Module Study Guide
Academic Year 2020–2021
Module code – Jazz Foundation
Level: 3
Credits: 20
Academic Partner: Creative Academy
Table of contents
Key team contact details3
1Module overview4
1.1Introduction4
1.2Module summary content and aims4
1.3Learning outcomes to be assessed4
1.4Indicative Contact Hours4
2Assessment and feedback6
2.1Summative assessment grid6
2.2Assessment brief including criteria mapped to learning
outcomes6
2.3Learning materials6
3Things you need to know7
3.1Engagement7
3.2Need help, just ask7
3.3Getting support for your studies8
3.4Student support8
3.5Module evaluation – have your say!8
Key team contact details
Module Leader
Molly Southall
Subject Area & School/College
Creative Academy
Email
[email protected]
Phone
01753 875 400
Location
Creative Academy
Module Tutor
Molly Southall
Email
[email protected]
Phone
01753 875 400
Location
Creative Academy
Module/Course Administrator
Cassia Rudge
Email
[email protected]
Phone
01753 875 400
Location
Creative Academy
Subject Librarian
The Curve
Email
[email protected] / [email protected]
01753 875 400
01753 875 533 / 01753 875 400
Location
The Curve & Creative Academy
The Course Leader overseeing this module is George Kirkham, and
can be contacted at [email protected]
The Head of Subject overseeing this module is Gavin Baker and
can be contacted at [email protected]
The Head of School responsible for this module is Professor
Nicholas McKay, and can be contacted at
[email protected]
The External Examiner responsible for this module is Jane White
BA (Hons) Dance Course Leader, Arts University Bournemouth
The Academic Partner Link-Tutor responsible for this module is
Dr Alejandro Postigo, and can be contacted at
[email protected]
Module overviewIntroduction
Welcome to Jazz Foundation. In this module students will gain a
clear physical understanding of the main techniques and the
vocabulary of movement used in jazz.
This academic year we have introduced UWLFlex – our new, online,
flexible learning platform.
UWLFlex has been designed to complement face-to-face learning
and build on our reputation for excellence in teaching, learning
and student support. We will be able to deliver a University
experience that is more collaborative, active, and relevant for an
increasingly digital world thus enabling us to provide you with an
improved student experience. UWLFlex will provide you with an
enhanced range of online tools, to help facilitate your learning
whether this takes place primarily on site or online.
Module summary content and aims
In this module students will gain a clear physical understanding
of the main techniques and the vocabulary of movement used in jazz.
Students will participate in regular technique classes focussing on
developing and strengthening body awareness and practical technique
underpinned by discussions and projects exploring the origins of
jazz dance.
Students will participate in physical technique classes with one
primary tutor. Students will gain a physical understanding of basic
jazz technique in application and the theories behind the shifting
and evolving nature of jazz in the professional dance world.
Students will gain an understanding and experience of practical
application of the technique and vocabulary of movement of varying
jazz dance styles.
Students will explore the principles, dance techniques and
choreography of a range of jazz styles and practitioners and
discuss the influences that led to these developments. Students
will study various techniques to ensure that they are introduced to
different movement qualities and therefore develop their
understanding of the genre.
The aims of the module are as follows:
· To introduce all students to a variety of jazz techniques and
performance styles.
· To ensure all students can demonstrate a basic physical
understanding of the techniques and vocabulary of movement within
jazz dance.
· To enable students to understand the origins of jazz dance and
its relevance to other dance trends throughout history.
· To ensure students understand and are able to physically
replicate basic jazz dance technique and differentiate between
stylistic and movement qualities.
Learning outcomes to be assessed
By the end of the module students will be able to:
LO1. Begin to demonstrate an understanding and working knowledge
of the requirements of jazz dance to a working dancer.
LO2. Evaluate how peer/self can make improvements to
technique.
LO3. Evaluate the role of the genre of Jazz in the dance
industry.
LO4. Perform a range of jazz dance qualities and skills with an
understanding of correct technique.
LO5. Demonstrate a practical understanding and application of
basic jazz technique.
