Module code: DAN1021

Module Overview

This module explores the student’s personal movement heritage with somatic awareness of the body in movement, an understanding of a variety of complementary and pedagogical movement-based frameworks and an insight into health and wellbeing for the dancer. The module utilises movement analysis and an applied application of embodied learning. The module allows students to read and understand the body through movement by responding and adapting to the needs of the body.

Module provider

Guildford School of Acting

Module Leader

RYAN Rosemarie (GSA)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 4

JACs code: W520

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

Module Availability

Year long

Prerequisites / Co-requisites


Module content

Indicative content includes:

Laban analysis and experiential anatomy through a somatic and integrative framework

Introduction to the principles of experiential anatomy and Laban Analysis.

Acknowledgment of the body as a resource for embodied cognition.

Introduction to selected somatic practices such as Body Mind Centering, Pilates and Tai Chi

Application of Laban Analysis, anatomy and somatic practices

Investigation of themes such as: alignment, posture and awareness of the performing body

Building awareness of our body through active attention to develop a healthy cognitive map of our own functioning and movement

Connecting movement with the research in body mechanics, experiential self-knowledge, and dancing with awareness, a final analysis is made of the self as it dances.


Dance science, Safe practise, Nutrition and Lifestyle - Wellbeing

Introducing students to a foundational framework and system for the understanding of the health and wellbeing for the dancer.

Key aspects include aspects of dance science, safe dance practice, anatomy, nutrition and wellbeing.

Expanding on key somatic principles and understandings of human movement in the context of health and wellbeing.

Application of the principles of health and well-being to the students own practise, culminating with a personal practice plan that embodies aspects of somatic practise in the context of health and wellbeing.


Applied Complementary Movement Practises

Introduction to pedagogical and movement practises in the application of movement analysis in health and wellbeing contexts.

Movement sessions will draw from a diverse range of movement practices such as Body-Mind Centering,

Authentic Movement, Continuum Movement, Pilates, Yoga, 5 Rhythms, alignment and release techniques including Kline, Skinner, and others.

Development of different creative and pedagogic applications of movement analysis to facilitate dance learning in a variety of diverse contexts, evidenced through the delivery of a short workshop session or in the context of a warm up.

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment Portfolio (Practical Assessment & Study Tasks) 80
Coursework Essay (1500 words) 20

Alternative Assessment


Assessment Strategy

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

Embodied knowledge of the subject area integrating theoretical and practical aspects of movement analysis in line with the overall integrated programme structure and outline

Thus, the summative assessment for this module consists of:

Portfolio (Practical Assessment & Study Tasks) (80%): Students will be given practical tasks and projects in class and as preparation for following sessions. Completion of all tasks will account for part of their overall mark. Students will produce a series of pieces of practical work, which will account for the other part of their mark. This will be supported by a reflective journal.

Essay (1500 words) (20%): The written assessment is designed to provide students with the opportunity to show evidence of a theoretical understanding of the module’s core themes. Students will show evidence of how they have gained specialised terminology and how they have refined their analytical skills.

Formative assessment

Students receive informal, ongoing feedback in class and/or through draft material. Individual tutorials will provide verbal targeted feedback.


Informal formative verbal feedback from tutors will be provided via, but is not restricted to, in class activities, the virtual learning environment, email exchange, personal tutorials.

Summative formal written feedback will follow submission of the summative assessment.

Module aims

  • To introduce key principles of anatomy through a range of theoretical and experiential approaches and apply an embodied knowledge of anatomy and physiology to the student’s own dance practise;
  • To demonstrate key principles of movement analysis within a somatic framework, developing embodied knowledge of human movement in a range of contexts;
  • To provide students with key vocabulary and terminology so as to improve how they articulate movement both at an embodied and theoretical level;
  • To develop an embodied understanding of the place of health and wellbeing in the life of the dancer and dance practice;
  • To refine student’s observation, research skills and their analytical eye through the exploration of a range of movement practises;
  • To transfer integrative knowledge of human movement drawing from a range of diverse movement practices in the context of health, somatics and wellbeing.

Learning outcomes

Attributes Developed
001 Demonstrate a cognitive and embodied map of one's own body, mind and practice C
002 Analyse oneself in movement through somatic methods T
003 Communicate embodied knowledge in physical, oral, and written formats P
004 Demonstrate an embodied and practice-based knowledge of movement analysis. K
005 Transfer embodied learning of movement practise in pedagogic and other contexts. P
006 Use critical thinking skills that articulate and question the theoretical in the practical and vice versa C

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Overall student workload

Independent Study Hours: 180

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Achieve an embodied integration of practical and theoretical understandings of experiential anatomy, Laban Analysis, somatic practices and wellbeing. To apply embodied understanding in the context of dance pedagogy and movement practise.

The learning and teaching methods include:

  • Masterclasses, seminars and practical classes

  • Independent study based on module reading lists and further independent enquiry

  • Independent studio time to develop individual practise.

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


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.

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 2020/1 academic year.