Assessment 1 - creativeacademy.org · Web viewIt is the right length, pertinent, written, with a good sense of continuity and a coherent overall structure. The student demonstrates

Module Study GuideAcademic Year 2018/2019

PilatesLocation: The Creative Academy, 73a Stoke Poges Lane, SLOUGH, SL1 3NY

Module Code:Level: 6Credits: 20

Version No 01 © UWL 2016

Table of Contents

Pilates........................................................................................................................11. Module Leader, Teaching Team and Module Administrator Details......................32. Key Contacts..........................................................................................................43. Further Information................................................................................................54. Welcome to the Module.........................................................................................65. Timetable/Venue/Rooms.......................................................................................66. Aims of the Module................................................................................................67. Learning Outcomes................................................................................................78. Content of the Module............................................................................................79. Learning Resources...............................................................................................810. Reading List.........................................................................................................811. Assessment: General Information....................................................................1012. Details of Assessment.......................................................................................12

Assessment 1..........................................................................................................12Assessment 2..........................................................................................................15

13. Summative Assessment Grid............................................................................1714. External Examiner(s).........................................................................................1815. Statement on Plagiarism...................................................................................1816. Evaluation of the Module...................................................................................1917. Personal Development Plan (PDP)...................................................................1918. If You Have an Issue.........................................................................................1919. Drop-in Support Service....................................................................................2020. Guide to Learning Sessions..............................................................................21

Session number: 1...................................................................................................21Session number: 2...................................................................................................21Session number: 3...................................................................................................22Session number: 4...................................................................................................22Session number: 5...................................................................................................23Session number: 6...................................................................................................23Session number: 7...................................................................................................24Session number: 8...................................................................................................25Session number: 9...................................................................................................25Session number: 10.................................................................................................26Session number: 11.................................................................................................26

Form I – Module Study Guide template – April 2016 Page 1 of 28

Session number: 12.................................................................................................27Session number: 13.................................................................................................27Session number: 14.................................................................................................28


1. Module Leader, Teaching Team and Module Administrator Details

Module Leader Debbie Bishop

Subject and School/College

The Creative Academy, London College of Music

Email [email protected]

Phone 01753 875 400

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

They 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: -Week 14 - Monday 09:30amPlease see time-plan


Total Guided Learning Hours 200

Consisting of:

Teaching Contact Hours 42

Independent Study Hours 158

Placement Hours N/A

Assessment:Percentage of final marks assessed by:

Pilates Folder 10%

Practical 90%

Section

Overview and Content4. Welcome to the Module

Welcome to the Pilates module. Over the next semester you will learn a great deal about Pilates – the methodologies applied by various dance practioners, the contemporary techniques used and the study of various Pilates pieces. Most of the important information you require for this module is contained in this document. Students should familiarise themselves with this document to ensure that they successfully meet the requirements of this module and achieve the learning outcomes.

The Pilates module will further develop the student’s physical self while learning more about specific Pilates techniques. The module provides an opportunity to discuss and analyse professional practices. In addition, the student will be able to physically engage in choreographic work in a way that has not been addressed in previous practical dance modules.

You will develop a professional knowledge and understanding of the principles, devices and methods used in Pilates. You will experience the art of making class and exercise structures in which movement and technique occur, while creating a professional standard of class.

5. Timetable/Venue/Rooms

Please see timetable and time-plan

6. Aims of the Module

Aims of this module:

To enable students to create a Pilates class;

To embed in the student’s dance practice a professional working knowledge and clear understanding of the use of Pilates devices within a dance process;

To ensure students are able to recognise and discuss tranverses and core;


A

To increase the use of the physical skills and intellectual judgement while in addition developing teaching skills further; and

To display innovative approaches and openness to experimentation in realising a class.

