an intermediate level.
- 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 at an intermediate level.
- 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 further progress and overall improvement.
- Further changes in physicality,
- An increased depth of 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.
- To build upon and deepen the experiences of the essential dance styles and techniques gained in Dance 1 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.
- work creatively, imaginatively and considerately within a group.
- To establish the theatrical concepts of dance within the Musical Theatre traditions and its emerging trends.
|001||Develop a sophisticated tool kit of performance techniques||K|
|002||Demonstrate integrated technical skills in dance||K|
|003||Examine current and historical practitioners their theories and practices||K|
|004||Develop a performance, imagination and understanding of style and genre.||C|
|005||Demonstrate discipline and consistency in a professional context.||T|
|006||Develop and demonstrate the effective application of learned practices||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 279
Independent Study Hours: 21
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.
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 for DANCE 2 : http://aspire.surrey.ac.uk/modules/mut2022
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
|Musical Theatre BA (Hons)(YEAR LONG)||Year-long||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 2019/0 academic year.