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Module Study GuideAcademic Year 2018-2019

Choreography 1

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

Module Code: MU4FD17SLevel: 4Credits: 20

Version No 01 © UWL 2016

Form I – Module Study Guide template – April 2016 Page 1 of 29

Table of Contents

Choreography 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..............................................................................................77. Learning Outcomes.............................................................................................88. Content of the Module.........................................................................................89. Learning Resources............................................................................................910. Reading List.........................................................................................................911. Assessment: General Information....................................................................1112. Details of Assessment.......................................................................................11

Assessment 1..........................................................................................................1113. Summative Assessment Grid............................................................................1414. External Examiner(s).........................................................................................1515. Statement on Plagiarism...................................................................................1516. Evaluation of the Module...................................................................................1617. Personal Development Plan (PDP)...................................................................1618. If You Have an Issue.........................................................................................1719. Drop-in Support Service....................................................................................1720. Guide to Learning Sessions..............................................................................18

Session Number: 1..................................................................................................18Session number: 2...................................................................................................18Session number: 3...................................................................................................19Session number: 4...................................................................................................19Session number: 5..................................................................................................20Session number: 6...................................................................................................20Session number: 7...................................................................................................21Session number: 8..................................................................................................21Session number: 9...................................................................................................21Session number: 10.................................................................................................22Session number: 11.................................................................................................22Session number: 12.................................................................................................23Session number: 13.................................................................................................23


Session number: 14.................................................................................................23Appendix....................................................................................................................25


1. Module Leader, Teaching Team and Module Administrator Details

Include the full details of Module Leader, Module Tutors, and Administrator

Module Leader Joshua Pilmore

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

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: Week 14Please 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:

Exam 0%

Coursework 0%

Practical 100%

Section

Overview and Content4. Welcome to the Module

Welcome to Choreography 1. Over the next semester students will learn a great deal about contemporary, commercial and classical dance specifically the techniques used in choreography to create new works. Most of the important information students require for this module is contained in this document. To ensure students are meeting the needs of this module and able to achieve successfully they should familiarize themselves with this document.

5. Timetable/Venue/Rooms

Timetables are emailed to students PRIOR to semester

6. Aims of the Module

Aims of this module:

• To enable students to develop artistry, the organisational and collaborative skills needed in making and presenting dance.

• To enable students to develop an understanding of the principals of choreography, the choreographic devices and methods used in the creation of movement.

• To enable students to recognise and develop creative imagination, physical skills and intellectual judgement.

• To enable students to develop competence, confidence in creating dance and performance skills while displaying innovative approaches and openness to experimentation in realising a dance.

• To enable students to demonstrate professional approach to work, working creatively in collaboration with others to achieve shared goals and respond appropriately to direction


A

7. Learning Outcomes

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

LO1. Demonstrate the application of technical dance skills to choreograph, create and design original dance to an expectably professional standard while understanding the essential aspects of the principles and devices used in the creation of choreography.

LO2. Have a clear understanding and knowledge of spectatorship and audience development.

LO3. Critically analyse and evaluate a variety of choreographers’ work, including critically evaluating self and peers’ creation of a choreographic work.

LO4. Demonstrate commitment to their practice and to fellow students by attending all module lectures and workshops. Failure to do so will be a Health and Safety risk to the student and their peers and as such will reflect on their overall mark for this module.

LO5. Choreograph long and short form dances using a range of commercial and contemporary dance techniques

LO6. Work independently and build team skills

8. Content of the Module

This module will explore the technique and vocabulary of movement identifying and analysing the socio-cultural issues and techniques developed for choreography. The student will learn and perform sequences of movement choreographed by the tutor, engaging creatively with the material; exploring primary movement principles 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 dance 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 historic topics, choreographic devices and replicate the movement of specific techniques in the creation of their own material. This subject will support the historic element of the technique modules and is underpinned by all modules.

