· Web viewModule Study Guide. Academic Year 2018-2019. Performance Project 1. Location: The...

Module Study GuideAcademic Year 2018-2019

Performance Project 1

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

Module Code: MU4FD15SLevel: 4Credits: 20

Version No 01 © UWL 2016

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

Table of Contents

Performance Project 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............................................................................................810. Reading List.........................................................................................................911. Assessment: General Information....................................................................1012. Details of Assessment.......................................................................................10

Assessment 1..........................................................................................................10Assessment 2..........................................................................................................12

13. Summative Assessment Grid............................................................................1514. External Examiner(s).........................................................................................1615. Statement on Plagiarism...................................................................................1616. Evaluation of the Module...................................................................................1717. Personal Development Plan (PDP)...................................................................1718. If You Have an Issue.........................................................................................1719. Drop-in Support Service....................................................................................1820. Guide to Learning Sessions..............................................................................19

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


Session number: 13.................................................................................................23Session number: 14.................................................................................................24


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 14 Please 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:

Coursework 30%

Practical 70%

Section

Overview and Content4. Welcome to the Module

This module will explore the issues relating to employability in the creative industries, including creating a public performance, setting up a constitution and forming a company. This module will have lectures from visiting specialists including the Arts Council, Creative Partnerships, SEEDA and the Enterprise Centre.

The main focus of this module is for the student to gain a clear working knowledge and understanding of the creation of performance and the day to day running of a small/medium enterprise. Students will participate in practical workshops underpinned with academic lectures exploring the philosophy behind the creation of their work underpinned with visits from visiting specialists.

5. Timetable/Venue/Rooms

Please see timetable and time-plan

6. Aims of the Module

The aims of the module are to:

• Enable students to develop artistry, organisational and collaborative skills needed in making and presenting their own work

• Enable students to recognise and develop creative imagination, physical skills, and intellectual judgement while developing competence and confidence in performing in cross art forms

• Encourage students further develop performance skills and increase their CV in a work environment

• Gain a clear understanding of working in the creative industries


A

7. Learning Outcomes

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

LO1. demonstrate a clear understanding of the running of a small enterprise

LO2. Be able to critically analyse the creation of a performance and the issues which effect growth in within creative industries

LO3. Apply working skills and manage the priorities of dance company

LO4. Be able to apply the theory of running a performance by putting it into practice

LO5. apply appropriate technical skills and knowledge to translate conceptual ideas into a viable accessible form

LO6. implement and work within health and safety procedures and apply them within the work place

8. Content of the Module

Students will participate in lectures regarding the running of a performance and create a performance with one primary tutor; visiting practitioners will facilitate specific areas of work relating to company repertoire and the running of a small business. Students will gain a physical understanding and experience the devices and methods used to create performance and performance practitioners while ensuring audience development.

9. Learning Resources

Students will learn production skills from one primary teacher with visiting practitioners facilitating specific areas of work. The majority of the module will be delivered through workshop/practical sessions.

Students will learn from one primary tutor with visiting practitioners. Students will explore how to run a small/medium enterprise and create a performance in a professional venue. The module will be delivered through workshops/seminars and lectures guided by the tutor.

All students will be expected to use self-directed time to create material for the performance, organise and investigate, experiment and explore the practices of running and managing a professional company and performance as part of the assignment work. All students will be encouraged to reflect and evaluate how they apply their knowledge and understanding of the dance industry within the creation process.


Lectures and seminars/workshops will reinforce the need for 'audience feedback' to enable the students to understand how the ‘performance is received by the client/audience.

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

Core: Howkins, J (2002) The Creative Economy, UK, Penguin Books

Additional texts: SEEDA, (2000) Cultural and Creative Industries

Hartley, J (2004) Creative Industries, UK, Blackwell Publishing

Pearce, J (2003) Social Enterprise in Anytown, UK, Calouste Gulbenkian Foundation


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: Portfolio (Critical, reflective theory/practical diary

Weighting: 30%

Date/time/method of submission: On-going (Due week 14)

Word count or equivalent: There is no word count requirement for this assignment however, as a guide each section should consist of somewhere between 500 – 750 words


Assessment criteria:

The portfolio will demonstrate the students understanding of some of the current debate on audience development and the development of SME’s. Although students should express their opinion as a matter of course, this should be supported by existing academic literature relating to the subject and Harvard referenced. As well as demonstrating what students have learned, the portfolio will demonstrate understanding and knowledge of subject matter a small percentage of the overall mark will be based upon presentation, literacy and communication skills.

