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Module Study GuideAcademic Year 2020–2021
MU4FD14S – Commercial Techniques 1
Level: 4
Credits: 20
Academic Partner: Creative Academy
Table of contents
Key team contact details...................................................................................................................3
1 Module overview 4
1.1 Introduction..........................................................................................................................4
1.2 Module summary content and aims.....................................................................................4
1.3 Learning outcomes to be assessed.....................................................................................4
1.4 Indicative Contact Hours......................................................................................................4
2 Assessment and feedback 6
2.1 Summative assessment grid................................................................................................6
2.2 Assessment brief including criteria mapped to learning outcomes......................................6
2.3 Learning materials...............................................................................................................6
3 Things you need to know 7
3.1 Engagement.........................................................................................................................7
3.2 Need help, just ask..............................................................................................................7
3.3 Getting support for your studies...........................................................................................8
3.4 Student support....................................................................................................................8
3.5 Module evaluation – have your say!.....................................................................................8
Key team contact details
Module Leader Chelsie Innes
Subject Area & School/College Creative Academy
Email [email protected]
Phone 01753 875 400
Location Creative Academy
Module Tutor Chelsie Innes
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]
1 Module overview
1.1 IntroductionWelcome to Commercial Techniques 1. In this module students will explore the principles of dance techniques and choreography of selected commercial dance practitioners and will assess the cultural context that shaped their vision. Students will experiment with a variety of techniques ensuring that they can make effective use of a range of appropriate genres of movement in their own creative work.
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.
1.2 Module summary content and aimsStudents will participate in physical technique classes with one primary tutor and visiting practitioners will facilitate specific techniques and company repertoire. Students will gain a physical understanding and experience the devices and methods used by commercial practitioners. The students will gain an understanding and experience of the technique and vocabulary of movement in various commercial techniques.
The aims of this module are to:
• Enable students to acquire an understanding of the technique and vocabulary of movement in commercial dance, including the works of pioneers of commercial dance.
• Enable students to use commercial movement in their own choreography.
• Enable students to develop an informed understanding of commercial dance and its relevance within the dance industry.
1.3 Learning outcomes to be assessedBy the end of the module students will be able to:
LO1. Demonstrate an understanding of a broad variety of commercial dance techniques and the commercial dance work environment.
LO2. Evaluate the works of selected commercial choreographers while beginning to demonstrate an understanding of the creative and cultural relevance of their practices.
LO3. Identify and replicate commercial dance techniques in performance and in choreography.
LO4. Demonstrate an understanding of the technical dance requirements of the studied styles in performance.
1.4 Indicative Contact Hours
Teaching Contact Hours 42 hours
Independent Study Hours 158 hours
Total Learning Hours 200 hours
2 Assessment and feedback
2.1 Summative 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)
Portfolio
(Online blog)N/A 30% 40
Week 14 (Semester
1)
Feedback will be
provided 15 working days
after submission
date.
Practical
(Continual Technical
Assessment)
N/A 40% 40
Ongoing.
Week 14 (Semester
1)
Practical
Feedback will be
provided 15 working days
after submission
date.
Practical
(Performance)
7-10 minutes 30% 40
Week 14 (Semester
1)
Practical Performance
Feedback will be
provided 15 working days
after submission
date.
2.2 Assessment brief including criteria mapped to learning outcomes
Assessment Methods:
A variety of assessment methods will be used, however the primary vehicle for assessment will be through on-going tutor observation, the portfolio and the end of module performance. 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. The practical performance will demonstrate students understanding of the commercial techniques, vocabulary and styles taught throughout the module.
Assessment 1
Assessment task: Online Blog – LO 2 & 3
Weighting: 30%
Date/time/method of submission: Week 14 Semester Two
Word count or equivalent: N/A
Assessment brief and preparation:
At the start of the semester, students will be given an overview of Commercial Techniques 1 and the work that needs to be achieved to ensure successful completion of the blog. The portfolio is a platform where the students will record their progress through the module via an online blog, diary and compulsory tasks. Students should develop their understanding of Commercial dance through research and record information about their research and themselves including their development and inspiration. The blog will need to consist of the following:
Articles – (4 minimum)The students will be given a choice of 8 to choose from, as a guide these should be 500-
750 words and should be supported by pictures, videos and quotes. These, along with other sources used, should be referenced at the end of each article.
