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Performing Techniques 2

  • Module code: DC6008
  • Year: 2018/9
  • Level: Year 6
  • Credits: 30.00
  • Pre-requisites: Successful completion of DC5008 or equivalent
  • Co-requisites: None

Summary

This module offers students the opportunity to continue enhancing and developing the knowledge, cognitive and practical skills acquired in Performing Techniques 1 (L5).  The reflective essay at L5 serves as the departing point from which students will develop and engage analytical and reflective modes of inquiry in order to consolidate, deepen and enhance the skills acquired at level 5.

The module emphasises the relationship between practical class work and the performance of repertoire (e.g. canonical works and works from renown choreographers of the 20th and 21st century). The module will develop students’ knowledge and understanding of dance techniques and performance practice. Performing techniques 2 allows students to engage in the analysis and reflection of their own practice and consequently develop knowledge, understanding, and the technical and interpretive skills required to perform repertoire. 

The students will draw on practical and performance theories through participating and engaging with:

  • Technique classes.
  • In-depth theoretical discussions and analytical practice.
  • Practical performance of selected repertoire.
  • Historical and critical research of the selected repertoire
  • Reflective practice.

 

Aims

  • To develop and enhance the technical foundation and skills developed at L5.  
  • To acquire a thorough conceptual and embodied knowledge and understanding of performance practice.
  • To develop knowledge, understanding and technical expertise required in the performance of repertoire and class work. 

Learning outcomes

  • Demonstrate a thorough embodied and conceptual understanding of specific dance techniques and performance styles.
  • Demonstrate an understanding of the interrelation between theory and practice in performance.
  • Ability to perform selected repertoire demonstrating advanced technical skills, interpretive skills and stylistic accuracy.
  • Ability to critically evaluate and apply appropriate theories to the refinement and development of technical and artistic skills with minimum guidance.
  • Ability to work professionally as an individual learner and interact within a group, taking part in a variety of roles (e.g. leadership, supportive).

Curriculum content

Performance techniques:

  • Contemporary dance (e.g. Cunningham technique, Limón, Graham, release, contact).
  • Ballet
  • Bharathanatyam
  • Jazz
  • Natural Movement (Madge Atkinson’s method).
  • Spanish Dance (e.g. flamenco, escuela bolera).

Performance Theory

Performance Analysis (i.e analysis of practical elements in class and analysis of own performance)

Reflective Pratice

Repertoire (e.g. canonical works and works from renown choreographers of the 20th and 21st century)

 

Teaching and learning strategy

The module is delivered via practical sessions and seminars. The practical classes focus on the technical, artistic and practical aspects of dance performance. The seminars will introduce students to a range of performance theories (i.e. Schechner), analytical and evaluative exercises as well as a range of readings that will inform and support the learning experience and enhance their performance.  It is expected that students develop their own practice in independent study that engages reflexively with materials and concepts studied in class. Studio time is assigned to this activity and it is expected that this element of the module will contribute to the student’s professionalism. 

The assessment for this module is designed to increase students’ awareness and knowledge through a progressive mode of assessment. Support and feedback will be provided during the academic year via formative tasks, class exercises and discussions. Students will have to complete a work book/ journal in which they annotate feedback, reflect on their practice and engage in the entwinement and understanding of the interrelation between theory and practice in performance.

In terms of summative assessment, the assessment the students will be assessed in teaching block 1 on technique skills and in teaching block 2 on the performance of a selected piece of repertoire.

In terms of formative assessment, the module will also include an on-going formative workbook/work journal containing the observations, research, reflections, analysis, evaluation and theoretical reflections undertaken during the year.  These formative tasks can include individual presentations, class presentations and group discussions geared to enhance the students’ understanding of the repertoire under study, as well as the relationship between technique and performance. The presentations might focus on feedback analysis  (i.e. received at the end of level 5 as well as during class time) and present an evaluation of their practice, needs and action plan for the enhancement of their performance and practice. Attention to reflective practice will inform these formative assessments. 

 

 

Breakdown of Teaching and Learning Hours

Definitive KIS Category Indicative Description Hours
Scheduled learning and teaching Practical sessions 60
Guided independent study Independent Study 240
Total (number of credits x 10) 300

Assessment strategy

The assessment for this module is designed to increase students’ awareness and knowledge through a progressive mode of assessment. Support and feedback will be provided during the academic year via formative tasks, class exercises and discussions, relating to the genre / style studied.

In terms of summative assessment, firstly students will be assessed on technical skills in class (Teaching Block 1) and secondly will be assessed on the performance of a selected piece of repertoire (Teaching Block 2).

Throughout the module, students will be set formative tasks, which will take place during class time and through independent study and might include for example, individual presentations, class presentations and group discussions geared to enhance the students’ understanding of the repertoire under study, as well as the relationship between technique and performance. Tasks might focus on feedback analysis  (i.e. received at the end of level 5 as well as during class time) and present an evaluation of their practice, needs and action plan for the enhancement of their performance and practice. Attention to reflective practice will also inform formative assessments. 

 

 Portfolio (4000 words) 100%

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
Demonstrate a thorough embodied and conceptual understanding of specific dance techniques and performance styles. Formative: During practical sessions and group tasks. Summative: Technique Class or selected repertoire.
Demonstrate an understanding of the interrelation between theory and practice in performance Formative: During Seminar sessions and group tasks.
Ability to perform selected repertoire demonstrating advanced technical skills, interpretive skills and stylistic accuracy Formative: During practical sessions and group tasks. Summative: Technique Class or selected repertoire.
Ability to critically evaluate and apply appropriate theories to the refinement and development of technical and artistic skills with minimum guidance. Formative: Self-evaluation (teaching block 1) Summative: Technique Class and Repertoire
Ability to work professionally as an individual learner and interact within a group, taking part in a variety of roles (e.g. leadership, supportive). Formative: independent study and group tasks.

Breakdown of Major Categories of Assessment

Assessment Type Assessment Name Assessment Weighting
PRC Technique Class 50
PRC Performance of selected repertoire 50
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

Note: Readings related  and specific to the repertoire studied will be included prior each academic year.

Alter, J (1991). Dance-Based Dance Theory: From Borrowed Models to Dance- Based Experience. New York: Peter Lang.

Franklin, E  (2004) Conditioning for Dance. Champaign:Human Kinethics.  

Nagrin, D (1997) The six Questions:acting technique for Dance performance. Pittsburgh: The University of Pittsburgh press.

Schechner, R. (2003) Performance Theory (2nd edition). London and New York: Routledge.

Schon,D. (1991). The Reflective Practitioner: How Professionals Think in Action.Aldershot: Ashgate.

Bibliography recommended reading

Laws, H, Apps, J, Bramley, I & Parker , D (Eds) (2006) Fit to Dance 2: Report of the Second national Inquiry into Dancer’s health and injury in the UK. London: Dance Uk.

Taylor, J & Tailor, C (1995) Physchology for Dance.  Champaign: Human Kinethics.

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