DANCE 2 - 2025/6

Module code: MUT2022

Module Overview

This module allows students to consolidate and refine a secure and consistent technique in Dance and Physical skills building upon the dance styles and techniques gained at Level 4.  The module provides the students with practical dance skills-based classes in Musical Theatre required for employability in the professional Musical Theatre, through the exploration and analysation of the students own natural physicality and a continuation of work on the transformation and relevance of character, period and context.  The lineage of the dance styles is understood to be complex, and care is given that each class is taught from an inclusive perspective to understand the cultural, physical, social and personal differences of learners.


The module comprises of:

  • Jazz

  • Ballet

  • Tap

  • Commercial

  • Specialised Movement Skills: such as Social Dance and Double-work (pas de deux)


Module provider

Guildford School of Acting

Module Leader


Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 5

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

Overall student workload

Independent Learning Hours: 20

Practical/Performance Hours: 280

Module Availability

Year long

Prerequisites / Co-requisites


Module content



To progress from Level 4 to maximise mobility, strength, control, isolation work, compound steps, jazz pirouettes and the further development of routines in a more complex variety of jazz styles.  These may include past/present Musical Theatre repertoire by or in the style of a diverse range of notable practitioners with a global perspective on current and emerging talents.



To progress from Level 4 to further develop Barre-work, Centre Practice, Adage, Pirouettes, Petit & Grand Allegro, Batterie, En Manèges. In special circumstances Pointe-work may be included if appropriate.



To progress from Level 4 to further traditional tap vocabulary and technique: 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 that reflect how the discipline has developed through a diverse range of cultures.


Commercial Dance

To include styles such as Streetdance, Hip Hop, Locking and Popping and other emerging dance styles (as appropriate), and the development of routines relative to current Musical Theatre.


Specialised Movement Skills

Social Dance may include traditional forms of Ballroom and Latin-American partner-work such as Waltz, Jive, Tango and Quickstep.  Double work may include a repertoire of lifts and partner work incorporating counter-balances, pressage, drags, pull/throw & catch lifts and promenades.

Assessment pattern

Assessment type Unit of assessment Weighting
Practical based assessment Continuous Assessment - Jazz 15
Practical based assessment Continuous Assessment - Ballet 15
Practical based assessment Continuous Assessment - Tap 15
Practical based assessment Continuous Assessment - Commercial 10
Practical based assessment Practical Assessment - Jazz 15
Practical based assessment Practical Assessment - Ballet 15
Practical based assessment Practical Assessment - Tap 15

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate increased physical and technical progression, a deeper engagement with the work, an increased awareness of safe and healthy practices, development of professional conduct and an increased awareness and development of appropriate style within the context of Musical Theatre dance.

Thus, the summative assessment for this module consists of:


Continuous Assessments – Jazz / Ballet / Tap / Commercial (per skill).  Teaching Blocks 1 & 2

  • In-class Physical and Technical development and progress

  • Diligence, focus, work ethic and professional conduct

  • An in-depth understanding and knowledge of dance vocabulary

  • An increased awareness and development of appropriate style within the context of Musical Theatre

These assessments address Learning Outcomes 1, 2, 4


Practical Assessments – Jazz / Ballet / Tap (per skill).   Teaching Block 3

  • Practical Presentation of routines and classwork as taught in class to demonstrate technical and performance skills

These assessments address Learning Outcomes 1, 3, 4


Formative assessment

Formative assessment is embedded within the learning and teaching for this module.  Mirroring industry practice, students are given detailed constant verbal feedback during classes, which enables students to develop and act upon notes given.  Questioning, dialogue, facilitated peer-to-peer feedback and group discussion is undertaken constantly to enable students develop their critical, and self-reflective skills, to allow them to adjust their work and process in response.




  • Students are given detailed constant formative verbal feedback during classes. 

  • Students will receive detailed written summative feedback via SurreyLearn on conclusion of each assessment.