7. Learning Outcomes

Knowledge and understanding LO6 1 Demonstrate a comprehensive awareness and understanding of

the conceptual issues relating to the production of Pilates and the development of class

LO6 2 Professionally replicate and present a range of key components of Pilates within the structure of a class

Intellectual (thinking)LO6 3 Critically evaluate form, content and process of the Pilates and to

critically analyse the content and process of professional Pilates classes

Subject practical skillsLO6 4 Practically demonstrate the ability to produce a Pilates class and

movement piece using creative, technical and collaborative skillsLO6 5 Demonstrate the ability to identify the use of core within a Pilates

structure and the transfer to other dance techniquesLO6 6 Demonstrate a level of professionalism to their work by attending

all lectures and practical sessions. (Failure to do will result in breach of health and safety both to the student and to the group and as such will be reflected in the student’s final assessment)

Key transferable skillsLO6 7 Work professionally and effectively in a teamLO6 8 Demonstrate appropriate levels of organisation skill in terms of

planning, time management, class development and problem solving

LO6 9 Communicate effectively

8. Content of the Module

This module will explore the technique and vocabulary of movement identifying and analysing the physical issues and techniques developed for choreography within the Pilates class. The student will learn and perform sequences of Pilates movement choreographed by themselves and their peers, engage creatively with the material and explore Pilates movement principles professionally as an individual and in groups.


Students will study with one primary dance teacher during the course with visits from others to focus on specific aspects of movement, Pilates history and technique. Each 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 Pilates theoretical issues, choreographical devices. They will replicate the movement of specific Pilates techniques in the creation of their own material. Students will learn from one primary tutor with visiting practitioners. Students will explore how to use and apply physical devices and the use of dance and text within workshops/seminars and lectures guided by the tutor. All students will be expected to use self directed time to investigate, create 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 and choreography within the creation of a Pilates piece. Lectures and seminars/workshops will reinforce the need for 'audience feedback' to enable the creator to understand how the Pilates class that the student is creating is being received by the audience/particpants. When it is appropriate, students will be required to obtain ‘audience’ feedback to enable them to see their work more objectively.

9. Learning Resources

The majority of the module will be delivered through lectures with regular workshop/practical sessions.

Students will engage creatively with the material and demonstrate their understanding of the movement associated with Pilates.

Each tutor will bring to the classes his or her particular knowledge and experience of Pilates training and performance. This will demonstrate the importance of physical training and adaptability within the dance industry and the role that Pilates plays in developing a healthy society.

10. Reading List

The reading list for your module is displayed below. Any core texts that you will be expected to purchase will also be indicated.

You can also login to the Student Portal and select My Blackboard to see an online version of the reading list shown below for your module maintained by Library Services. This shows real-time availability of books in our library catalogue and direct links to recommended online resources to save your time.


Special online support guides (LibGuides) for the subject are also available to help you find relevant information for assignments, with contact details of the Academic Support Librarian for your subject.

Essential texts:

Students must purchase all core texts, although one copy is available for reference purposes through the Slough Library. All additional texts, viewing list and The Dancing Times are available through the Creative Academy office for reference or free two-week loan. Late returns incur a charge.

Core texts:The Anatomy of Pilates – Paul Massey

Additional Texts:The complete classic Pilates Method – Miranda Bass, Linda Robinson & Gordon ThompsonPilates – Rael IsacowitzSports Pilates: How to prevent and overcome sports injuries – Paul MasseyThe Pilates Bible – Lynne Robinson, Lisa Bradshaw & Nathan Gardner

Other Learning Resources (journals, databases, Websites):

Dancing TimesDance NowDance Todaywww.dance4.co.ukwww.southeastdance.org.ukwww.multitraxuk.com


Section

B

Assessment and Feedback11. Assessment: General Information

A variety of assessment methods will be used, however the primary vehicle for assessment will be through ongoing tutor observation, the Performance and workshop to a chosen school or educational group and the teacher resource pack. Students will be required to work to deadlines both independently and within teams. The work will be assessed using a variety of methods including:

• Tutor marking and observation;

• Double marking; and

• External verification.

Individual progress in class will be continuously monitored and fed back to students by the module tutor, with input from visiting tutors.

Teaching will be delivered through weekly lectures, practical workshops and considerable use will be made of recorded resources. These will be supported by group seminars 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 ActivitiesThe 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 with one primary tutor and visiting practitioners.

•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 •Analysis of selected film material, photographic and other pictorial imagery•Selected reading and individual library based / internet research. •Preparation and Facilitation of a Pilates Class•Students will be required to work to deadlines within teams and independently.

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

Tutor marking and observation; Double marking; and External verifier.