Students will learn from one primary tutor with visiting practitioners. Students will explore how to use and apply chorographical devices within workshops/seminars and lectures guided by the tutor.

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 and choreography within the creation process.

Lectures and seminars/workshops will reinforce the need for 'audience feedback' to enable the creator to understand how the ‘ballet’ is being received by the client/audience.


When it is appropriate, students will be required to obtain audience feedback to enable them to see their work more objectively.

9. Learning Resources

Students will learn from one primary teacher with visiting practioners facilitating specific genres of dance practice. The majority of the module will be delivered through lectures and seminars with some workshop/practical sessions.

Students will identify dance and draw conclusions from the historic elements of that time period. The students will engage creatively with the material and demonstrate their understanding of the movement associated with a specific genre.

Each tutor will bring to the classes his or her particular knowledge and experience of contemporary dance training and performance. This will demonstrate the importance of physical training and adaptability within the dance industry and the role that dance plays in shaping popular culture

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.

Core:Bremser, M. (2009), Fifty Contemporary Choreographers, NYC, USA, Routledge

Additional Texts: Burrows, J (2010) A Choreographers Handbook, London, UK, RoutledgeHorosko, M (2002) Martha Graham The evolution of her dance theory and training, University press of Florida.Nunn, M and Trevitt, W, The Rough Guide to Choreography, UK, Arts Council, England.


Viewing List:DV8 - Enter AchillesAlvin Ailey - Wade in the waterThe Royal Family Hip Hop international 2015 Beyonce - Run the world (Billboard 2011)Shobana Jeyasingh – Surface TensionJanet Jackson – (Velvet Rope Tour) – If & Rhythm Nation Jamie King – (Confessions Tour, Madonna) –JumpMartha Graham – Maple leaf RagRichard Attenborough – Chorus LineMerce Cunningham – A lifetime in danceChristopher Bruce – Ghost DancesRobert North – Lonely Town, Lonely StreetArthur St. Leon – Giselle

Other Learning Resources (journals, databases, Websites)Dancing Times www.dance4.co.ukDancing Times www.southeastdance.org.uk Dance TodayStructure of Learning Resources for Open Learning and E-Learning

The foundation degree will offer an electronic learning environment for all students on the course. Students enrolled on the foundation degree will be part of an electronic community and will have access to a virtual learning environment through:

Email between staff and students Electronic Bulletin Boards Course Information Learning materials Access to the Internet for researchThis will be through the Thames

Valley University students intranet ‘Blackboard’, Students production office at The Enterprise Hub and Slough Borough Council, UK Online centres


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 on-going tutor observation, an individual presentation and the performance of a dance theatre piece. 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. The presentation assessment will demonstrate the student’s own investigation of the cultural framework in which dance theatre has developed with reference to a particular dance theatre director/choreographer or company. An understanding of the socio-political and cultural issues that shaped the development of dance theatre, particularly in Western Europe, apply to all areas of this work.

12. Details of Assessment

Assessment 1

Assessment task: Choreography Solo

Weighting: 100%

Date/time/method of submission: Week 14

Word count or equivalent: 4-5 minutes

Assessment criteria:


Students will demonstrate a readiness to improve and develop creativity whilst choreographing a short solo performance piece for their selected partner. Students should learn how to work with people with different strengths and weaknesses to their own with professionalism. The solo must incorporate the use of stimuli with an overall linking theme.

Marking scheme:

80-100 The work excels in all or most of the following: intelligence; performance; 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, correct and carefully constructed, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude to choreography, performance 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, performance 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, performance 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.

20-39 (Referal)


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

0-19 (Fail) The work fails (badly) when it is all, or all but one, of the following: very badly performed; 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 Grades are posted on the student area at www.creativeacademy.org within 15 working days of the assessment and feedback is emailed to the students within 10 working days of the end 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

Solo 1-6 4-5 minutes Week 14 40 100% 10 working days after semester ends.


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

Alternate who shows choreography progression first each week.

