Module Study Guide
Academic Year 2020–2021
MU60160O – Neo-Classical Performance
Level: 6
Credits: 20
Academic Partner: Creative Academy
Table of contents
Key team contact details3
1Module overview4
1.1Introduction4
1.2Module summary content and aims4
1.3Learning outcomes to be assessed5
1.4Indicative Contact Hours5
2Assessment and feedback6
2.1Summative assessment grid6
2.2Assessment brief including criteria mapped to learning
outcomes6
2.3Learning materials9
3Things you need to know12
3.1Engagement12
3.2Need help, just ask12
3.3Getting support for your studies13
3.4Student support13
3.5Module evaluation – have your say!13
Key team contact details
Module Leader
Blair Tookey
Subject Area & School/College
Creative Academy
Email
[email protected]
Phone
01753 875 400
Location
Creative Academy
Module Tutor
Blair Tookey & External Tutor
Email
[email protected]
Phone
01753 875 400
Location
Creative Academy
Module/Course Administrator
Cassia Rudge
Email
[email protected]
Phone
01753 875 400
Location
Creative Academy
Subject Librarian
The Curve
Email
[email protected] / [email protected]
Phone
01753 875533 / 01753 875 400
Location
The Curve & Creative Academy
The Course Leader overseeing this module is George Kirkham, and
can be contacted at [email protected]
The Head of Subject overseeing this module is Gavin Baker and
can be contacted at [email protected]
The Head of School responsible for this module is Professor
Nicholas McKay, and can be contacted at
[email protected]
The External Examiner responsible for this module is Jane White
BA (Hons) Dance Course Leader, Arts University Bournemouth
The Academic Partner Link-Tutor responsible for this module is
Dr Alejandro Postigo, and can be contacted at
[email protected]
Module overviewIntroduction
Welcome to Neo-Classical Performance. This module will explore
the technique and vocabulary of movement of the Neo-Classical genre
of dance, identifying and analysing the socio-cultural issues and
techniques demonstrated and developed within the choreography of
this genre. The delivery of this module will be through the use of
blended learning with weekly lectures being taught online and
practical workshops being taught in the studio. This academic year
we have introduced UWLFlex – our new, online, flexible learning
platform.
UWLFlex has been designed to complement face-to-face learning
and build on our reputation for excellence in teaching, learning
and student support. We will be able to deliver a University
experience that is more collaborative, active, and relevant for an
increasingly digital world thus enabling us to provide you with an
improved student experience. UWLFlex will provide you with an
enhanced range of online tools, to help facilitate your learning
whether this takes place primarily on site or online.
Module summary content and aims
Students will study with one primary dance teacher during the
course with visits from others to focus on specific aspects of
choreography, Neo-Classical performance history and technique. Each
teacher will bring to the classes their particular knowledge and
experience of dance training and performance. Students will engage
in debate and discussion around Neo-Classical performance and the
underlying theoretical issues and choreographic devices. Each
student will replicate the movement of specific Neo-Classical
performance techniques in the creation of their own material.
Students will learn and perform sequences of movement
choreographed by their course leader, themselves and their peers.
Students will engage creatively with the material and explore
movement principles professionally as an individual and in
groups.
All students will be expected to use self-directed time to
investigate, create and explore the creative self before they begin
assignment work. They will also be expected to watch a variety
Neo-Classical choreography and performances, either live or
online.
All students will be encouraged to reflect and evaluate how they
apply their knowledge and understanding of ballet and choreography
within the creation of a Neo-Classical Performance piece.
The aims of this module are to:
· Enable students to create a Neo-Classical Performance piece of
choreography
· Embed in the student’s a professional working knowledge and
clear understanding of the use of choreographic devices within a
creative process
· Ensure students are able to recognise and discuss the
differences in Classical and Neo-Classical choreographic styles
· Increase the use of the creative imagination, physical skills,
and intellectual judgement of each student whilst furthering
performance skills
· Encourage innovative approaches and openness to
experimentation in realising a creation
Learning outcomes to be assessed
By the end of this module students will be able to:
LO1 Demonstrate a comprehensive awareness and understanding of
the conceptual issues relating to the production of Neo-Classical
Performance and the choreographic processes used
LO2 Professionally replicate and present a range of key
components of Neo-Classical dance with professional performance
discipline
LO3 Critically evaluate form, content and process of the
production of Neo-Classical Performance pieces and critically
analyse the content and process of professional Neo-Classical
Performance pieces;
LO4 Practically demonstrate the ability to produce a
Neo-Classical Performance piece using creative, technical and
collaborative skills;
LO5 Demonstrate a professional level of performance utilising
the correct technical placement.