Individual progress in class will be continuously monitored and fed back to students by the module tutor, with input from visiting tutors. The presentation assessment will demonstrate the student’s own investigation of the cultural framework in which Pilates has developed with reference to a particular Pilates director/choreographer. An understanding of the socio-political and cultural issues that shaped the development of Pilates, particularly in Western Europe, apply to all areas of this work.

12. Details of Assessment

Assessment 1

Assessment task: Course Folder and Session Plan

Weighting: 10%

Date/time/method of submission: Week 14 - 09:30 Monday morning – email PDF

Word count or equivalent:


2000 words (as a rough guide)

Assessment criteria: At the start of the semester students will be given an overview of completion of the course folder and the work which will need to be completed to ensure a successful session plan.

The Course folder and Session Plan will demonstrate the students understanding of the principles of Pilates matwork, health and safety and programming a Pilates class.

The students will be given regular tutorials to help support the completion of the Course Folder.

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

intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; evaluation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the socio-political and cultural context in which the director/choreographer works. Demonstrates an exceptional degree of commitment, creativity and innovation. 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.

(70-79) The work excels in three or more of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; evaluation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the socio-political and cultural context in which the director/choreographer works. It is the right length, pertinent, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the studied choreography and the dance industry.

(60-69) The work displays one or more of the following properties: intelligence; critical analysis; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality; evaluation. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the studied choreography and the dance industry.


(50-59) The work shows some evidence of involvement and analysis, with 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 right length and relevant.

(40-49) The work shows little independence of thought from its (perhaps very limited) sources, and limited 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 is performed well.

Referal (20-39)

The assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; not critically aware with bad interpretation and evaluation of the choreography studied.

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. Student demonstrates no understanding or knowledge of a professional Pilates piece and cannot interpret or critically analyse. 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: Formative feedback will be provided on an ongoing basis from tutor verbally. Summative feedback will be provided by tutor in writing with 15 working days after submission of final assessment of the semester.

Assessment 2

Assessment task: Pilates Class

Weighting: 90%

Date/time/method of submission:Week 14 – 09:30am Monday morning

Word count or equivalent: 45 minute class

Assessment criteria: At the start of the semester students will be given an overview of how to complete a 30 minute Pilates class to peers ensuring you cover 3 aspects of Pilates


methodologies

The creation of the Pilates class will demonstrate the student’s understanding of the development of Pilates technique, devices used in Pilates and covering 3 key aspects of Pilates training.

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

intelligence; criticality; thoroughness; perpicacity; synthesis (of a broad range of sources or objects of study); originality; choreographic style; performance quality. It is the right length, pertinent, correct and carefully constructed, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography and the dance industry. The student has attended 100% of the practical workshops throughout the semester.

(70-79) The work excels in three or more of the following: performance skills; intelligence; criticality; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; choreographic style; performance quality. It is the right length, pertinent, written, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography and the dance industry. The student has attended 100% of the practical workshops throughout the semester.

(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; choreographic style; performance quality. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography and the dance industry. The student has attended 90% of the practical workshops throughout the semester.

(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 right length and relevant. The student has attended 90% of the practical workshops throughout the semester.

(40-49) The work shows little independence of thought from its (perhaps very limited) sources, and limited 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 is performed well. The student has attended less than 90% of the practical workshops throughout the semester.


Referal (20-39)

The assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length. The student has attended less than 80% of the practical workshops throughout the semester.

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. Student demonstrates no understanding or knowledge of a professional attitude to the creation of choreography or the dance industry. 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. The student has attended less than 50% of the practical workshops throughout the semester.

Timing and methods of feedback: Formative feedback will be provided on an ongoing basis from tutor verbally. Summative feedback will be provided by tutor in writing with 15 working days after submission of final assessment of the semester.


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

Course Folder 1,3,4,5,6,7,8 and 9

Approx 2000 words

Week 14 N/A 40% 10% 15 days after due date

Pilates Class 1,2,4,5,6,7,8 and 9

45 minutes Week 14 N/A 40% 90% 15 days after due date


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

Improvements have been made to ensure the module is in keeping with the current industry. The course folder now includes relevant health and safety information.

