Assessment 1 - creativeacademy.org€¦ · Web viewAt the start of the semester students will be given an overview of ... There is no word count requirement for this ... Microteaching

Module Study GuideAcademic Year 2018- 2019

Community Dance 1

Location: The Creative Academy, 73a Stoke Poges lane, SLOUGH, SL1 3NY

Module Code: MU4FD16SLevel: 4Credits: 20

Version No 01 © UWL 2016

Form I – Module Study Guide template – April 2016 Page 1 of 30

Table of Contents

Community Dance 1..................................................................................................11. Module Leader, Teaching Team and Module Administrator Details....................42. Key Contacts.......................................................................................................53. Further Information..............................................................................................64. Welcome to the Module.......................................................................................75. Timetable/Venue/Rooms.....................................................................................76. Aims of the Module..............................................................................................87. Learning Outcomes.............................................................................................88. Content of the Module.........................................................................................99. Learning Resources............................................................................................910. Reading List.......................................................................................................1011. Assessment: General Information....................................................................1112. Details of Assessment.......................................................................................12

Assessment 1..........................................................................................................12Assessment 2..........................................................................................................13

13. Summative Assessment Grid............................................................................1614. External Examiner(s).........................................................................................1715. Statement on Plagiarism...................................................................................1716. Evaluation of the Module...................................................................................1817. Personal Development Plan (PDP)...................................................................1818. If You Have an Issue.........................................................................................1919. Drop-in Support Service....................................................................................1920. Guide to Learning Sessions..............................................................................20

Session number: Week 1.......................................................................................20Session number: Week 2.......................................................................................20Session number: Week 3.......................................................................................21Session number: Week 4.......................................................................................21Session number: Week 5.......................................................................................22Session number: Week 6......................................................................................22Session number: Week 7......................................................................................23Session number: Week 8.......................................................................................23Session number: Week 9.......................................................................................24Session number: Week 10.....................................................................................24Session number: Week 11.....................................................................................25Session number: Week 12.....................................................................................25


Session number: Week 13.....................................................................................26Session number: Week 14.....................................................................................26


1. Module Leader, Teaching Team and Module Administrator Details

Module Leader Chelsie Innes

Subject and School/College

The Creative Academy, London College of Music

Email [email protected]

Phone 07875438509

Location The Creative Academy

Name George Kirkham

Job title The Creative Academy Manager


Phone 01753 875 400


Name Jagdev Khatkar

Job title Quality Assurance and Business Manager


Phone 01753 875 400


Administrator Cassia Rudge

Job title Academic Administrator


Phone 01753 875 400



mailto:[email protected]


2. Key Contacts

The key contacts for your course are set out below:

The Course Leader responsible for this module is George Kirkham, and can be contacted at [email protected]

The Head of Subject responsible for this module is David Henson, and can be contacted at [email protected]

The Head of School/College/Dean of College responsible for this module is David Henson, and can be contacted at [email protected]

The Academic Partner Link Tutor responsible for this module is Emma Evans, and can be contacted at [email protected]


3. Further Information

Due Dates:Assessments for this module are due on the following dates: - Please see time-plan


Total Guided Learning Hours 200

Consisting of:

Teaching Contact Hours 42

Independent Study Hours 158

Assessment:Percentage of final marks assessed by:

Coursework 30%

Practical 70%

Section

Overview and Content4. Welcome to the Module

Welcome to the Module

This module will be run in industry and will ensure that students can facilitate professional and community dance sessions.

Module Leaders and Module Team Members

George Kirkham – Programme manager

Chelsie Innes - Module tutor

Module Summary

Students will gain the skills, critical understanding and practical knowledge of the community dance sector, a huge employer in the dance industry. Students will be supported into employment in the dance field and explore the philosophy behind and the use of dance within regeneration and social inclusion. The student will gain the knowledge and intellectual skills to facilitate successful workshops and programmes in a variety of settings including further education, schools and youth projects. Portfolio/Log/Assessments must be handed in weekly for this module.