Indicative Contact Hours
Teaching Contact Hours
42 hours
Independent Study Hours
158 hours
Total Learning Hours
200 hours
Assessment and feedbackSummative assessment grid
Type of Assessment
Word Count or equivalent
Threshold
(if Professional Body-PSRB applies)
Weighting
Pass Mark
Indicative Submission week
Method of Submission & Date of Feedback (refer to BB)
Practical
(Continual Technical Assessment)
On-going
30%
40
Week 14
(Semester1)
Continuous.
Feedback will be provided 15 working days after submission
date.
Practical
(In class Jazz Test)
1 Hour
70%
40
Week 14
(Semester 1)
Test.
Feedback will be provided 15 working days after submission
date.
Assessment brief including criteria mapped to learning
outcomes
A variety of assessment methods will be used, however the
primary vehicle for assessment will be on-going tutor observation
and the practical technical exam. 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 verification.
Individual progress in class will be continuously monitored and
fed back to students by the module tutor. The practical exam will
demonstrate students understanding of the jazz techniques,
vocabulary and styles taught throughout the module.
Assessment 1
Assessment Task: Continual Technical Assessment – LO: 1,2, 3
Weighting: 30%
Date/time/method of submission: Week 14, Semester One
Word count or equivalent: N/A
Assessment Brief and Preparation:
At the start of the semester students will be given an overview
of the requirements of the Jazz Foundation module and the
requirement to replicate the technique and given choreography.
Throughout the module students will be taught established
techniques, set exercises and choreography relevant to jazz dance.
The student’s movement, physical representation and technique
should demonstrate an understanding of the appropriate styles.
Students must arrive to class on time, in the correct uniform
and ready to work. Failure to attend classes is a breech of Health
and Safety guidelines for both the individual student and fellow
students and as such will be reflected in the overall mark of this
assessment.
Assessment Criteria:
Students will be continuously assessed on their attendance,
timekeeping, approach, level of participation and demonstration of
the technique and choreography. Students will be assessed on their
development of understanding and application throughout the
course.
Marking Scheme:
First (90-100)
The work excels in all of the following: technical ability (in a
range of jazz styles), criticality; rehearsal; thoroughness;
performance; perspicacity; synthesis (of a broad range of sources
or objects of study); intelligence. It is pertinent, correct and
well performed, with a good sense of continuity and a coherent
overall structure. The student displays a professional attitude and
100% attendance to all lectures and workshops.
First (80-89)
The work excels in most of the following: technical ability (in
a range of jazz styles), criticality; rehearsal; thoroughness;
performance; perspicacity; synthesis (of a broad range of sources
or objects of study); intelligence. It is pertinent, correct and
well performed, with a good sense of continuity and a coherent
overall structure. The student displays a professional attitude and
100% attendance to all lectures and workshops.
First (70-79)
The work excels in three or more of the following: technical
ability (in a range of jazz styles); criticality; rehearsal;
thoroughness; performance; perspicacity; synthesis (of a broad
range of sources or objects of study); intelligence. It is
pertinent, correct and well performed, with a good sense of
continuity and a coherent overall structure. The student displays a
professional attitude and 100% attendance to all lectures and
workshops.
2:1 (60-69)
(The work displays one or more of the following properties:
technical ability (in a range of jazz styles); criticality;
rehearsal; thoroughness; performance; perspicacity; synthesis (of a
broad range of sources or objects of study); intelligence. The
right technical demands are met, with a good sense of
interpretation. The student displays a professional attitude and
90% attendance to all lectures and workshops.
2:2 (50-59)
(The work shows some evidence of involvement and a little
independence of thought from a range of sources. It is largely
technically correct, pertinent and coherent, if not very well
performed or interpreted. The student has 90% attendance of all
lectures and workshops.
3rd (40-49)
The work shows no independence of thought or technical
development and performance, and no signs of any involvement. It
might be poorly performed with a certain amount of redundancy, but
it must be at least partially pertinent and coherent. The student
has less than 90% attendance of all lectures and workshops.
Fail (20-29)
The assignment fails when it is at least three of the following:
very badly performed; no understanding physically of jazz
techniques demonstrated; the performer is heavily redundant;
incoherent; irrelevant; lacking energy and student demonstrates an
unprofessional attitude.