Choreographic videos – (2 minimum)During the course of the module, students will have the opportunity to choreograph their
own pieces in the style of the theme of the lecture. They will have the opportunity to film these and upload onto their blog. These should be accompanied by a brief explanation. The length of video must be from 30-90 seconds. One video should be concept, the other prop inspired.
Instructional video (2 minimum)Students will have the opportunity to explain and teach a movement learnt in class by way
of an online tutorial. Students can select any movements from the course. Each video should be 1-2 minutes long and should include at least one ‘break down’ of movement.
Assessment criteria:
The portfolio will demonstrate the student’s understanding of the development of commercial dance technique, the cultural context in which it has been created and their understanding of their own progress throughout the module. 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 blog will demonstrate an understanding and knowledge of the subject matter and the overall mark will be affected by presentation, literacy and
communication skills. The videos should demonstrate their choreographic and teaching skills. Marks will be affected by the quality and professionalism of the filming process.
Marking Scheme:
First (80-100) The work demonstrates an exceptional degree of commitment, creativity and innovation representing the highest professional quality. 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.
First (70-79) The work demonstrates an outstanding degree of commitment, creativity and innovation. The blog is articulate, clearly structured and technically very assured meaning all elements combine to create an exciting version of the required finished product. It is very successful on both informative and emotional levels and maintains a high level of interest. Shows a wholly appropriate use of the medium.
2:1 (60-69) The work overall, successfully fulfils the aims of the assessment criteria and its meaning is clear. It is clearly written, well structured and technically assured. It may have many of the qualities of a 70+ presentation, but without the excitement or innovation. There may be minor areas of the blog that do not show full commitment, understanding or accurate recording of information, for example a lack of attention to detail. Shows an appropriate use of the medium.
2:2 (50-59) The work is successful in meeting its aim and the overall meaning clear. There may, however, be problems with structure or execution of the blog, which leads to some confusion in parts. It is often lacking in imagination and is uninspiring and conventional. The overall concept is incomplete, so that the final blog may lack cohesion and integration and it may omit some important (but not crucial) aspects of the subject matter. Overall, it is technically competent (the lower marks may have problems here, but even these will have their saving graces). Shows a generally appropriate use of medium, but perhaps there is a better way of doing it.
3 (40-49) The work may communicate with difficulty, recipient has to concentrate to draw out what it means. It may have elements that are poorly structured and 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. It lacks cohesion and may be scrappily presented. The blog 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.
Fail (20-39) (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. It is 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) (0-19) The body of work presented very strongly suggests that appropriate student involvement falls far 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.
Assessment 2
Assessment task: Practical, Continual Technical Assessment LO 1 & 3
Weighting: 40%
Date/time/method of submission: on-going
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 for the Commercial Techniques 1 module and the requirements to replicate the technique and choreography of the various commercial dance styles. Throughout the course students will be taught set pieces of choreography and techniques relevant to commercial dance. Students must arrive to class ready to work and on time, time keeping is a very important element of this assessment. Failure to attend classes is a breach of Health and Safety regulations for both the individual student and their fellow students, and as such will be reflected in the overall mark of this assessment.
Assessment criteria:
The student’s movement, physical demonstration and performance should demonstrate an understanding of the various appropriate commercial genre/style characteristics taught during this module. Students will be marked against trueness of replication of technique and choreography within class and rehearsals. Students will be assessed on time keeping and participation in physical workshops on an on-going basis.
Marking Scheme:
First (80 -100) The work excels in all/most of the following: technical ability (in a variety of commercial dance genres); criticality; rehearsal; thoroughness; performance; perspicacity; synthesis; intelligence; professional replication of movement. 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 variety of commercial dance genres); criticality; rehearsal; thoroughness; performance; perspicacity; synthesis; intelligence; professional replication of movement. . 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 variety of commercial dance genres); criticality; rehearsal; thoroughness; performance; perspicacity; synthesis; intelligence; professional replication of movement. 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 displays 90% of 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, although the technical ability of the student may need to be developed further and it may not be very well performed. The student displays 90% attendance of all lectures and workshops.