5. Timetable/Venue/Rooms

Please see timetable and time-plan

Timetables are emailed to students PRIOR to semester


A

6. Aims of the Module

The aims of the module are to:

Ensure that all students experience and can facilitate a dance workshop of their choice.-To enable students to acquire a clear understanding of the principles of social inclusion.-To enable students to facilitate workshops in the work-place.-To encourage students to use commercial, contemporary and classical movement in the workplace, understand its relevance to industry and develop an appreciation for the community arts field.

7. Learning Outcomes

By the end of the module students will be able to:

LO1. Demonstrate a good knowledge of the barriers to inclusion and learning and understand how to achieve good classroom management

LO2. Be able to analyse, draw conclusions and evaluate issues relating to inclusion and identify methods to ensure students achievement

LO3. Be able to implement and work within health and safety procedures and apply them in the workplace

LO4. Create, design and produce a session and course plan

LO5. Manage time and work elements to meet deadlines

Key Skills Students will achieve a minimum level 2 key skills in:

Communication Application of number Use of information technology Problem solving Working with others Improving own learning and performance


8. Content of the Module

This module will explore the technique and vocabulary of movement identifying and analysing the social-cultural issues which developed community dance. The student will learn, teach technique, facilitate workshops and perform sequences of movement choreographed by the tutor, engaging creatively with the material; exploring principles as individuals and in groups:-

Students will study with one dance teacher during the course with lectures focusing on specific aspects of community dance and specifically youth culture. The teacher will bring to the classes his or her particular knowledge and experience of dance training and performance. Students will engage in debate and discussion around topics and use movement to encourage social inclusion and understand the use of dance in community to engage participants, reduce anti-social behaviour and promote regeneration. Community dance 1 is underpinned by all modules.

9. Learning Resources

The majority of the module will be delivered through workshop/practical sessions underpinned with seminars and lectures. Students will engage in individual tutorial’s, which allow tutor and student to work alongside each other on subject-specific skills and knowledge as well as non-specific skills. Workshops will be delivered in industry setting, including a FE college, Young People’s Centre and School. All students will be expected to use self directed time to investigate, experiment and explore the creative self before they begin assignment work. All students will be encouraged to reflect and evaluate how they apply their knowledge and understanding of dance, choreography within the creation process specifically in relation to issues of social inclusion.

Essential texts:

Student must purchase all core texts, although 1 copy is available for reference purposes through the Creative Academy administration office. All additional texts, viewing list and Dancing Times are available through the Creative Academy office for reference or free 2 week loan.

10. Reading List


Core:

Petty, G, (2004) A practical Guide to teaching, 3rd Edition, Spain, Nelson Thornes

Additional texts: Slough Young People’s Centre, (1999), Motion, Slough Borough Council

Minton, D, (2005) Teaching Skills, 3rd Edition, UK, Thomson

Reece, I, Walker S, Teaching, Training and Learning, 5th Edition, UK, BEP LTD

Shay, A (2006) Choreographing Identities, Canada, Dance Books

Emery, L F (1972) Black dance from 1916 to today, UK, Dance Books

Magriel, P (1977) Nijinsky, Pavlova, Duncan, USA Da Capo Press Community Dance 1 - Module Study Guide 7

McKim, R London Contemporary Dance Theatre, London, Dance Books

Foulkes, J.L (2002) Modern Bodies, USA, The University of North Carolina Press

Horosko, M (2002) Martha Graham The evolution of her dance theory and training, University press of Florida

Freedman, R (1998) A dancers life, USA, Clarion Books



Section

B

Assessment and Feedback11. Assessment: General Information

Teaching will be delivered through lectures, practical workshops and considerable use will be made of recorded resources. These will be supported by group and individual tutorials in which students will discuss specific issues relating to each topic. Handouts will be provided in some of the lectures and there will be background reading to do some weeks. Students will be expected to undertake significant independent study to complete assignments, requiring them to familiarise themselves both with the LRC resources and additional Creative Academy resources. It is anticipated that electronic bulletin boards and e-mail correspondence will be used to facilitate the exchange of information between students and staff. The internet will also be a useful source of information for students when they come to completing assignments. However, information found on the net must be handled with extreme caution: there is no evidence to demonstrate how valid or accurate it is.