Fail (0-19)
The work/replication fails (badly) when it is all, or all but
one, of the following: very badly ordered; heavily redundant;
technically incoherent; no understanding of jazz dance techniques;
irrelevant; lacking in energy and student demonstrates an
unprofessional attitude, and/or timekeeping is constantly
bad.
Assessment 2
Assessment Task: Practical Jazz Test, LO: 1,4,5
Weighting: 70%
Date/time/method of submission: Week 14, Semester One
Word count or equivalent: N/A
Assessment Brief and Progress:
At the start of the semester students will be given an overview
of the requirements of the Jazz Foundation practical exam.
Throughout the module students will be taught set exercises and
choreography. Students should demonstrate an understanding of
appropriate techniques, performance and genre/style
characteristics.
Assessment Criteria:
Students will be marked on the trueness of replication of
technique and choreography. The student’s movement and physical
replication should demonstrate a clear understanding of the
appropriate genre/style characteristics associated with the
different jazz dance styles/techniques and set choreography.
Students will be assessed on their technical understanding,
professional approach and performance Students will be assessed on
their timekeeping.
Marking Scheme:
First (90-100)
The work excels in all of the following: technical ability;
criticality; rehearsal; thoroughness; performance; perspicacity;
synthesis (of a broad range of sources or objects of study);
originality. It is pertinent, correct and well performed, with a
good sense of continuity and a coherent overall structure. 100%
attendance and a professional attitude demonstrated throughout the
semester.
First (80-89)
The work excels in most of the following: technical ability;
criticality; rehearsal; thoroughness; performance; perspicacity;
synthesis (of a broad range of sources or objects of study);
originality. It is pertinent, correct and well performed, with a
good sense of continuity and a coherent overall structure. 100%
attendance and a professional attitude demonstrated throughout the
semester.
First (70-79)
The work excels in three or more of the following: technical
ability; criticality; rehearsal; thoroughness; performance;
perspicacity; synthesis (of a broad range of sources or objects of
study); originality. It is pertinent, correct and well
performed, with a good sense of continuity and a coherent overall
structure. 100% attendance and a professional attitude demonstrated
throughout the semester.
2:1 (60-69)
The work displays one or more of the following properties:
technical ability; criticality; rehearsal; thoroughness;
performance; perspicacity; synthesis (of a broad range of sources
or objects of study); originality. The right technical demands are
met, pertinent, correct and well performed, with a good sense of
continuity and a coherent overall structure. 90% attendance and a
professional attitude demonstrated throughout the
semester.
2:2 (50-59)
The work shows some evidence of involvement and a little
independence of thought from a range of sources. It is largely
technically correct, pertinent and coherent, if not technically
adept. 90% attendance demonstrated.
3rd (40-49)
The work shows no independence of thought from its (perhaps very
limited) technical development and performance, and no signs of any
involvement. It might be poorly performed with a certain amount of
redundancy, but it must be close to the right length, at least
partially pertinent and coherent. Less than 90% attendance
demonstrated.
Fail (20-29)
The assignment fails when it is at least three of the following:
very badly performed; no understanding is demonstrated physically
of jazz techniques; the performer is heavily redundant; incoherent;
irrelevant; lacking energy and student demonstrates an
unprofessional attitude throughout the semester.
Fail (0-19)
The work/replication fails (badly) when it is all, or all but
one, of the following: very badly ordered; heavily redundant;
technically incoherent; no understanding of jazz dance techniques;
irrelevant; lacking in energy and student demonstrates an
unprofessional attitude, and/or timekeeping is constantly bad
throughout the semester.
Learning materials
1. Learning resources
University provision
Library resources and Academic Support Librarian
UWL Library Services offers resources, high quality services and
professional expertise to enable the effective discovery and use of
information and to support teaching, learning and research across
the institution.
Library Services operates in two locations:
• The Paul Hamlyn Library is located in the Peter John building
on St Mary’s Road campus. This brand new Library opened in
September 2015 and is spread across four floors, offering students
access to a full range of print and electronic resources. Each
floor offers a different study environment, from flexible group
study areas to individual study pods.
