Professional Dance BA (Hons)

This module serves as an introduction to the academic study of performance. Students will explore, consider, and examine current theoretical approaches and key practitioners associated to the study of performance.

Throughout this module, study skills will be embedded into the module at an appropriate level for undergraduate studies.

Sessions will help develop students' understanding of scholarly practice: essay writing, reflective practice, presentations, referencing and bibliographies.

The aims of this module are:

• To provide students with an introduction to the study of performance in its historical and social contexts.
• To assist students in the exploration of work by key practitioners, presenting a variety of styles and genres from modernism, postmodernism through to current contemporary practice.
• To ensure students have an understanding of the scholarly apparatus through helping them to engage with academic inquiry, presentation of work and writing.

Performers need to learn to perform, and understand the context. This first production module introduces students to performance making and allows them the opportunity understand the application of the performance skills they have been developing so far. 

Through staff led sessions, students will begin to develop themselves as performers, as well as ensuring they have an understanding of the theoretical and historical context that they are working within. 

The module will nurture individual professional discipline and help students to develop their knowledge of rehearsal and  performance strategies, to support them in responding positively to direction as an intelligent, creative and engaged performer.

The aims of the module are as follows: 

• To introduce students to a range of performance practices and how these differ according to intention, context, space and place.
• To introduce professional rehearsal approaches and nurture a range of methods of practice.
• To engage students in articulating and interpreting performance ideas with intention, clarity and expressivity.

This exciting performance-based module will introduce students to the main technologies that are currently used in the performing arts industries. Lighting and sound are key aspects as you would expect, but students will also learn how video can be created and incorporated into live performance, such as for digital scenography or performing with their "digital self". 

Understanding a range of different digital and performance technologies, and how to use it in varied ways, is really important for performers, whether they are using it to light a play they are acting in, project a virtual dancer which they have choreographed, or to create a piece of contemporary interactive performance art: there are many possibilities! 

Health and Safety is another key aspect of the module, staying safe is essential no matter where you are performing.

The module does not assume that students have any prior knowledge of technology or the ways in which it is used in a performance context, students are guided from a very basic starting point, so there is no issue for students who do not have any existing experience in this area.

The aims of the module are as follows: 

• To introduce students to a range of performance technologies and their application
• To encourage and develop an understanding of the appropriate and safe use of technology for live performance.
• To establish a working understanding of health and safety issues.
• To support both an artistic and methodical approach to working with technology.
• To introduce students to the creative manipulation of sound and video for performance.
• To engage the students in an investigation of the creation of sound and video for performance within the context of the associated field of performance.

This module will provide students with an awareness of dance technique and the opportunity to understand training approaches that are universally practiced in the dance industry. Sessions focus on expanding the dancer's range of creative expression through anatomical knowledge, stylistic understanding, and technical facility.

This module introduces the students to fundamentals of dance technique and principles for safe practice, and will be supported by body conditioning approaches. Activities help to nurture a firm foundation of physical intelligence upon which movement and dance articulation are built.

Students are also provided with the opportunity to interact with guests from industry throughout the year to enhance their own development.

The aims of the module are as follows: 

• To introduce and nurture dance practices and technical principles: the practice of posture - dynamic alignment in space and time, stamina, strength, and flexibility.
• To engage students in articulating movement phrases - be they improvised or set - in a safe way and with clarity, precision, and expressivity
• To engage students in reflective and professional practice

This module will introduce fundamental movement principles in a repertory context, providing an opportunity for a rich and diverse range of voices and perspectives to be explored. 

It provides students with an awareness of dance practices with a focus on critical reflection that allows students to deepen their awareness of how they move.

The learning of repertory material on the module will give the opportunity to apply their knowledge of choreographic approaches to their own practice.

The aims of the module are as follows: 

• To allow students to explore performance intention within repertory work
• To engage students in reflective practice
• To introduce students to choreographic appreciation and literacy within a specific context of creation

This module introduces students to the essential groundwork and pillars of professional practices within the world of dance. Students will explore the key networks and organisations that support dance within the UK, and have the opportunity to engage with activities that develop their own professional practice in performing, teaching, management, choreography and production.