Learning Activities: The approach taken to the acquisition of knowledge and understanding will make use of a blended learning approach. The range of teaching and learning methods on this course will include: Tutor input during classroom sessions i.e. lectures and practical workshops and micro teach. Students will be provided with selected reading and individual library based/internet research.

Self directed learning through work-place learning and independent research. Visiting practitioners and speakers, including representatives from national

and local business. Student input in seminars and lectures. Student group and individual presentations, practical demonstrations. Guided reading. Lecture\presentation and seminar/workshops Selected reading and individual library based \ internet research. Preparation and Facilitation of dance workshops in community work

environment Students will be required to work to deadlines within teams and independently.

Assessment methods: A variety of Assessment methods will be used, however the primary vehicle for assessment will be through on-going tutor observation. Students will be required to work to deadlines within teams and independently. The work will be assessed using a variety of methods including:


Tutor observation – Teaching Portfolio Individual progress in class will be continuously monitored and fed back to students by the module tutor, when assessed on Micro teach. The portfolio of learning/teaching will demonstrate the student’s own investigation of the cultural framework which dance has developed.

12. Details of Assessment

Assessment 1

Assessment task: Portfolio

Weighting: 30%

Date/time/method of submission: Ongoing (Final week)

Word count or equivalent: Please read below

Assessment criteria: At the start of the semester students will be given an overview of completion of portfolios and the work which will need to be completed to ensure a successful and useful portfolio. Each chapter/section should follow the lay out of the course. There is no word count requirement for this assignment however, as a guide each section should consist of somewhere between 500 – 750 words. The portfolio should also include any pictures/articles which have supported the students individual self-directed learning. These are the criteria that students will be assessed upon: The portfolio will demonstrate the students understanding of some of the current debate on community dance and the cultural context which techniques have been placed in. Although students should express their opinion as a matter of course, this should be supported by existing academic literature relating to the subject and Harvard referenced. As well as demonstrating what students have learned, the portfolio will demonstrate understanding and knowledge of subject matter a small percentage of the overall mark will be based upon presentation, literacy and communication skills. This is how standards/grades will be determined

Marking scheme:(80 -100) The work excels in all or most of the following: intelligence; criticality;

thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; literary style. It is the right length, pertinent, correct and carefully written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references and bibliography and/or chorographical notes (if appropriate).

(70 -79) The work excels in three or more of the following: intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or


objects of study); originality; literary style. It is the right length, pertinent, correct and carefully written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references and bibliography and/or chorographical notes (if appropriate).

(60 – 69) The work displays one or more of the following properties: intelligence; criticality; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality; literary beauty. It is the right length, generally correct and well written, with a good sense of continuity and a coherent overall structure. It has sufficient and clear references and bibliography and/or chorographical notes (if appropriate)

(50 – 59) The work shows some evidence of involvement and a little independence of thought from a range of sources. It is largely correct, pertinent and coherent, if not very well-ordered. It is the rightlength, with bibliography and/or chorographical notes and references (if appropriate), though these may be inadequate in places.

(40 – 49) The work shows no independence of thought from its (perhaps very limited) sources, and no signs of any involvement. It might be poorly ordered with a certain amount of redundancy, but it must be close to the right length, at least partially pertinent and coherent, and some attempts must have been made towards bibliography and/or chorographical notes and references (if appropriate

Referral(20 – 39 )

The portfolio/assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; lacking bibliography and/or chorographical notes and references (if appropriate).

Fail( 0 – 19 )

The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; lacking bibliography and/or chorographical notes and references (if appropriate).

Timing and methods of feedback:

Summative feedback will be provided on an ongoing basis from tutor formative written feedback will be provided by tutor with 15 working days after submission.

Assessment 2

Assessment task: Continual teaching assessment and Micro teach

Weighting: 70%

Date/time/method of submission: Week 14

Word count or equivalent: 30mins – Micro teach

Assessment criteria:


At the start of the module students will develop their understanding of delivering and planning workshops/courses. Students will select a sub-sector to work within and will facilitate workshops within that setting. Students will be marked on their ability to implement and ensure learners meet learning outcomes. Students teaching will be continually assessed by tutor and workplace staff. These are the criteria that students will be assessed upon:

Marking scheme:(80 -100) Demonstrates an exceptional degree of commitment, creativity and

innovation when delivering and creating sessions/courses. Represents absolute professional quality that is beyond reproach in every aspect. Exceptional skill and ability is exercised equally with regard to form, content and function. The work is so robust that it is almost impossible to find weaknesses in any area. The work engages the imagination, spirit and emotions of the recipient. Demonstrate an exception understand of the issues which affect community participants achieving.

