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Access to Dance

  • Module code: DC6003
  • Year: 2018/9
  • Level: Year 6
  • Credits: 30.00
  • Pre-requisites: Successful completion of Level 5 Dance requirements or equivalent
  • Co-requisites: None

Summary

This Level 6 optional module enables students to undertake a placement with an professional dance organisation in a career path of their choice (for example community dance teaching, teaching dance in schools, community dance management, dance event organisation, dance company management, dance company outreach).  Initially students attend lectures at the University that will prepare them for applying for a placement, and then undertaking the placement successfully.  With help and advice from the module tutor students then organise their own placement with a relevant organisation, company or venue.  Whilst on work placement students must plan and manage a specific project, the focus of which is decided on with their placement host and is dependent on the type of placement (e.g. education, outreach, dance event management, project management, marketing).  The amount of time students spend in the placement will vary depending on the kind of activity with which they are involved.  Students should complete a minimum of 40 hours on placement (and a maximum of 120 hours) during the year long module.  Access to Dance also prepares students who wish to undertake the additional qualification of the Trinity College Diploma in Dance Teaching and Learning (Children and Young People) for examination in Unit 4 at the end of the academic year. 

Note: Students opting to be assessed for the Diploma will need to undertake a minimum of 60 hours of placement experience in a dance teaching or leading context for children and young people.  They will also undertake an additional final practical teaching assessment at the end of the academic year.

Aims

  • Develop students' skills and experience in professional dance contexts.
  • Enable students to apply their knowledge and understanding of relevant cultural theory and dance practice to the experience and analysis of professional dance practice.
  • Enable students to test and evaluate their own skills in relation to the professional workplace.

Learning outcomes

  • Demonstrate independent organisational and communicative skills in arranging a work placement.
  • Demonstrate self-motivation, self-management and professionalism in undertaking a work placement.
  • Utilise and develop their own skills and knowledge in the context of a work placement.
  • Critically reflect upon their own professional work in relation to specific project aims, and relate to the wider context (for example national policy, theoretical models or frameworks).
  • Critically evaluate their contribution to a professional workplace.

Curriculum content

  • Examples of work undertaken by relevant companies and organisations, including: agencies such as Dance UK, ADAD, GDA;  companies such as Random, Candoco, Robert Hylton; Education/Outreach Departments of venues such as SBC, Sadlers Wells; Festivals such as Dance Umbrella, LIFT; primary and secondary schools and colleges of further education, community dance projects.
  • Drafting letters of application, updating the CV, applying for CRB clearance
  • Responsibilities and professional behaviour in the workplace
  • Reflective writing
  • Skills of evidence collection, observation and evaluation 

Teaching and learning strategy

In the early stages of the module, students are re-introduced to ideas relevant to professional practice through two hour lectures and presentations. With help and advice from the module tutor, students will organise their own placement with a relevant organisation, school, company or venue.  The amount of time the student spends in the placement will vary depending on the kind of activity with which they are involved but students should undertake a minimum of 40 hours on placement (and a maximum of 120 hours) during the year.  Interventions, in the form of group meetings, will also support the students whilst on placement (and in preparation for their assessments).  

The module tutor will liaise with placement hosts to ensure suitable activities for and proper supervision of students in the workplace and both students and placement hosts will be provided with a placement handbook outlining their roles and responsibilities. Students take responsibility for ensuring that their placement responsibilities do not clash with or have a negative influence upon other aspects of their degree studies; a statement concerning this will be included in the placement host's handbook.

A number of key skills are developed as part of this module.  The skills developed will be dependent on the type of work placement undertaken but may include self-awareness, research and information literacy, communication, numeracy, inter-personal, management and leadership, and creativity and problem-solving skills.  

Breakdown of Teaching and Learning Hours

Definitive KIS Category Indicative Description Hours
Scheduled learning and teaching Lecture / seminar 14
Study abroad / placement Placement 40
Guided independent study Independent study 246
Total (number of credits x 10) 300

Assessment strategy

During the planning and execution of the student's work placement project they will document their work in a project file.  At the end of the placement this material is then organised as supporting documentation for a summary and critical evaluation of the project, which is submitted as the Professional Project assessment.  

The Professional Project should include a Professional Reference written by the placement host.  This additional document is used to support the assessment, and verification, of the Professional Project.  The Professional Reference is external to the word count for the assessment.

  • Professional Project (including a Professional Reference) (3,500-4,000 words)

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 a project proposal. 

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
Demonstrate independent organisational and communicative skills in arranging a work placement. Formative assessment in arranging a work placement
Demonstrate self-motivation, self-management and professionalism in undertaking a work placement. Professional Project
Critically analyse an aspect or aspects of the organisation's work in relation to their specific aims, and relate to the wider context (for example, national policy, theoretical models or frameworks). Professional Project
Utilise and develop their own skills and knowledge in the context of a work placement. Professional Project
Critically evaluate their contribution to a professional workplace. Professional Project

Breakdown of Major Categories of Assessment

Assessment Type Assessment Name Assessment Weighting
CWK Professional project 100
Total (to equal 100%) 100%

Achieving a pass

It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module

Bibliography core texts

Amans, D. (2008) An Introduction to Community Dance Practice Hampshire: Palgrave Macmillan.

Jasper, L. & Siddal, J. (1999) Managing Dance: current issues and future practices Horndon: Northcote House.

Bibliography recommended reading

Amans, D. (2010) Passport to Practice: an induction to professional practice in community dance Leicester: Foundation for Community Dance.

Brinson, P. (1991) Dance as Education London: Falmer.

Brinson, P. (ed.) (1982) The Arts in Schools: principles, practice and provision London Calouste Gulbenkian Foundation.

Carty, H. (2005) Serious about Dance? Let's Talk: Asian, African, Caribbean, Disability and Community Dance Leicester: Peepul Centre.

Dance UK (2002) Dance Teaching Essentials London: Dance UK.

Fisher, J. & Shelton, B. (2002) Face to Face: making dance and theatre in community Melbourne: Spinifex Press.

Gough, M. (1999) Knowing Dance London: Dance Books.

Jones, I. (2010) Dance and Disabled People Handbook Leicester: Foundation for Community Dance.

Kuppers, P. (2007) Community Performance: an introduction London:Routledge.

Kuppers, P. & Robertson, G. (eds.) (2007) The Community Performance Reader London: Routledge.

Matarasso, F. (1997) Use or Ornament? The social impact of participation in the arts Stroud: Comedia.

McLaren, P. and Leonard, P. (2004) Paolo Freire: a critical encounter London:Routledge.

Nind, M. et al, (2003) Diverse Perspectives London: David Fulton.

Palmer, J. (2001) Fifty Modern Thinkers on Education: from Piaget to the Present Oxon: Routledge.

Pethybridge, R. (2010) Dance and Age Inclusive Practice Leicester: Foundation for Community Dance.

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: RoutledgeFalmer.

Tufnell, M. (2010) Dance, Health and Wellbeing Handbook Leicester: Foundation for Community Dance.

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