Search our site
Search our site

Dance Making 2

  • Module code: DC5003
  • Year: 2018/9
  • Level: Year 5
  • Credits: 30.00
  • Pre-requisites: Successful completion of Level 4 Dance Making 1 or equivalent
  • Co-requisites: None

Summary

This module is designed to consolidate the creative and critical concepts introduced at Level 4 and to expand upon improvisatory practices and choreographic techniques. Through the study of different dance and performance genres, students will be expected to make more sophisticated use of choreographic devices and effectively combine creative strategies from said dance genres in the creation of a piece of choreography.

Aims

  • Extend and develop the sophistication with which you express ideas through dance.
  • Increase your knowledge and understanding of different approaches to choreography
  • Practically explore the key ideas and approaches underpinning choreographic skills development
  • Develop your knowledge and understanding of the theories and practices of dance practitioners / choreographers

Learning outcomes

  • Apply choreographic tools with sophistication, to explore and express complex ideas through dance
  • Respond creatively as a choreographer to different musical styles, rhythms and genres
  • Adapt and apply specific choreographic approaches to your work
  • Articulate in writing the rationale behind your performance

Curriculum content

  • European Tanztheater in the 1970s, 80s and 90s: Pina Bausch's Tantztheater Wuppertal and the ‘Eurocrash' choreoegraphers, Wim Vandekeybus, Anne Teresa de Keersmaeker; confrontation between language and the body; influence of American postmodern theory and practice; drawing on the self; breaking down barriers between genres; multiplicity and ambiguity; taking risks
  • British Physical Theatre in the 80s and 90s: Lloyd Newson and DV8, Volcano, VTOL; Newson's manifesto for a physical theatre; incorporation of popular forms; focus on gender; comparison with theatre-based forms, eg Theatre de Complicite, David Glass Ensemble
  • Physical Theatre today: Stan Won't Dance, Frantic Assembly, Fabulous Beast Dance Theatre, Jasmin Vardammon; integration of text and choreography; use of technology; ‘writing the body'; influence of performance art
  • Viewing and discussion of influential choreographic rationales and methods, eg, Lloyd Newson, Pina Bausch, Bode Lawal, Shobana Jeyasingh, Wade Robson, JaQuel Knight, Arlene Philips, Laurieann Gibson, Brian Friedman, Ashley Banjo, Diversity, Peridot
  • Exercises in applying method and approaches of the choreographers studied
  • Exercises in the extended exploration and development of ideas
  • Creation of choreographies with trios, quartets, quintets and sextets

Teaching and learning strategy

The module is delivered through weekly 3 hour practical workshops and seminars. 

Viewings of extracts from recorded performances (students are expected to watch recordings of full performances, and to see live productions in their independent study time) will be supported by class discussion. A parallel embodied exploration of the ideas takes place through practical workshops. Different choreographic techniques and performance genres / dance styles will be studied and explored. Students will then be encouraged to apply these techniques, through whichever style they are working, in the creation of a 10 minute piece of choreography.

Students will be set practical tasks to complete in their independent study time and so will need access to Dance Studios outside of class hours.

The preparation and delivery of the summative assessments for this module will particularly develop the following key skills: Self Awareness: 1) Take responsibility for own learning and plan for and record own personal development, 2)Organise self effectively, agreeing and setting realistic targets, accessing support where appropriate and managing time to achieve and recognise own academic strengths and weaknesses, reflect on performance and progress and respond to feedback, 3) Work effectively with limited supervision in unfamiliar contexts. Interpersonal: 1) Work well with others in a group or team. 2) Work flexibly and respond to change. 3) Give, accept and respond to constructive feedback Communication: 1) Actively listen and respond appropriately to ideas of others

Each week this module provides one hour for the supplementary technique class scheme (STS).                                                            

Breakdown of Teaching and Learning Hours

Definitive KIS Category Indicative Description Hours
Scheduled learning and teaching Practical Workshops 60
Guided independent study Guided Rehearsals 6
Guided independent study Independent Rehearsals 212
Scheduled learning and teaching Technique Class 22
Total (number of credits x 10) 300

Assessment strategy

There are two elements to the assessment strategy. Working in small groups (3 – 5 per group), students will create a 10 minute piece of choreography which will draw on the work of practitioners / choreographers studied throughout the module (70%). Students will also create individual presentations (10 minutes) with questions 30%

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
Apply choreographic tools with sophistication to explore and express complex ideas through dance. 10 minute choreography combining at least two taught elements 70%
Respond creatively as a choreographer to different musical styles, rhythms and genres 10 minute choreography combining at least two taught elements 70%
Adapt and apply specific choreographic approaches to their own work 10 minute choreography combining at least two taught elements 70%
Clearly articulate in writing the rationale behind their performance Individual presentation with questions 30%

Breakdown of Major Categories of Assessment

Assessment Type Assessment Name Assessment Weighting
PRC Choreography 70
PRC 30
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module

Bibliography core texts

Smith-Autard, Jacqueline (2004), Dance Composition, London: A & C Black

Tufnell M & Crickmay C (2004) A Widening Field: journeys in body and imagination, London: Dance Books

Cross, Robert (2004) Steven Berkoff and the Theatre of Self-Performance, Manchester: Manchester University Press

Bibliography recommended reading

Bremser  M (1999) Fifty Contemporary Choreographers: A Reference Guide, London: Routledge

Ingles E (2000) Bakst: the art of theatre and dance, London: Dance Books

Lavender L (1996) Dancers Talking Dance: Critical Evaluation in the Choreography Class, Leeds: Human Kinetics Europe Ltd

Mcauley A (2000) Matthew Bourne and his Adventures in Motion Pictures, London: Dance Books

Cross, Robert (2004) Steven Berkoff and the Theatre of Self-Performance, Manchester: Manchester University Press

Murray, Simon (2003) Jacques Lecoq, London: Routledge

Find a course

Course finder

>
Undergraduate study
Site menu