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: 1

Venue: The Creative Academy

Key concepts/issues: Introduction to Module. Introduction to the requisites of the module. Explanation of course folder and Pilates class required over the course of the module.

Delivery method: Seminar and workshop

Formative/summative assessment opportunities: This session applies to both assignments.

Essential/Recommended reading for this session:The Anatomy of Pilates – Paul Massey

Independent study:Research and group discussion.

Reference to resources:Core Text.www.multitraxuk.com

Session number: 2


Key concepts/issues:Practical Pilates Class and how to structure a class.

Anatomy & Physiology

Delivery method:Seminar and workshop

Formative/summative assessment opportunities:This session applies to both assignments. Informal feedback provided by tutor. Essential/Recommended reading for this session:The Anatomy of Pilates – Paul Massey


http://www.multitraxuk.com/

Independent study:Independent research

Reference to resources:Core Texts.

Pilates Mats

Session number: 3


Key concepts/issues:Physical aspects explored in Pilates. The Pilates 34 exercises. Basic introduction into the principles and history of Pilates.

Delivery method:Seminar and Workshop


Recommended Texts: The Complete Classic Pilates Method – Miranda Bass, Linda Robinson & Gordon Thompson

Independent study:Group discussion


Pilates Mats

Session number: 4


Key concepts/issues:Basic introduction into the fundamentals of stabilisation and posture alignment.

Delivery method:Seminar and Workshop

Formative/summative assessment opportunities:This session applies to both assignments. Informal feedback provided by tutor. Essential/Recommended reading for this session:


The Anatomy of Pilates – Paul Massey

Recommended Texts:Pilates – Rael Isacowitz

The Pilates Bible – Lynne Robinson, Lisa Bradshaw & Nathan Gardner

Independent study:Independent postural analysis. Research.


Pilates Mats

Course Folder

Session number: 5


Key concepts/issues:Pilates Class. Continuation of the fundamentals of stabilisation and posture alignment. Begin Session Plans

Delivery method:Seminar & Workshop Formative/summative assessment opportunities:This session applies to both assignments. Informal feedback provided by tutor. Essential/Recommended reading for this session:The Anatomy of Pilates – Paul Massey

Recommended Texts: Pilates – Rael Isacowitz


The Complete Classic Pilates Method – Miranda Bass, Linda Robinson & Gordon Thompson

Independent study:Planning session plan.

Reference to resourcesCore Texts.

Pilates Mats

Course Folder

Session number: 6


Key concepts/issues:


This session will cover the moves, teaching skills, breaking down the moves, class organisation, planning, preparing, health & safety, practice teaching, intro to portfolio work and practical assessment.

Delivery method:Seminar & Workshop


Recommended Texts: Pilates – Rael Isacowitz



Independent study:Planning and preparing session.

Reference to resourcesCore Texts.

Pilates Mats

Course Folder

Session number: 7


Key concepts/issues:This session will cover the moves, teaching skills, breaking down the moves, class organisation, planning, preparing, health & safety, practice teaching, intro to portfolio work and practical assessment.



Recommended Texts:




Independent study:Planning and preparing session.


Pilates Mats

Course Folder

Session number: 8


Key concepts/issues:Planning and preparing session. Practice set exercises with the group.



Recommended Texts:



Independent study:Preparing session. Teaching a set exercise to the group.


Pilates Mats

Course Folder

Session number: 9


Key concepts/issues:Planning and preparing session. Practice set exercises with the group.




Recommended Texts:



Independent study:Preparing session. Teaching a set exercise to the group.


Pilates Mats

Course Folder

Session number: 10


Key concepts/issues:Pilates Class Assessment.

Delivery method:Assessment.

Formative/summative assessment opportunities:Summative Assessment – Assessment 2

Essential/Recommended reading for this session:N/A

Independent study:Assessment.

Reference to resources

Session number: 11









Session number: 12








Session number: 13









Session number: 14


Key concepts/issues:Hand in Course Folder

Delivery method:Seminar



Independent study:Assessment

Reference to resources:


Documents

Assessment 1 - creativeacademy.org · Web viewIt is the right length, pertinent, written, with a good sense of continuity and a coherent overall structure. The student demonstrates