3 (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 at least partially pertinent and coherent. The student has less than 90% attendance.
Fail (20-39) The assignment fails when it is at least three of the following: very badly performed; no understanding of commercial dance techniques; the performer and performance are heavily redundant; incoherent; irrelevant;
lacking energy and the student demonstrates an un-professional 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 commercial dance techniques; irrelevant; lacking in energy and the student demonstrates an un- professional attitude; timekeeping is constantly bad and the student misses less the 80% of class.
Assessment 3
Assessment task: Practical, Performance LO 1, 3 & 4
Weighting: 30%
Date/time/method of submission: Week 14
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 Commercial Techniques 1 and the requirements to replication the technique and choreography of commercial dance. Throughout the course students will be taught set pieces of choreography and techniques relevant to commercial dance. Students must arrive to class ready to work and on time, as time keeping is a very important element of this assessment.
The student’s movement and physical understanding should demonstrate an understanding of appropriate commercial genre/style characteristics taught.
Assessment criteria:
The student’s movement and physical replication should demonstrate a clear understanding of appropriate genre/style characteristics associated with commercial dance technique and set choreography and will be marked against the trueness of replication of said choreography and style. Students will be assessed on their performance and professional approach to the performance on and off stage.
Students are expected to execute the given choreography accurately and with performance quality, to show an understanding of classical technique, use of space, how to work within a group and as a solo performer.
Marking Scheme:
First (80-100) (80-100) The work excels in all of the following: technical ability in commercial dance genres; criticality; rehearsal; thoroughness; performance; perspicacity;
professional replication of movement and class. It is the correct timing and length, and the student has attended 100% of module; pertinent, correct and well performed, with a good sense of continuity and a coherent overall structure.
First (70-79) The work excels in three or more of the following: technical ability in commercial dance genres; criticality; rehearsal; thoroughness; performance; perspicacity; professional replication of movement and class. It is the correct timing and length, and the student has attended 100% of module; pertinent, correct and well performed, with a good sense of continuity and a coherent overall structure.
2:1 (60-69) The work displays one or more of the following properties: technical ability in commercial dance genres; criticality; rehearsal; thoroughness; performance; perspicacity. It is the right length, and the student must have attended more than 90% of module lectures and workshops; pertinent, correct and well performed, with a good sense of continuity and a coherent overall structure.
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, although the technical ability of the student may need to be developed further.
3 (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, and the student has less than 90% attendance.
Fail (20-39) The assignment fails when it is at least three of the following: very badly performed; no understanding of commercial dance techniques; the performer and performance are heavily redundant; incoherent; irrelevant; lacking energy and the student demonstrates an un-professional 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; irrelevant; lacking in energy and the student demonstrates an un-professional attitude; timekeeping is constantly bad and the student misses more than 80% of class (requirements of Health and Safety of a dancer/performer).
2.3 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 Hours Full Service Opening HoursMonday 8am - 5pm 9am - 5pmTuesday 8am - 7pm 9am - 7pmWednesday 8am - 7pm 9am - 7pmThursday 8am - 7pm 9am - 7pmFriday 8am - 5pm 9am - 5pmSaturday 9am - 5pm 10am - 5pmSunday 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 Reading Conrad, C (2000) Jerome Robbins That Broadway Man, That
Ballet Man, London, Booth-Clibborn Editions Fitzgerald, T (2009) Hip-Hop and Urban Dance, Chicago,
Heinemann Library
Viewing List: The Royal Family Dola Re Dola- Devdas (2002) Wade Robson Jamie King
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]
3 Things you need to know
3.1 EngagementTeaching 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.
3.2 Need help, just askThe 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.
3.3 Getting support for your studiesThroughout 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
3.4 Student supportIn 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.
3.5 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.
