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2010/1 Module Catalogue
 Module Code: DAN2010 Module Title: PROFESSIONAL PROJECT
Module Provider: Dance,Film & Theatre Short Name: PP
Level: HE2 Module Co-ordinator: DA SILVA K Ms (Dnc Flm Thtr)
Number of credits: 10 Number of ECTS credits: 5
Module Availability

Semester 1 & 2

Assessment Pattern
Components of Assessment
Percentage weighting
Group project report and documentation
Individual evaluative report (1500 words)
Module Overview

Dance Facilitation

Module Aims
  • To enable students to apply the knowledge, skills and techniques gained through proceeding modules in Dance Facilitation, to a specific dance context.
  • To develop processes of self-reflection in a professional context.
  • To enable students to apply practical experience gained to Level P activities, and/or to a dance context on graduate employment.
Learning Outcomes
Knowledge and Understanding
The student should be able to:
  • Clarify principles and strategies of facilitating dance within a specific context.
  • Identify and apply key ideas and techniques that help facilitation of a project.
  • Discuss the challenges that are involved in executing a dance project.
  • Display the appropriate behaviour required for working in a professional context.
  • Outline issues concerning ethical practice.
Cognitive/intellectual Skills:
The student should be able to:
  • Devise appropriate strategies and apply relevant methods to realise a project brief.
  • Assess the efficacy of strategies considered for, or used in delivering a project brief.
  • Appraise key challenges and devise appropriate methods to tackle them.
  • Reflect on own practice and performance.
Practical/Key Skills:
The student should be able to:
  • Work effectively as a member of a team, giving and receiving ideas and in delivering the project.
  • Evaluate own strengths and weaknesses in a professional context.
  • Interact and communicate effectively and professionally with members of the public and other project personnel.
  • Identify key problems and apply appropriate methods to resolve them.
  • Apply appropriate theory and techniques learnt to a practical situation in a specific dance context.
  • Demonstrate effective time management.
  • Gather and use individual research material in the chosen specialist area.
Module Content
  • In consultation with each student, the tutor will arrange with appropriate bodies for a short project to be undertaken by the student, preferably within a small group.
  • Examples of projects might include:
  • Administering, marketing and evaluating a dance performance on campus;
  • Planning, leading and evaluating a series of dance sessions for a group of older adults;
  • Choreographing, producing and evaluating dance for a performance by teenagers in a youth club;
  • Planning, teaching and evaluating an after-school dance club for primary or secondary school pupils.
Methods of Teaching/Learning

Individual and small group tutorials, practical supervision, individual student research and students’ practical delivery of a project brief.

Selected Texts/Journals
Required Reading:
Benjamin, Adam. Making an Entrance: Theory and Practice for Disabled and Non-Disabled Dancers. London: Routledge, 2001.
Francis, Fi. Arts and Older People: A practical introduction. London: Age Concern, 1999.
Freakley, Vivien & Sutton, Rachel. The Essential Guide to the Performing Arts. London: Hodder and Stoughton, 1996.
Dance UK. Dance Teaching Essentials. London: Dance UK, 2002.
Early, Fergus, Hansen, Sophie & Davies, Sally. Growing Bolder: A start up guide to creating dance with older people. London: Green Candle Dance Company, date unknown.
Maitland, Heather. The Marketing Manual. Cambridge: The Arts Marketing Association (3rd Edition), 2000.
_____. The Golden Guide. London: Arts Council of England, 1998.
Matarasso, François. Regular Marvels. Leicester: CDMF, 1994.
Professional Journals:
Arts Professional
Dance Matters
Disability Arts Magazine
Last Updated

9 October 09