(70 -79) Exceptional presentation - exciting and innovative. Outstanding in its concept - perceptive, articulate, imaginative. Clearly structured, maintains a high level of interest. Very successful on both informative and emotional levels. All elements combine to create the required finished product. Technically very assured. Wholly appropriate use of the medium

(60 – 69) Overall, a successful presentation which fulfils its aim very well and with clarity. Cohesive in structure and impact. May have many of the qualities of a 70+ artefact, but without the excitement or innovation. There may be minor parts of the artefact which do not function to the utmost. Perhaps a convention used without thought, or a lack of attention to detail. Technically assured. Appropriate use of the medium.

(50 – 59) Successful in meeting its aim and overall meaning clear. There may, however, be problems with structure or execution which lead to some confusion in parts. Often lacking in imagination, uninspiring and conventional. Concept is limited, so that the final artefact may lack cohesion and integration. May omit some important (but not crucial) aspects of the subject matter. Overall, technically competent (the lower marks may have problems here, but even these will have their saving graces). Generally appropriate use of medium, but perhaps there is a better way of doing it.

(40 – 49) May communicate with difficulty, audience has to concentrate to draw out what it means. May have elements that are poorly structured, confused. Some work may show only a very limited ability to select, structure, prioritise information, omits some important aspects, and/or includes some irrelevant material. Lacks cohesion and may be scrappily presented. The artefact does communicate its message, but only partially. There may be some technical problems although overall the work shows a fair degree of competence. Has often used an inappropriate medium for the job.

Referral(20 – 39 )

The body of work presented suggests that 200 hours of appropriate student involvement has not been completed. Fails to answer the key technical requirements of the brief. Fails to communicate a coherent


message, perhaps through a mixture of lack of logical thought, poor organisation of material and/or technical ineptitude. Conceptually flawed, the project has limited meaning. Technically incompetent (basic competence may be present but without application or meaning). Glimpses of technical or organisational skill may result in a mark in the higher reaches of this range.

Fail( 0 – 19 )

The body of work presented very strongly suggests that appropriate student involvement falls far short of 200 hours. There are significant problems associated with fulfilling the technical requirements of the brief. The work is of a very poor standard throughout showing little or no understanding of the brief. So heavily flawed conceptually that the work is rendered almost entirely meaningless. Shows crucial omissions in content, or meaning has disappeared into a morass of irrelevant materiel. OR No work submitted for assessment.

Timing and methods of feedback:

Summative feedback will be provided on an ongoing basis from tutor formative written feedback will be provided by tutor with 15 working days after submission.


13. Summative Assessment Grid

Type of assessment

Module learning outcome(s)

Word count or equivalent

Due date and time

Threshold (if applicable)

Pass mark Weighting Date assignment feedback will be made available to student

Practical 1-6 N/A On going and week 14

40 70% 10 working days after semester end

Course file 1-6 N/A Week 14 40 30% 10 working days after semester end


14. External Examiner(s)

The External Examiner is an independent academic staff member from another institution who provides assurance that the assessment system is fair and ensures that standards on the course are comparable to other institutions.

The External Examiner(s) for this module are listed below. Please note that this is provided for information only; students are not permitted to enter into any correspondence about their marks with External Examiners.

Name Jane White

Job Title Course Leader

Institution Arts University Bournemouth

15. Statement on Plagiarism

Plagiarism is defined as the practice of taking someone else’s work and/or ideas and passing it/them off as your own. It is the action of presenting someone else’s work as one’s own irrespective of intention. Close paraphrasing without adequate attribution; copying from the work of another person, including another student; using the ideas of another person without proper acknowledgement all constitute examples of plagiarism. In addition, the act of re-using work (whether in part or in whole) that you have previously submitted for graded assessment – at the University of West London or at another institution - without properly referencing yourself (known as ‘self-plagiarism’ ) shall also constitute plagiarism.