• The Reading site library is on the 10th floor of Fountain
House, providing support to our students at the Berkshire Institute
of Health.
All students are automatically members of the Library – the ID
card is also the library card. Self-service machines are available
at all sites, allowing for independent borrowing when service desks
are not staffed. PC workstations, printing facilities and Wi-Fi
access are also provided.
Details of opening hours (including 24/7 opening dates at the
Paul Hamlyn Library), borrowing information and contact details are
available at http://uwl.ac.uk/library.
As well as print and audio-visual collections, we also provide a
wide range of e-resources and books, online subject guides
(LibGuides) and a search engine tool (Summon) to help find
resources on module reading lists or research information for
assignments and projects easily. Wherever possible, module reading
lists are also available electronically via the module page on
Blackboard.
Academic Support Librarians (ASLs) assigned to each School
provide guidance and support through timetabled training sessions,
drop-in sessions, virtual help, and one-to-one sessions (if
required). Information on ASLs is available at
http://uwl.ac.uk/library/about-library/meet-librarians.
Slough Library and Creative Academy Library Services offers
resources, high quality services and professional expertise to
enable the effective discovery and use of information and to
support teaching, learning and research across the institution.
Students need to register to become a member of Slough Library
(this will happen in induction).
Opening times:
Day Self Service Opening HoursFull Service Opening Hours
Monday 8am - 5pm 9am - 5pm
Tuesday 8am - 7pm 9am - 7pm
Wednesday 8am - 7pm 9am - 7pm
Thursday 8am - 7pm 9am - 7pm
Friday 8am - 5pm 9am - 5pm
Saturday 9am - 5pm 10am - 5pm
Sunday Closed Closed
Creative Academy resources:
· Large private collection of books and DVDs
· Free wireless internet
· Five fully fitted Dance studios (exclusive use for
students)
· Two additional studios (One at The Centre Leisure Centre &
One town centre (TBC))
· One 250 seat professional working theatre
· One study skills specialist (Wellbeing Team)
· 1 to 1 crisis management (Wellbeing Team)
· Discounted chiropractor (Wellbeing Team)
· Nutrition 1 to 1(Wellbeing Team)
· Anatomy and Physiology (Wellbeing Team)
Student learning resources (Reading Lists)
Core:
· Guarino, L & Oliver, W (2014) Jazz Dance, USA,A
UPF
Additional text:
· Conrad, C (2002) Jerome Robbins That Broadway Man, That Jazz
Man, London, Booth-Clibborn Editions
· Kenrick, J (2010) Musical Theatre A History, London,
Continuum
Viewing List:
· Sing, Sing, Sing - Fosse (2003)
· Dream Ballet - Oklahoma (1999)
· Helzapoppin (1941)
· Chicago (2001)
Please ensure you log into the student area of the Creative
Academy website www.creativeacademy.org for additional resources
and information. If you require a log in please email
[email protected]
Things you need to knowEngagement
Teaching at UWL during the academic year 2020-21 will be
conducted using the UWLFlex model and may involve a range of on
site and online teaching and learning activities. Whether you are
engaging with teaching and learning activities on site or via the
UWL Virtual Learning Environment, we expect the same level of
commitment and engagement from you. If you are unable to attend
scheduled on site or online activities or complete activities in
the time frames set out, you should let your tutors know. You
should aim to stick to assessment deadlines; if you are concerned
that you will not be able to complete your assessments on time, you
should talk to your tutors. Your engagement, whether online or on
site, will be tracked and if we see that you are not engaging, we
will get in contact with you. However, we encourage you to let us
know if you are struggling so we can work with you to find
solutions and get you back on track as soon as possible. Give
yourself the best possible chance to succeed by engaging with the
full range of learning and teaching activities available to
you.
All students should refer to the Attendance and Engagement
Monitoring Policy particularly if your course is accredited by a
professional body, or if you are an International student on a
Tier-4 visa, or a student on an Apprenticeship course which have
additional requirements.
