International study at the University of Brighton

Dance Studies

Level: 2
Credit rating: 10
Module type: Taught
Semester offered: 2
Pre-requisites: None
Aims:

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 2 study.

The aims of this module are:

  1. to develop students’ knowledge, skills and understanding of compositional principles and practice
  2. to develop intermediate technical and expressive skills
Learning outcomes:

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 2 study, by the end of the module students should be able to:

  1. apply their knowledge, skills, and understanding of compositional principles to their own dance compositions (LO1)
  2. demonstrate increasingly demanding technical and expressive skills (LO2)

In addition to the above which are formally assessed, the following are addressed in the module:

  • critical analysis of the distinctive features of dance as an artistic and aesthetic activity through examination of a range of professional dance works
  • identification and application of principles of safe working practice, both within lecture and non-contact time
  • awareness of how ICT can support improvement and refinement in the quality of performance in relation to dance
Content:
  • Analysis and appreciation work focusing on the dance idea, action/spatial/dynamic/relationship components and aspects of design within selected key exemplars
  • Introduction to technical/performance skills inherent within contemporary western theatre dance
  • Introduction to compositional principles and methods of construction inherent within contemporary western theatre dance
  • Self and peer evaluation of their own performance and composition work
Risk assessment is covered in detail at the start of the module and relates to the principles and policies of the University of Brighton and BAALPE’s Safe Practice in Physical Education and School Sport – (2004). Safe practice is then applied and reinforced throughout the course of the module and students are instructed to follow all principles and policies in non-contact time.
Learning and teaching strategies:

Contact time:

  • video observation and analysis
  • tutor led practical workshops
  • peer evaluation
  • self-evaluation using ICT
  • use of student demonstration to enhance appreciation

Non-contact time:

  • individual and group library based research
  • individual and group preparation for practical tasks/assessment
  • focused reading
Learning support:

Books:

Bremser, M. (1999) Fifty Contemporary Choreographers. London, Routledge

Howard, P. (2007) AQA GCSE Performing Arts: Dance. Oxford, Philip Allan Updates

Rickett-Young, L. (2002) Essential Guide to Dance. London, Hodder and Stoughton

Smith-Autard, J. (2004) Dance Composition. London, A & C Black.

Electronic sources:

Various according to professional works studied

School home:

Chelsea School of Sport