The module will introduce students to the various opportunities at this level of professional practice and allow them to develop their skills and knowledge in professional conduct, facilitation, events management, and the creation of dance work. Students will be able to gain further understanding and insight into different career prospects within the dance sector through practical experience, which can assist them further toward developing the understanding of professional practice at level 5

The aims of the module are as follows: 

• To develop autonomous dance students by providing opportunities for the acquisition, improvement and application of communication and creative skills
• To encourage students to understand how to form links with UK dance companies that may enable or provide future professional opportunities.
• To ensure that students have a working grasp of the concepts of digital literacy 
• To raise students' awareness of the necessity of being able to work in collaboration with others within a variety of roles, including as company members and management

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

This module allows students to spend several weeks working on one major project working in a professional, 'simulated real world' working environment. Students will plan, execute and evaluate their work for the selected context appropriate to the programme of study.

The experiences gained in this module are invaluable to those students who see themselves working in their chosen field in the future. The staff teaching on this module bring a wealth of professional experience which they use when supervising the project work of the students.

The exact role of each student will vary according to the project undertaken, (and often with outside agencies) under staff supervision or direction. All work created will be designed to emulate best professional practice.

The aims of the module are as follows: 

• To provide opportunities for students to engage with the processes necessary for the realisation of practice based work, drawing on and further developing skills gained in previous modules.
• To approximate the demands of professional practice in making and delivering the work created, in order to prepare students for the greater autonomy expected at Level 6.
• To enable students to contextualise their experiences in relation to current theoretical debates
• To encourage students to consider longer term plans for their own career development as makers and producers of collaborative work in diverse contexts.

This module will provide opportunities for students to develop and define their 'choreography toolkit' by working with compositional scores and choreographic approaches, equipping them with strategies for rigorous experimentation, and craftsmanship in dance-making.

Through exploration and enquiry students will be expected to interface with a variety of approaches and motivations for composing movement-based dance and performance.

Methods will continue to be developed for documenting choreography alongside ways of critically reflecting on contemporary choreographic practice.

The aims of the module are as follows:

To enable students to develop and apply nuanced compositional approaches to creative and performance processes.

• To discuss key practitioners, practices, contexts, and debates relating to current contemporary dance practice.
• To encourage the development of the necessary conceptual motivations and embodied processes that cultivate authoritative choreographic articulation, both through documentation and performance.
• To enable students to develop their own choreographic proposals.

Applied practice embraces a wide-range of performing arts practices in dance, drama and music that share a common purpose, to make a difference or change in peoples’ lives. Whether it is in education, a social or recreational setting or other community environment, the module develops the skills and strategies required to be able to facilitate and lead inclusive, participatory workshops and where appropriate, include a performative element to accompany a workshop with understanding and confidence.

Content will include theoretical frameworks within which to contextualise the practice by exploring and studying case studies, practitioners and their processes in the fields of education, participatory arts, therapy, and politics.

The aims of the module are as follows: 

• To examine the historical contexts of community based work and the defining and redefining of notions of community.
• To enable the investigation of the work of a number of key community companies and practitioners.
• To enable the development and practice of workshop facilitation and leadership.
• To engender an understanding of the applications of performance forms and practices within diverse communities and cultures.
• To facilitate an understanding of the client group needs.

This module will look at cutting edge performances using technology as an integral part of their creation and realisation.  

You will look at computer technology to explore performance styles such as immersive environments, interactive installations and performances where the audience can become the "performer".

You will also explore the possibilities of using technology as part of elaborate scenography which can adapt and change in response to what is happening 'on stage' or 'in performance'. 

The aims of the module are as follows: 

• To encourage the students to further engage in creative manipulation of digital technology for performance.
• To develop the students’ understanding of the relationship between performer, space and technology.
• To encourage an understanding of the possibilities of advanced interactive software in live performance.
• To advance the students technical competence in light, sound and computer systems.

This module develops students’ awareness and appreciation of repertoire within Musical Theatre. 

It enables students to explore the cultural, social and historical significance of Musical Theatre in the history of 20th/21st century performance and to apply what they have learnt in a performance context.

In this very practically focussed module, students have the opportunity to rehearse and perform with one or more of the triple threat skills of Acting, Singing and Dancing. 

