COLLABORATIVE CHOREOGRAPHIC PROJECT - 2020/1
Module code: DAN3034
This module will provide final year BA Dance students, principally interested in choreography and choreographic thinking, with the theoretical and practical skills to develop a performance artifact through collaboration. The artifact is considered broadly to encourage students to engage with current politics and practices and to consider the specific and unique skills and goals of each cohort. A key theoretical base covered in the module will be the expanding notion of choreography that is discussed in a range of disciplines today. Although choreography can be conceived of as central to a dance degree, it is a concept also used and employed in a number of disciplines, in the arts - theatre, digital media, music - and outside of the arts - biology, sociology, business studies. Choreography today can be making a performance work for a proscenium theatre, making an experiential work for a one-to-one experience, a means of analyzing social everyday activity, a way of composing and organizing digital space, and more. Other concepts will be explored in this module, in particular practice as research and collaboration, and choreography as an expanded practice will be central to the course.
Through workshop based learning, students will engage with the theories and practice of collaboration and reflect on their learning. Students will be guided to take on a role in the collaboration that fits the skills they want to use and nurture (e.g. choreographic, performative, directorial, film or media-based, dramaturgical, production-based, pedagogic) at this stage of their degree and work in dance and dance studies. The module includes contextual study, case study, interdisciplinary analysis and workshop/laboratory enquiry. By these means the module prepares students for the collaborative and creative group work that serves as part of the assessment. Students will explore and understand their own place in creative processes, with a view to working productively with others (including how and when to take the lead), contributing to good effect to project realisation and developing personal objectives.
Guildford School of Acting
EHRENBERG Shantel (GSA)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: W510
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
In the first part of this module students examine collaboration through the study of theoretical texts, models, case studies and practical tasks. They build on this experience to form interdisciplinary teams and to develop a viable collaborative project proposal based on a shared idea. In the development of the project into performance/artifact they present and receive feedback on the proposal and work in progress from their peers and the module convener. Following the performance presentation students are required to submit an evaluative essay that reflects on the experience and integrates practical and theoretical understanding.
As mentioned above, the module centres on expanded notions of choreography and choreographic thinking. Although a number of performance practices and practice as research projects will be a part of the module, there is a specific focus on choreography as the issue which brings together the module and collaboration.
The module addresses the pragmatic and organisational aspects of successful project realisation. It considers the means by which groups and companies are formed for the programme’s practice work. It examines the relationship between effective groupwork and individual responsibility, and explores ways in which to ensure a harmonious working environment and a balance of contribution (with individuals more or less predominant according to role, circumstance and agreement). Depending on each year and on the tutor’s expertise and research interests, the module might also addresses logistical considerations including production management and scheduling. It sets the parameters for diverse individual engagements across a series of practice outputs, and provides for individual objective-setting.
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||PROPOSAL PRESENTATION: PEER ASSESSED, OVERSEEN BY CONVENER||Pass/Fail|
|Practical based assessment||PERFORMANCE: 8 TO 10 MINUTES OR EQUIVALENT ARTIFACT||40|
|Coursework||ESSAY: 2000 WORDS||60|
The assessment strategy is designed to provide students with the opportunity to: get students thinking about methodology so that they can make informed and reasoned choices in selecting an appropriate methodology; encourage students to reflect critically on methodology; encourage students to identify positive and negative aspects of selecting a particular methodology; develop awareness of methods of enquiry and ability to evaluate critically the appropriateness of these for the analysis of choreography, practice research and collaboration; give students the opportunity to demonstrate knowledge and understanding of choreography, practice research and collaboration, as well as the opportunity to integrate theories where appropriate; and to give students the opportunity to apply theoretical knowledge to achieve learning outcomes.
Thus, the formative assessment is intended to give students the opportunity to begin to engage with methodology in a critical and reflective way that will be of benefit both for the summative assessment, as well as comparable assignments in other modules. The summative assessment for this module consists of a collaborative performance project or equivalent and a written reflective essay to enable students to demonstrate all of the above, in alignment with the grade descriptors.
Formative assessment and feedback
This assessment strategy, with a formative assignment placed mid-way through the module, is intended to provide an important stepping stone towards the summative assessment. The methodological reflection will provide an opportunity for the module tutor to provide written feedback which will take into account: comprehension of methodology; appropriate use of methodology; satisfactory referencing; and how well the student understands the shortcomings and usefulness of a particular methodology. Written feedback received from the formative assignment is designed to supplement informal oral feedback in response to unassessed weekly student discussions.
- Nurture self-identified student skills and provide a learning environment to develop these skills (e.g. choreographic, performative, directorial, dramaturgical) and operate effectively within specific performance-making contexts as a collaborator, creative practitioner, facilitator, researcher and/or leader, as part of a team.
- Develop knowledge and understanding of the expanded notion of choreography, practice as research, and collaboration through the study of theoretical texts, models and practical tasks.
- Enable students to develop a viable collaborative project proposal based on a shared idea and bring this to fruition.
- Foster students’ development of articulation of ideas, reflecting and theoretically framing concepts covered in the module and project methodologies and practices, bridging theory and practice.
- Provide a structure in which to nurture independent research and learning in preparation for working in professional contexts in the creative industries.
|001||A collaborative project/artifact, as proposed, with a format suitable to the idea and concept expressed, including identification and realization of a distinct role and input to the collaboration.||CT|
|002||Enhanced critical awareness of a range of practice and theory relationships in current scholarship and professional practice covered in the module.||KC|
|003||Ability to engage with and synthesise theories, methodologies and independent research and articulate findings in independent and group work, orally and in a written work, adhering to scholarly protocol.||KC|
|004||Work effectively as a member of a team; demonstrate an understanding of the role of various members of a creative collaborative group; think creatively and apply creative solutions in collaborative contexts.||PT|
|005||Ability to reflect critically on your own work and others work.||T|
|006||Adapt to new situations and evaluate your performance.||T|
|007||Work responsibly with the minimum of direction.||T|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 128
Lecture Hours: 22
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Allow students to understand and apply practice and theory in collaborative work that is centred on the concepts related to expanded notions of choreography and practice as research. Lecture-seminars allow discussion of relevant theories best explored in a discursive mode and also allow for exploration of theory in practice and vice versa. Workshops diversify the approaches covered in the module and reflect current practices in the field; they also allow networking for students and the university and providing research informed teaching.
The learning and teaching methods include:
Practical workshops, lectures, seminar discussions, performance analysis, self-directed research, one-to-one and group supervision.
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 COLLABORATIVE CHOREOGRAPHIC PROJECT : http://aspire.surrey.ac.uk/modules/dan3034
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.