Choreography presentation removed from module.

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

Intoduction to the module

Key concepts/issues: Introduction to choreography, practical assignment

Delivery method: Seminar/Workshop

Formative/summative assessment opportunities: Solo

Essential reading for this session: Bremser, M. (2009), Fifty Contemporary Choreographers, NYC, USA, Routledge

Recommended reading for this session: N/A

Independent study: Research into what a theme is and how these can be used in dance

Reference to resources: N/A

Session number: 2


Devices and principles

Key concepts/issues: Explore choreography, improvisation and experimentation

-What are states of tension?

-How can technique be used in choreography





Independent study: Create a rehearsal schedule within partners. Make notes about what inspires you

Reference to resources: N/a


Session number: 3


Stimuli

Key concepts/issues: Discuss stimuli and how they are used to create movement

-What themes come through when using stimuli

-What variety of stimuli can be used to create dance




Alvin Ailey – Wade in the water


Independent study: Research and find an image to use for stimuli within choreography, not down things that inspire you.

Reference to resources: https://www.youtube.com/watch?v=l9uEq9Sjefg

Session number: 4


Stimuli continued

Key concepts/issues:

-How had the convergence of technology and arts changed the dance horizon?

-How can you create dance material using visual art and media?




DV8

Beyonce Billboard Performance 2011


Independent study: Research what choreographic devices can be used for a group of 4 or more dancers


https://www.youtube.com/watch?v=l9uEq9Sjefg

Reference to resources: www.youtube.com

www.DV8.co.uk

Session number: 5


Creation

Key concepts/issues: Explore how to create dance physically in groups.

-How can you create dance in groups?

-What improvisation skills are needed when developing a dance based on a theme?



Essential reading for this session: N/A


Independent study: Critically analyse a piece of choreography. What did you like, what did you not like?


Session number: 6


Performance

Key concepts/issues: Continue to explore how dance is created and perform pieces to each other.

-How can you critically analyse your own and others work?





Independent study: N/A



Session number: 7


Choreographers:

Key concepts/issues: Discuss a variety of modern choreographers

-How can other choreographers influence an individual’s work?



Essential reading for this session:

Janet Jackson (Velvet Rope Tour) – If & Rhythm Nation

Jamie King (Confessions Tour, Madonna) – Jump

The Royal Family, Hip Hop International (2015) Parris Goebl



Reference to resources: www.youtube.com

Session number: 8


Pina Bausch

Key concepts/issues: Explore how Pina Bausch was influenced by the socio cultural issues within dance during the later part of the 20th Century

Why did Bausch reject her classical training?

What can be learned from Bausch’s approach to choreography?







Session number: 9



Lea Anderson

Key concepts/issues: How did the bright star of the 80’s choreography influence others?

How did Anderson use comedy to break down boundaries in dance?



Essential reading for this session: London Dance



Reference to resources: www.londondance.com

www.thecholmondeleys.org

Session number: 10


Jamie King:

Key concepts/issues: Explore how Jamie King has influenced some of music’s biggest stars

What are the influences seen in Jamie Kings choreography?

How has Jamie King used popular music to create choreography?





Independent study: Research Break, Hip Hop, Vogueing and Street dance on the internet

Reference to resources: www.google.com

Session number: 11


Choreography

Key concepts/issues: Experiment with choreographic practices.

-What themes and imagery can be used to create new Ballets?



Essential reading for this session: N/AForm I – Module Study Guide template – April 2016 Page 24 of 29




Session number: 12


Choreography continued

Key concepts/issues: In groups present work in progress







Session number: 13


UK Dance Industry

Key concepts/issues: Discuss UK dance industry and continue with dance practice

How is contemporary dance continuing to develop in the UK and what are its challenges?

How can we possibly make a new statement, create original art or challenge systems using our own choreography?






Reference to resources: www.britishcouncil.org

Session number: 14


Solo performance exam


Key concepts/issues: Perform choreography to live audience








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