For further information please refer to the Student Handbook Section 3. University Regulations and Student Code of Conduct

For further advice on plagiarism go to the UWL website:

http://www.uwl.ac.uk/students/current-students/Advice-students-plagiarism


http://www.uwl.ac.uk/students/current-students/Advice-students-plagiarism

16. Evaluation of the Module

i) Evaluation framework

Towards the end of the module you will be invited to provide some feedback to the module leader. This will be through an online or paper survey and you will be given a few minutes in a taught session to complete it. Please think carefully about the feedback you provide. Constructive feedback will help your module leader understand your experience and help inform the development of the module. If you have concerns about individual members of staff, these should be taken to your module or course leader whose details are in Section 2 of this guide rather than expressed through the survey.

ii) Improvements made in response to student feedback

N/A

17. Personal Development Plan (PDP)

Students are responsible for recording notes from weekly lectures either via written or electronic means. Students are encouraged to undertake self-directed learning through independent research of dance theatre companies and choreographers and their methodologies. Students are encouraged to see live performances of dance theatre companies where available at theatres such as The Place Theatre or Sadler’s Wells, amongst others. All information gathered will inform each student for both assessments in this module.

Self-directed learning, analysis and interpretation of the materials recorded will inform each student’s personal development. Self-reflection between creative tasks and after rehearsals will also add to each student’s PDP.

18. If You Have an Issue


If you have an issue with the module or course you should speak to your personal tutor or Module Leader in the first instance. You could also speak to your Course Representative who will be able to raise it at a Course Committee which take place once each semester. You can also raise issues with your Course Leader. It is important that you raise matters as soon as possible so that they can be resolved.

If you have a complaint about the course you should raise this informally in the first instance with the Course Leader. If you are unable to resolve it informally, you should use the Complaints Procedure which is outlined in the Student Handbook. You are also encouraged to contact the Students’ Union about it. The University aims to ensure that most issues are resolved informally but the Complaints Procedure is there to help you resolve issues if this is not the case.

19. Drop-in Support Service

Opportunities to gain support are available daily through bookable sessions run by the wellbeing team. Between them, the wellbeing team have experience in all the courses taught at the Creative Academy. Wellbeing staff are there to offer guidance and support on a one-to-one basis, whether academic or personal - Appointment is needed, every Tuesday.

If you want to contact the service please email [email protected] to book an appointment.

*Please note that the service is un-available between June and September.




Section

C20. Guide to Learning Sessions

Session number: Week 1

Venue: The Creative Academy

Introduction to the module/ Teachers and teaching principles

Key concepts/issues: What is the role of a teacher?

How can tutors ensure they manage learning and learning opportunities?

Delivery method: Seminar/Workshop

Formative/summative assessment opportunities: Portfolio and micro teach

Essential reading for this session: Petty, G, (2004) A practical Guide to teaching, 3rd Edition, Spain, Nelson Thornes

Recommended reading for this session: N/A

Independent study N/A

Reference to resources: N/A



Equality and Diversity

Key concepts/issues: How can facilitators ensure that everyone achieves based on individual need and aspiration?

How are diversity and equality of opportunity different?

Why is it important to offer equality of opportunity and celebrate diversity

How can dance make use of multi-media resources?

How can the internet restrict and open up learning opportunities?









Communication

Key concepts/issues: Problem solving, working with others, use of information technology and improving own learning and performance.









Teaching boundaries and responsibilities

Key concepts/issues:

-Exploring Teaching roles and responsibilities

-Implementing equality and diversity










Session plans and scheme of work


Discuss the principles teaching and session planning. Explore ways to structure a lesson Critically feedback fellow students Microteaching Explore the concept of classroom management, session and course planning. What are SMART targets? How has government policy influenced facilitation of workshops and ISTD/RAD

training?









Micro Teach


Communication Working with others Use of information technology and resources Improving own learning and performance



Essential reading for this session: N/A







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Documents

Assessment 1 - creativeacademy.org€¦ · Web viewAt the start of the semester students will be given an overview of ... There is no word count requirement for this ... Microteaching