The aims of the module are as follows:

• To provide students with the essential technical and artistic skills required to develop as a performer in musical theatre
• To reinforce students' understanding, awareness and appreciation of the different styles/genres and contexts in the world of musical theatre

This module explores two areas of practice, firstly how site-specific performance can be conceived and created in the real world, a performative event in a non-theatrical environment - context-rich sites. Site specific practice draws from a range of elements: the spatial and geographical encounter to traces of history, memory, and narrative, and the dynamic, corporeal world, the  embodiment of site through sensation, affect, and imagination. 

Secondly, the module will consider the study and emplacement of live art as haptic experience - as wilful action, ritual, or intervention - creating new artistic models, formats, templates and discourses as embodied mediation between disciplines such as visual art, theatre, and other expanded performance fields.

This module gives students the opportunity to move into an exciting and unusual area of performance and research.

The aims of the module are as follows:

To enable students to explore and study site-specific performance and live art practices drawing upon a range of methods and approaches.

• To provide students with appropriate skills and expertise to approach the creation of site-specific performance and live art with openness, confidence, sensitivity and sophistication.
• To engender the development of a student's ongoing artistic practice; their approach to tasks and their creative processes.

This module enables students to explore the variety of dance disciplines the world has to offer.

Global dance techniques forms part of a wider understanding of the importance and necessity of knowledge in various dance genres of the 21st century that continue to evolve and shape the landscape of dance and enhance students' knowledge of relevant and intrinsic dance styles at this level of study.

This module explores these popular dance techniques including critical theory and understanding of the implementation of these techniques in your own practice. Sessions will introduce approaches to understanding dance through consideration of historical roots, sociocultural contexts, and practical dance classes and workshops. Dance styles such as Flamenco, Latin American, African Dance and Bhangra will be explored and developed through this level 5 module.

The aims of the module are as follows: 

• To engage students in understanding the nature of global dance techniques 
• To provide students the opportunity to implement these techniques in their own practice 
• To develop students' knowledge of sociocultural histories and contexts for global dance techniques 
• To facilitate workshops from industry focused specialists 

This module is focussed on the advancement of technical dance knowledge and skill facilitating a range of dance techniques, developing a more detailed awareness of skeletal alignment, muscular control, movement memory, stylistic and expressive capacities throughout.

In this module students will be presented with complex dance phrases and sequences, greater dynamic and stylistic challenge with ongoing focus on postural alignment, strength, control, stamina and flexibility.

Studio Practices 2 encourages students to work holistically to maximise learning and to develop a physical intelligence, rigour and mental confidence needed for the body in performance. 

The aims of the module are as follows:  

• To enable students to develop a more thorough, synthesised knowledge and understanding of anatomical and kinesiological principles underpinning dance technique,
• To engage students in physically articulating more complex movement and dance phrases - be they improvised or set – while being able to integrate kinaesthetic responses, aesthetic and stylistic choice,
• To engage students in reflective and self-correcting practice.

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.  

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.

The aims of the module are as follows: 

• To promote the development of personal discourse and its practice
• To promote the underpinning of practice by a strong theoretical framework
• To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

This self-directed module allows students to initiate and develop their own major project ideas appropriate to their discipline of study. Students at this point in their studies are often very focussed on their ultimate work aspirations, and this module helps them to gain 'graduate trajectory' to enable them to better move into their chosen profession as seamlessly as possible when they have finished their studies.  

After the initial lectures, students decide on the content of their module, and pitch this to staff by way of project proposals. Students then receive tutorial support throughout the year and agree the form that their assessment will take. Students are encouraged to work with others, often across subject areas where this works for the project.

This exciting project helps to promote the ideas of student independence, project management and professional practice.

The aims of the module are as follows: 

• To promote the development of personal discourse and its practice
• To promote the underpinning of practice with a strong theoretical framework
• To enable the emulation of professional practice in taking responsibility for small scale projects from conception to realisation.

This module gives the student the opportunity to research in depth and write at length about a topic of their own choice.

The aims of the module are as follows: 

• To enable the student to identify and independently pursue a suitable research topic derived from the content of the programme of study
• To encourage the student to apply appropriate methods and theories to the selected topic under consideration
• To provide the opportunity for the student to articulate their thinking.

This module creates the opportunity for students to reflect on their existing skillset and hone their professional competencies and skills in readiness for careers in the creative industries.  