Need help, just ask
The University recognises that there are times when you may
encounter difficulties during your course of study and provisions
are made to help you. If you are struggling with meeting deadlines
please talk to us, whether it’s your course/module leader, personal
tutor or any member of staff, speak to them so they can get you the
support you need to succeed. You can extend your deadline if you
have a good reason why you are not able to submit a piece of
coursework on time, apply online for an extension before your
deadline. An extension will allow you an extra 10 working days. If
an extension is not sufficient and circumstances beyond your
control are preventing you from completing your assessment, then
you can, apply online for mitigation.
Please remember late submission without extension or mitigation
will result in penalties depending on how late it is, see
University Academic Regulations.
You are reminded that the University applies penalties to
students who commit an academic offence, in which case the Academic
Offences Regulations will be used to deal with any cases of
academic misconduct including examination offences, plagiarism and
other means of cheating to obtain an advantage.
You are encouraged to seek advice from the Students’ Union
Advice Service; UWLSU support you with all aspects of your academic
experience by providing advice and guidance to ensure you are fully
informed of the academic regulations set out by the University as
well as advocate for student views.
You are expected to behave in line with UWL expectations,
irrespective of whether your interactions with staff and other
students are in person or online. As you will be engaging with
others online and a range of online materials, it is important to
consider how to stay safe online and ensure your communications are
secure and appropriate. If you have any questions about how to
manage your online UWL activities, please contact your module
leader.
If you have an issue about the module, you should speak to your
Module Leader or Course Leader informally in the first instance.
Your Course Representative can also raise your concerns at Course
Committees, which take place each semester. If you are unable to
resolve it informally, you should refer to the Complaints Procedure
which is outlined in the student handbook and consult the Students’
Union about it. The University aims to ensure that issues are
resolved informally as quickly as possible to have minimum impact
on your studies.
Getting support for your studies
Throughout your course of study, you will have access to a wide
variety of sources of support depending on your individual
circumstances and needs. Your first point of call for getting
general academic support is your Personal Tutor. As well as
approaching your Module Leader with any questions specifically
related to your module and your Course Leader with questions on
your Course, do contact your Personal Tutor or Apprenticeship
Support Link Tutor for academic advice in relation to your studies
and your academic development.
Apart from the University-wide support framework, which
encompasses the Module Leaders, Course Leader, the Subject
Librarian, and your Course Administrator, you will also have at
your disposal the UWL Engagement Team. The Engagement Team offers
One-to-One Academic Support opportunities and Academic Skills
Workshops throughout the year, helping you to develop skills
relevant to your degree. Workshops include for instance Essay
Planning and Writing; Critical Thinking; Reflective Writing; Group
Work and Presentation Skills. Maths Support and English Language
Support opportunities are available too. For more information email
or to register for weekly updates email [email protected]
or you can visit our website to find out more about the support
offered by the Engagement Team, such as Peer Mentoring or online
academic skills resources at:
uwl.ac.uk/current-students/support-current-students/academic-support
Student support
In addition to the support listed in the previous section, there
is also more help offered by The Creative Academy Well-being Team
please look on the Facebook group or email
[email protected]. You may also wish to contact UWL
Student Support Services. These are located in The Street at St
Mary’s Road, Ealing campus, but offer drop-in sessions at all UWL
sites. They offer a wide range of support and advice services
consisting of Student Advice, and Funding & Immigration advice;
Careers; Counselling; Disability/Mental Health; Inter-faith
Advisor; Placement & Employment; Volunteering; Student Welfare;
and Scholarships and Bursaries.
Contact Student Services (general) for more information at
[email protected] or call 020 8231 2345.
Module evaluation – have your say!
Towards the end of the module you will be invited to provide
some anonymous feedback to the Module Leader through an online
survey. This is your opportunity to give some direct feedback about
the module through a series of questions and free text. Your
constructive feedback will help the Module Leader and teaching team
to understand the module experience from your perspective and helps
inform the development of the module. At the end of the survey
period, a response to the survey will be available on Blackboard so
that you can see exactly how your voice has been heard.
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Form I – Module Study Guide template – Apr 2016Page 1 of 3
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