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Dance Teaching and Leading 1

  • Module code: DC5006
  • Year: 2018/9
  • Level: Year 5
  • Credits: 30.00
  • Pre-requisites: Successful completion of Level 4 Dance requirements or equivalent
  • Co-requisites: None

Summary

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.  This module also prepares students who wish to undertake the additional qualification of the Diploma in Dance Teaching and Learning (Children and Young People) for examination in Unit 1 at the end of the academic year.

Aims

  • To introduce students to concepts and issues relevant to dance education
  • To develop practical skills and knowledge of dance teaching and learning

Learning outcomes

  • Demonstrate knowledge and critical understanding of the principles and approaches to teaching and learning in dance
  • Demonstrate knowledge and understanding of safe and effective planning and evaluation of teaching and learning in dance
  • Demonstrate knowledge and understanding of planning for an inclusive learning environment
  • Demonstrate skill in the delivery of safe and effective dance teaching 

Curriculum content

  • Learning theories
  • Child development
  • Teaching styles and strategies for developing learning
  • Models of dance education
  • Safe working in creative work and when teaching for progression
  • Approaches to developing creativity
  • Session planning including planning for safe practice, differentiation, progression
  • Assessing learning and achievement
  • Effective use of resources for dance teaching
  • Policies and procedures for teaching contexts (for example safe guarding, equal opportunities)
  • Developing interpersonal and communication skills for differing groups
  • Management of groups (behaviour management, different approaches dependent on role, context and group)
  • Diversity and inclusion

Teaching and learning strategy

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.

Breakdown of Teaching and Learning Hours

Definitive KIS 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

Assessment strategy

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.    

  • Dance Teaching Unit of Work Plan (2,000 words) 30%
  • Rationale (1,500 words) 30%
  • Practical teaching assessment 40%

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, which also forms part of the Unit 1 assessment for the Diploma in Dance Teaching and Learning.

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

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

Breakdown of Major Categories of Assessment

Assessment Type Assessment Name Assessment Weighting
CWK Dance teaching unit of work plan 30
CWK Rationale 30
PRC Practical teaching assessment 40
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

Sanders, L. (ed.) (2012) Dance Teaching and Learning: Shaping Practice London: Youth Dance England.

Bibliography recommended reading

Brinson, P. (1991) Dance as Education: towards a national dance cultureLondon: 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.

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