Students will consider how best to promote themselves, developing an employability portfolio most appropriate to their career trajectory. Students will develop an understanding of local, national and international job markets and opportunities for entrepreneurial activity to give students practice in self-promotion, in targeting and networking with relevant employers and understanding the freelance world. 

Students will engage with a range of tasks to develop the content of their portfolio and explore opportunities and career prospects within their chosen industry. Indicative content will include:

• Producing Electronic Press Kits (EPK),
• Developing websites 
• Profile creation and use of social media 
• Writing and developing curriculum vitae and cover letters
• Working on grant bids 
• Producing audio/-visual content 

The aims of the module are: 

• To enable students to market themselves effectively in the competitive creative industries
• To develop students' knowledge of professional fields of practice within and outside of the creative and cultural industries where their abilities, skills and knowledge may be relevant;
• To promote the importance of networking in the creative industrie
• To develop students' appreciation of the transferability of their accumulated knowledge, experience and skills;

The module focusses on a theoretical exploration of the national curriculum, and pivots around key documents and policy initiatives that students can then use when going on to further study or teacher training such as PGCE or QTS. It is designed to give students a good level of knowledge with regard to teaching in schools and colleges, with a view to them pursuing teaching as a career.

The module will examine the impact of key policies on creative subjects, such as the revised primary and secondary curriculum, the introduction of the English Baccalaureate, GCSE reforms, the STEM and STEAM Agenda and Funding for Schools. It should be noted that the module will engage with new and emerging policies as and when relevant.

The aims of the module are as follows:  

• To provide students with a theoretical perspective of the National Curriculum (historical and present-day)
• To provide students with an overview of the creative agenda 
• To offer students the opportunity to examine key policy documents and initiatives, as relevant to the creative agenda
• To enable students to debate the on-going articulation of creativity, within a solid and secure theoretical framework

This module has been designed to develop students’ physical intelligence, understanding of dance technique and performance. Students will have the opportunity explore working as a dance professional in the creation of a series of unique choreographic works.

At the onset of the module time will be dedicated to more advanced technical dance engagement and an understanding of presenting dance for a specific audience. Reflexive and reflective practice will be cultivated, as will self-expression and personal artistry. 

Students will have the opportunity for developing their understanding of teaching, leading dance, as well as creating work. Peer and tutor feedback throughout the module will be instrumental in empowering students to develop their creative skills.

The aims of the module are as follows: 

• To provide students with opportunities to enhance their knowledge of current methods and approaches which are practised universally and professionally in the dance industry
• To develop students’ knowledge in being able to facilitate classes and rehearsals
• To enable students to understand and experience the inter-relationship between dance technique practice, rehearsing, and performing.

In a digital age, issues of wider access to the arts coupled with an interest by artists in new technologies has engendered a new era of representative platforms.

Dance has some history of translation to camera, originally as documentation of the live event, but increasingly as re-scored and choreographed for the media itself.

The provenance of new dance also sits closely with that of video and performance art, resulting in hybrid works of mixed-media performance. The focus of this module is as an exploration of processes undertaken and issues raised by the translation and reframing of dance by media, in addition to the presentation of liveness juxtaposed with media technologies.

The aims of the module are as follows: 

• To consider in practice the aesthetic, technical and philosophical ramifications of reframing dance through time-based lens media, or as a live act in juxtaposition with such media
• To enable the students to critically evaluate perspectives offered by dance on camera and their stricture with a live somatic experience
• To ensure that the students contextually appreciate the provenance of a relationship between dance and camera and the collaborative aesthetics of the dancing body with media technologies
• To explore the choreographic potential of the camera, the edit, mixed-media environments and/or virtual venues

This module manifests, through critical engagement and dissemination, the notions of authorship and agency in relation to personal artistry, research methodologies and creative processes.

The potential of creative practice and the remit of relations connecting motivation (philosophical, political and/or embodied) to creative processes in and through dance-making is articulated though documentation and emerging practice. 

The aims of the module are as follows: 

• To provide students with the opportunity to engage in interconnected creative practices.    
• To offer contexts where the fluid exchange between research methodologies, practice and performance is lucid.      
• To assist students in identifying and processing an authoritative voice and articulate practice through dance-making processes.
• To encourage students to actively engage in critical thinking for artistic processes and knowledge production.