Marking scheme:

80-100The 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.

70-79The 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.

60-69The 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.

50-59The 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.

40-49The 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 Form I – Module Study Guide template – April 2016 Page 12 of 29

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 (Referral) 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.

Assessment 2

Assessment task: Performance and continual assessment

Weighting: Performance and continual assessment – 70%

Date/time/method of submission: Performance and continual assessment – week 14 and on going

Word count or equivalent: Performance piece (10 mins), mood book

Assessment criteria: At the start of the semester students will be given an overview of the requirements of participating and hosting performance. Students will manage every element of the performance from delivery, participation and promotion. Students must arrive to class ready to work and time keeping is a very important element of this assessment.


http://www.creativeacademy.org/

Students will be assessed on time keeping and participation in physical workshops on an ongoing basis.

Marking scheme:

80-100The 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.

70-79The 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.

60-69The 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.

50-59The 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.

40-49The 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 (Referral) 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.


http://www.creativeacademy.org/

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

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

Practical 1-6 N/A Week 14 and on going

40 70% 10 working days after semester end


14. External Examiner(s)

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

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

Name Jane White

Job Title Course Leader

Institution Arts University Bournemouth

15. Statement on Plagiarism

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

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

For further advice on plagiarism go to the UWL website:

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


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

16. Evaluation of the Module

i) Evaluation framework

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

ii) Improvements made in response to student feedback

N/A

17. Personal Development Plan (PDP)

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

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

18. If You Have an Issue

If you have an issue with the module or course you should speak to your personal Form I – Module Study Guide template – April 2016 Page 18 of 29

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

[In this section, please detail what will be covered in each individual learning session. Include each session as a separate section; copy the sections below to make additional sessions. Delete all guidance text in blue]

Session number: 1

Venue: The Creative Academy

Understanding the generic performance skills and introduction to portfolio work

Key concepts/issues: Understanding generic performance skills

Understanding generic company requirements and job rolls

How to create a student company

Explaining portfolio requirements

Delivery method: Seminar/Workshop

Formative/summative assessment opportunities: Portfolio and performance

Essential reading for this session: Howkins, J (2002) The Creative Economy, UK, Penguin Books

Recommended reading for this session: N/A

Independent study: N/A

Session number: 2


Preparing student company:

Key concepts/issues: Explore the concept of company management

Electing individuals for job rolls within a company environment

Visit examples of previous years work and brain storm ideas for current show.



Essential reading for this session: Howkins, J (2002) The Creative Economy, UK,


Penguin Books



Session number: 3


Starting the creation process

Key concepts/issues: Student company will be split into groups, starting the creation proves based off of source material from chosen production






Session number: 4


Essay questions

Key concepts/issues:

How can you ensure a project is Fundable?

Explanation to the essay questions







Session number: 5


Creation Process

Key concepts/issues: Student company will continue to develop the creation process of selected scenes so far






Session number: 6


Resources

Key concepts/issues: Create a resource pack for teaching dance to young people

What types of learner are there?

How do you engage different learning styles with resources?

What is audience development?






Session number: 7


Creation continued

Key concepts/issues: Student company will continue to create their performance







Session number: 8


Creation continued and reflection

Key concepts/issues: Students will reflect and assess their progress so far



Essential reading for this session: N/A


Independent study: Rehearse any material created in workshops

Session number: 9









Session number: 10










Session number: 11









Session number: 12









Session number: 13










Session number: 14


Final Performance

Key concepts/issues: Student company will perform their production to a live audience

Delivery method: Performance

Formative/summative assessment opportunities: Portfolio and performance Essential reading for this session: N/A




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