The University s course specification template has been developed to fulfil three main functions; it shall act:

Transcription

1 LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for students and prospective students seeking an understanding of a course and as a basis for gaining feedback on the extent to which the opportunities for learning were successful in promoting the intended outcomes to ensure that there is clarity concerning the aims and intended learning outcomes for the course for the University during the approval and periodic review process to provide information for external examiners, professional, statutory and regulatory bodies and employers as to the skills and other transferable abilities developed by the course Section One: ABOUT THE COURSE 1 Name of course and highest award Dance Foundation Degree (FdA) 2 Level of highest award (according to FHEQ) Level 5 3 Possible Interim Awards Level CREDITS Certificate of HE 4 Awarding/validating institution London Metropolitan University 5 Teaching institution(s) Collaborative off site at City and Islington College 6 Total credit for course (for highest award) Faculty responsible FSSH 8 Mode of attendance start Full Time 9 About the course and its strategy towards teaching and learning and towards blended learning. Please include details of access to learning facilities, including flexible/open-learning spaces The course works in partnership with IRIE! dance theatre thus providing a strategic link with an employer. Students are based with the company for two days a week and for one day at City and Islington College, combining the professional world of work with the experience of an educational establishment. A range of dance practitioners working in the genres of African, Urban, Caribbean and Contemporary forms conduct seminars/lectures and workshops. Issues related to the study of the selected dance forms will be researched and debated through performance, education and community. The first year of study is underpinned by the module, Academic Skills/ HE Orientation enabling students to articulate the accumulation of knowledge. Students have access to rehearsal space at City and Islington College and at the Moonshot Centre. They independently arrange their own rehearsals as they organise their choreographic assignments. Computers are provided at City and Islington College and the Moonshot centre, with some students choosing to utilise facilities at London Met. The on line system Moodle, provides key information about the course including weekly lectures and core activities. Work for key modules has been developed on line so that blended learning has become an increasingly significant part of the course. 2011/12 Page 1 of 9

2 10 Course aims. Course aims are broad statements of intent and should be written to show how the content of the course meets the aims. Where a course sits within a framework the course aims should incorporate framework aims. The aims of the course are as follows: 1. To weight the four dance techniques African, Urban, Caribbean and Contemporary equally through a range of modules so that students gain balanced and diverse dance training. 2. To provide an academically rigorous and vocationally relevant education for those seeking employment or progress in dance through performance, education or community arts. 3. To provide successful students with the opportunity to complete a third year at East London University London or other appropriate HE institution and gain an honours degree. 4. To build on the individual strengths of students and through organised work placements, allow students to practically realise their ideas through the mapping of suitable career paths. 5. To provide access to and equality of opportunity for a wide and diverse range of students. 11 Course learning outcomes. Learning outcomes are statements of what a student is expected to understand or be able to do after completing the process of learning. knowledge and understanding: By the end of the course the student is expected to: 1. Demonstrate an understanding of the principles underpinning the dance techniques of African, Urban, Caribbean and Contemporary, with reference to the historical and cultural context of each form.( A2) 2. Demonstrate through performance practice the ability to recognise and perform material with an understanding of the nuances of each form (A2) 3. Be able to research primary and secondary sources, utilising references in a highly creative, innovative and experimental way.(a1,a3) cognitive intellectual skills: By the end of the course the student is expected to: 1. Be able to carry out independent research and investigation particularly in relation to the developing field of fusion between genres and art forms (A1,A3) 2. Be able to function as an effective member of a creative team through the development of self - awareness, communication skills, problem solving and self-management.(a1) 3. Understand a range of academic and critical perspectives in order to be able to function effectively as reflective creators and dance practitioners. (A2,A3) transferable skills including those of employability and professional practice: By the end of the course the student is expected to: 1. Utilise specialist knowledge, skills and experience in order to adapt to the changing needs 2011/12 Page 2 of 9

3 of the dance industry.(a2) 2. Develop strategies for independent learning, self-reliance, initiative and confidence in order to operate within a professional arena, both as an individual and as part of a group. (A1) 3. Develop contacts with professional practitioners and identify avenues for future employment and career development.(a1) subject-specific practical skills: By the end of the course the student is expected to: 1. Demonstrate the acquisition of dance technique in African, Urban, Caribbean and Contemporary dance forms, through work experience or the presentation of performance work.(a2) 2. Produce work that explores the relationship between different dance forms and utilises the qualities of each genre creatively through performance. (A2) 3. Develop choreographic work through explorative research and knowledge of professional practice. (A1,A3) 12 Indicative learning and teaching hours for the course. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements. Please give an indication of the percentage of anticipated learning hours for the course at each level, taking in to account core modules and indicative options. Students should note that these figures may change depending on the exact combination of options taken. Method Description and percentage of learning hours 360- Practical classes, seminars, lectures, guest workshops. Level 4 Taught classes - 30% of the course 315 -Practical classes, seminars, lectures, guest Level 5 workshops. Taught classes - 26% of the course 840 Rehearsals, research, on line discussions, Level 4 preparing presentations, essays. 885 Rehearsals, research, on line discussions, Level 5 preparing presentations, essays and work placement hours. 150 hours per module TOTAL LEARNING HOURS FOR THE 2,400 COURSE 13 Describe the arrangements for promoting reflective learning/personal development planning on this course Each student completes a Personal Development plan, which is updated through regular tutorials. The curriculum includes a number of reflective journals for the completion of creative work. During the work placement in Semester 4 students complete a journal which records their development in the world of work and encourages students to set targets for future employer engagement. 14 Description of course and its structure. Around 150 words, written to be accessible to a lay audience, to be used for marketing purposes. Identify the course s distinctive features (and unique selling point). What is the pattern of delivery? The course is a unique partnership between City and Islington College, London Metropolitan University and IRIE! dance theatre, thus promoting a professional and educational ethos, which permeates all aspects of the course. Students study African, Urban, Caribbean and Contemporary dance techniques equally providing a unique selling point for the course. 2011/12 Page 3 of 9

