This module develops students' understanding and skills relevant to dance teaching and learning. The module is designed for students who have an interest in developing knowledge and skills for teaching dance either in the community sector or within formal educational contexts in any dance style. The module content includes educational theory, learning and teaching styles, inclusive dance practice, and the professional codes and conduct of a dance teacher. During the module students will gain experience in planning, teaching and evaluating sessions with their peers, as well as external classes.
Across the year students will participate in weekly two hour sessions that may be structured as lectures or discussion groups to introduce and examine areas of educational theory and professional practice, or practical workshops to assist students to develop key skills in dance teaching and leading.
A number of key skills are developed as part of this module. In particular students will develop self-awareness, research and information literacy, communication, inter-personal, management and leadership, and creativity and problem-solving skills. A number of activities will develop these skills including small group and class discussion, practical teaching planning and execution tasks, reflective exercises and research tasks.
The module will make use of the Virtual Learning Environment (VLE) Canvas for communication and dissemination of information between students and staff as well as making online learning materials available to all. Students should check this site on a daily basis for module information, timetables, sign-ups, updates and additional information and teaching materials.
All courses based in the Kingston School of Art offer students free access to the online video tutorial platform Lynda.com. This provides a wide range of subjects to choose from, many with downloadable exercise files, including software tutorials covering photography, graphics, web design, audio and music, CAD and Microsoft Office software, as well as courses on business and management skills. Some of these are embedded in the curriculum and offer additional self-paced learning, others may be taken at will by students wishing to broaden their employability skills in other areas.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lecture / seminar | 22 |
| Scheduled learning and teaching | Practical workshop | 22 |
| Guided independent study | Independent study | 256 |
| Total (number of credits x 10) | 300 | |
The assessments for this Level 5 module test the key academic and practical skills students require to progress effectively on the degree programme. The in-class practical teaching assessment takes place towards the end of the academic year in one of the many practice teaching sessions that students will be involved in with their peers.
Students will complete first drafts of set tasks during the course of study, and receive feedback on these before final submission. There will also be elements of formative assessment including practical teaching assessments and a movement description and analysis task.
| Learning Outcome | Assessment Strategy |
|---|---|
| Demonstrate knowledge and critical understanding of the principles and approaches to teaching and learning in dance | Dance Teaching Unit of Work Plan and Rationale |
| Demonstrate knowledge and understanding of safe and effective planning and evaluation of teaching and learning in dance | Dance Teaching Unit of Work Plan and Rationale |
| Demonstrate knowledge and understanding of planning for an inclusive learning | Dance Teaching Unit of Work Plan and Rationale |
| Demonstrate skill in the delivery of safe and effective dance teaching | Practical teaching assessment |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Dance teaching unit of work plan | 30 |
| Coursework | Rationale | 30 |
| Practical exam | Practical teaching assessment | 40 |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module.
Sanders, L. (ed.) (2012) Dance Teaching and Learning: Shaping Practice London: Youth Dance England.
Brinson, P. (1991) Dance as Education: towards a national dance culture London: Falmer.
Brinson, P. (ed.) (1982) The Arts in Schools: principles, practice and provision London Calouste Gulbenkian Foundation.
Dance UK (2002) Dance Teaching Essentials London: Dance UK.
Gough, M. (1999) Knowing Dance: A Guide for Creative Dance Teaching London: Dance Books.
McFee, G. (2004) The Concept of Dance Education Eastbourne: Pageantry.
Mumford, A. (1999) Effective Learning Institute of Personnel Development.
Sidall, J. (2010) Dance in and Beyond Schools: An Essential Guide to Dance Teaching and Learning London: Youth Dance England.
Smith-Autard, J. (1994) The Art of Dance in Education London: A & C Black.
Topping, K. & Maloney, S. (2005) The RoutledgeFalmer Reader in Inclusive Education London: Routledge Falmer.