Module aims

  • Build upon and deepen the experiences of the essential dance styles and techniques gained at Level 4
  • Increase and maintain technical and physical expertise for effective and healthy practice in order to sustain a career in Musical Theatre
  • Encourage further development of stylistic consistency and ensure that dance is an extension of dramatic expression and to strive towards making it second nature
  • 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
  • Establish the theatrical concepts of dance within the Musical Theatre traditions and its emerging trends

Learning outcomes

Attributes Developed
001 Demonstrate integrated skills in Acting and Dancing to a professional standard KP EMPLOYABILITY, SUSTAINABILITY, RESOURCEFULNESS & RESILIENCE
002 Evidence knowledge and understanding of historical and contemporary practitioners, theories, and practices KC EMPLOYABILITY, GLOBAL, SUSTAINABILITY, RESOURCEFULNESS & RESILIENCE
003 Develop performance skills that demonstrate imagination, creativity and understanding of style and genre KCPT EMPLOYABILITY, GLOBAL, SUSTAINABILITY, RESOURCEFULNESS & RESILIENCE
004 Develop and apply discipline and consistency in a professional context PT EMPLOYABILITY, SUSTAINABILITY, RESOURCEFULNESS & RESILIENCE

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The learning and teaching strategy is designed to:


  • Provide students with an advanced knowledge of practical skills to support further development in dance and movement.

  • Allow students to develop as professional performers within private and collaborative ensemble learning environments.

  • Encourage a secure, healthy and robust dance technique in relation to the variety of historical and cultural genres and styles required for employment in the professional Musical Theatre.

  • Cultivate professional performance confidence through instruction and the application of information.

  • Embed integration of Acting and Dance skills

  • Develop stamina and sustainable working practices to prepare students for the practical and integrated physical demands of dance within musical theatre productions at level 6 and eventual employment.



The learning and teaching methods will include:

  • Practical, skills-based group dance class in Jazz, Ballet, Tap, Commercial and some Specialised Movement Skills


Jazz, Ballet and Tap classes are streamed by ability to ensure appropriate learning contexts for all levels of competence, and students are 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
Upon accessing the reading list, please search for the module using the module code: MUT2022

Other information

Guildford School of Acting trains students, within their chosen fields, to have an understanding and appreciation of Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow Musical Theatre students to develop knowledge, skills, and capabilities in the following areas:



The focus on employability is embedded in the teaching, learning and assessment activities throughout every aspect of this module to nurture career ready graduates that will be sought after by employers in the creative industries.  Expert staff with practitioner backgrounds deliver authentic and practical modes of working in the studio, mirroring professional practice.   Students develop transferable skills including independent and collaborative working, creative, critical and reflective thinking, and problem solving. 


Global & Cultural Capabilities

Through the skills taught in all classes across this module, students will develop their global, social, historical, and cultural awareness, share experiences and knowledge from their own backgrounds and cultures, and appreciate, recognise and interpret diverse perspectives.  With an open mind and a willingness to engage in discussion, students will develop awareness and appreciate, recognise and interpret diverse perspectives in the characters and communities they will be portraying as actors-in-training.


Resourcefulness & Resilience

In this module the learning journey is carefully structured so that performance and rehearsal skills can be learned, developed, and integrated resulting in the student acquiring a broad range of resources which they can continue to use throughout the rest of their training and in future employment settings.  The nature of the work means students will learn to navigate uncertainty, to deal with risks and challenges, and to take on board personal and professional responsibilities.  The use of formative and summative feedback will enable students to build a thorough overview of their individual process and progress.  The training features independent and collaborative learning, problem solving, communication, perseverance, stamina, critical thinking, self-management, and an understanding of self-value.  Mirroring industry standards students will undertake classes, rehearsals and performance schedules which are in line with expectations for a successful Musical Theatre career.  



Throughout the classes, students are encouraged to reflect on the social, cultural, ethical, political, economic, and environmental impact of the work they do as individuals and collectively, and to recognise their shared responsibilities.  GSA has a strong commitment to working from the studio in the most sustainable way possible.  Dance classes allow the student to work in a sustained safe physical manner commensurate with rigors of professional delivery.


Programmes this module appears in

Programme Semester Classification Qualifying conditions
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 2025/6 academic year.