4 Practical work is underpinned by a solid foundation of theory as students study the cultural and historical significance of each form. Professional artists and companies provide regular workshops and performances, ensuring that students keep up to date with current practice. Students are encouraged to find their own career pathway, facilitated by a range of opportunities including; Connectingvibes dance company for young artists and IRIE! dance theatre that organise a range of community projects. The course encourages independence and promotes employability skills as demonstrated by the student led graduation performance in Semester Teaching site(s) for course / City and Islington College The Moonshot Centre. 16 PSRB accreditations (where relevant) N/A 17 Exemptions from Professional Body examinations (where relevant) 18 Principal QAA Subject Benchmark Statement (where relevant) In Foundation Degree programmes, academic In line with the QAA academic structure the knowledge and understanding integrate with, Foundation Degree strives to integrate and support the development of, vocational academic, vocational and work based learning skills and competencies taking into account into an innovative and challenging course. It is academic rigour. QAA, May 2010 Foundation essential that students receive a holistic Degree Qualification Benchmark pg. 6. education, which will enable them to decipher their progressive pathway enhanced by the different strands of the course. N/A Authentic and innovative work-based The intrinsic partnership with an employer learning is an integral part of Foundation enables the course to realistically integrate work degrees and their design. It enables based practice into their studies assisted by the learners to take an appropriate role within course being delivered in two environments, a the work place, giving them the opportunity college campus and work place making the to learn and apply the skills and knowledge connection with the QAA statement. they have acquired as an integrated element of the programme. QAA, May 2010 Foundation Degree Qualification Benchmark pg. 6. Throughout the degree, students will The course aims to deliver a variety of teaching normally experience both tutor-led learning, and learning structures, underpinned by the including the participation of professional desire to equip students with knowledge, practitioners, and self directed methods of ultimately increasing their independence and learning, reflecting increasing ability to function as professional practitioners. independence and encouraging positive The presence of guest artists, including attitudes towards life- long learning. (6.6 international visitors from Jamaica and Norway ( QAA subject benchmark dance, drama and 2011) enhances the perspective of the industry. performing arts statements- Teaching, The Graduation event at the end of year 2 is Learning and Assessment 2007) facilitated by lecturers but largely organised by the students thereby increasing their independence. 19 Other external reference points 20 Expected length of course Full Time 2 years Part Time Other (please specify) 21 Admissions requirements, to be demonstrated through certificated or experiential learning (around 30 words) 2011/12 Page 4 of 9

5 64 UCAS Points from one, or a combination of the following. A levels in a related subject at Grade C BTEC National or Extended Diploma at MPP BTEC Level 3 National Certificate or Diploma at MM Access to Higher Education qualification (subject related) at Pass. NB if qualifications are not in dance, students must be able to demonstrate a good understanding of dance through training at a Dance Studio. 4 GCSEs at Grade C or above including English. Students take part in an audition to ascertain suitability, commitment and interest in the course. International Students must submit a practical audition on line and demonstrate that they have obtained IELTS 6.0 average (with a minimum of 5.5 in each component). 22 Details of organised work experience, work based learning, sandwich year or year abroad available during the course (if applicable) Work Experience is gained through the Second Year Intermediate Level Module Professional Experience Project. This is a mandatory part of the course requirements where students are required to gain work experience within an area of the dance industry with a view to building up a potential career path. Learning outcomes for the Professional Experience Project will be assessed through different modes of assessment to include observation reports from the employer and tutor, student presentation and reflective journal. Due to the project nature of dance, work placements will be managed flexibly and offered throughout semester four of the course, to make up a total of three weeks, worked out flexibly with each student adding 1-2 extra days per week. Students will be expected to source their own prospective placement, which will in turn be vetted to ensure it is a suitable and safe environment by a member of the course team with specific responsibility for liaising with the industry. Students are visited on placement and employers are asked to submit a report, which then feeds into the assessment of the module. Students begin the process during the final stages of the first year. Course tutors advise on the variety of placement types available and assess the student s suitability in terms of their knowledge, skills and portfolio of work in order to tailor their applications in the most effective and appropriate way. The skills required to source, communicate and negotiate with a potential placement (employer or client) are essential to becoming a successful dance practitioner so it is vital students accept responsibility for their progress and learn to become effective in securing the interest and support of others. Examples of placements include: ADAD ACE dance and music Dream Arts Green Candle Dance Company IRIE! dance theatre Lewisham Youth Theatre The Kosh 23 Other external links providing expertise/experience available during the course N/A 24 Arrangements on the course for careers education, information and guidance The College offers a service to enhance the career planning, management skills and employability, as well as helping with a range of issues relating to students planning their futures. Through work experience opportunities and contact with a range of professional artists students will receive information and guidance for their chosen career path. The HE Orientation/Study Skills module delivered in Semester 1 will assist the students with their writing skills supporting 2011/12 Page 5 of 9

6 students with compiling curriculum vitaes, composing letters and developing effective communication skills. 25 Career, employability and opportunities for continuing professional development. Around 35 words, written in language which is as accessible as possible to a lay audience, to be used for marketing purposes. Should include examples of potential career destinations and how the skills and abilities gained through the course contribute to career development. The course prepares students for a range of jobs within the dance field through practical opportunities and network contacts. Graduating students have established their own companies, opened their own dance studios, and worked as freelance artists and for organisations such as ADAD and IRIE! dance theatre. Section Two: COURSE STRUCTURE AND ASSESSMENT 26 Course assessment strategy Each module progressively builds up to two or three assessment points which are summative. The assessments are designed to give each student a chance to achieve their potential as class feedback gives them the opportunity to improve throughout the Semester. Assessments take the form of practical classes in dance technique/choreography, portfolios, seminars, presentations, reflective journals, essays and project management. 27 Course Structure Diagram Level Four Teaching Period Module Code Module Title Status Credits Notes AV4F59CI Contemporary and Urban Dance Forms 1 AV4F52CI African and Caribbean Dance Technique 1 AV4F53CI Tools of Choreography AV4F54CI Academic Skills/ HE Orientation Level Four (Delete as appropriate) Semester Code Title Status Credits Notes AV4F60CI Contemporary and Urban Dance Forms 2 AV4F56CI African and Caribbean Dance Technique /12 Page 6 of 9

7 AV4F57CI Creating Performance work AV4F58CI Historical and Critical Analysis Level Five (Delete as appropriate) Semester Code Title Status Credits Notes AV5F59CI Contemporary and Urban Dance Forms, Repertoire and Analysis AV5F52CI African and Caribbean Dance Technique, Repertoire and Cultural Context AV5F53CI Critical and Contextual Studies AV5F54CI Choreographic Fusion Level Five Semester Code Title Status Credits Notes AV5F60CI Contemporary and Urban Dance Performance AV5F56CI African and Caribbean Dance Performance AV5F57CI Arts Management AV5F58CI Professional Experience Project 28 Mapping matrix of modules delivering the course learning outcomes Course learning outcome (list all) Met by module aim/learning outcome (list all relevant module titles) 2011/12 Page 7 of 9

8 Demonstrate an understanding of the principles underpinning the dance techniques of African, Urban, Caribbean and Contemporary, with reference to the historical and cultural context of each form. AV4F59CI AV4F51CI AV4F60CI AV4F56CI AV5F59CI AV5F52CI Demonstrate through performance practice the AV5F59CI ability to recognise and perform material with an AV5F52CI understanding of the nuances of each form. AV5F55CI AV5F56CI Be able to research primary and secondary AV4F54CI sources, utilising references in a highly creative, AV4F58CI innovative and experimental way AV5F53CI Be able to carry out independent research and AV5F53CI investigation particularly in relation to the AV5F54CI developing field of fusion between genres and art forms Be able to function as an effective member of a creative team through the development of self - awareness, communication skills, problem solving and self-management Understand a range of academic and critical perspectives in order to be able to function effectively as reflective creators and dance practitioners Utilise specialist knowledge, skills and experience in order to adapt to the changing needs of the dance industry Develop strategies for independent learning, self-reliance, initiative and confidence in order to operate within a professional arena, both as an individual and as part of a group ( AV4F53CI AV4F57CI AV5F57CI AV5F53CI AV5F54CI AV5F57CI AV5F58CI AV5F54CI AV5F57CI AV5F58CI Develop contacts with professional practitioners AV5F58CI and identify avenues for future employment and career development 29 Which modules are core-compulsory and thus required to be taken to gain specific awards? Please specify if there are any combinations of modules that a student is required to take to gain either the highest level of award or one of the interim awards listed in section3. All modules are Core. Section Three: COURSE SPECIFIC REGULATIONS 30 Courses shall conform to both framework and University Academic Regulations. Where a course in addition has course specific regulations, which have been formally approved by the University, these should be included below. none Section Four: OFFICIAL USE AND CODES responsibility for completion is as indicated 31 Course Leader at time of approval Rosie Lehan 32 (Faculty) Source of funding HEFCE/FEES 2011/12 Page 8 of 9

9 33 (QEU) Original date of approval 34 (QEU) Course approved to run from 35 (QEU) Course specification version number 36 (QEU) Revision date (specify cohort) 37 (Academic Registry) London Met course code 38 (Academic Registry) Route code 39 (Planning Office) JACS code 2011/12 Page 9 of 9