Indicative Contact Hours
Teaching Contact Hours
42 hours (35 hours practical / 7 hours online)
Independent Study Hours
158 hours
Total Learning Hours
200 hours
Assessment and feedbackSummative assessment grid
Type of Assessment
Word Count or equivalent
Threshold
(if Professional Body-PSRB applies)
Weighting
Pass Mark
Indicative Submission week
Method of Submission & Date of Feedback (refer to BB)
Oral Assignment (Presentation)
5 minutes
10%
40
Week 7 (Semester 1)
Presentation
Feedback is given 15 working days after the end of the
semester.
Practical (Performance)
15 - 25 minutes
90%
40
Week 13 (Semester 1)
Performance
Feedback is given 15 working days after the end of the
semester.
Assessment brief including criteria mapped to learning
outcomes
Assessment 1
Assessment task: Group presentation
Weighting: 10%
Date/time/method of submission:Week 7 of Semester One
Word count or equivalent: 5 minutes
Assessment Brief and preparation:
A group presentation of the students’ independent research into
a Neo-Classical performance, Choreographer/Director or a
Neo-Classical company. Each student will comprehensively analyse
and interpret the choreographic devices and methodologies used by
the Neo-Classical Choreographer/Director, placing it in the socio-
political and cultural context in which it was created. Visual aids
in the form of DVD footage, PowerPoint/Prezzi presentations or
others are encouraged.
Assessment Criteria:
The presentation will demonstrate the student’s understanding of
the development of Neo-Classical Performance technique and the
cultural context in which it has been created. Although students
should express their opinion as a matter of course, this should be
supported by existing academic literature relating to the subject
and be Harvard referenced. As well as demonstrating what students
have learned, the presentation will demonstrate an understanding
and knowledge of subject matter and the overall mark will be
affected by presentation, literacy and communication skills. (LO1
& LO5)
Marking Scheme:
First
(80-100)
The work excels in all or most of the following: intelligence;
critical analysis; thoroughness; perspicacity; synthesis (of a
broad range of sources or objects of study); originality;
evaluation. It is the right length, pertinent, correct and
carefully constructed, with an excellent realisation of the
socio-political and cultural context in which the
director/choreographer works. Demonstrates an exceptional degree of
commitment, creativity and innovation. Represents absolute
professional quality that is beyond reproach in every aspect.
Exceptional skill and ability are exercised equally with regard to
form, content and function. The work is so robust that it is almost
impossible to find weaknesses in any area. The work engages the
imagination, spirit and emotions of the recipient.
First
(70-79)
The work excels in three or more of the following: intelligence;
critical analysis; thoroughness; perspicacity; synthesis (of a
broad range of sources or objects of study); originality;
evaluation. It is the right length, pertinent, correct and
carefully constructed, with an excellent realisation of the
socio-political and cultural context in which the
director/choreographer works. It is the right length, pertinent,
with a good sense of continuity and a coherent overall structure.
The student demonstrates a professional attitude towards the
studied work and the dance industry.
2:1
(60-69)
The work displays one or more of the following properties:
intelligence; critical analysis; thoroughness; precision; synthesis
(of a broad range of sources or objects of study); originality;
evaluation. It is the right length, with a good sense of continuity
and a coherent overall structure. The student demonstrates a
professional attitude towards the studied work and the dance
industry.
2:2
(50-59)
The work shows some evidence of involvement and analysis, with a
little independence of thought from a range of sources. It is
largely correct, pertinent and coherent, if not very well ordered.
It is the right length and relevant.
3
(40-49)
The work shows little independence of thought from its (perhaps
very limited) sources, and limited signs of any involvement. It
might be poorly ordered with a certain amount of redundancy, but it
must be close to the right length, at least partially pertinent and
coherent and is performed well.
Fail
(20-39)
The assignment fails when it is at least three of the following:
very badly ordered; heavily redundant; incoherent; irrelevant; of
the wrong length; not critically aware with bad interpretation and
evaluation of the choreography studied.
Fail
(0-19)
The work fails (badly) when it is all, or all but one, of the
following: very badly ordered; heavily redundant; incoherent;
irrelevant; of the wrong length. Student demonstrates no
understanding or knowledge of a professional dance theatre piece
and cannot interpret or critically analyse. The work is of a very
poor standard throughout showing little or no understanding of the
brief. So heavily flawed conceptually that the work is rendered
almost entirely meaningless. Shows crucial omissions in content, or
meaning has disappeared into a morass of irrelevant materiel. OR No
work submitted for assessment.
Assessment 2
Assessment task: Group Neo-Classical Performance (Live
performance)
Weighting: 90%
This weighting is divided into two parts:
a.)On-going assessment of student’s development and commitment
throughout the semester: 45%
b.)Performance of two contrasting Neo Classical pieces: 45%
Date/time/method of submission: Week 14 of Semester One
Word count or equivalent: 5 – 25 minutes
Assessment Brief and preparation:
At the start of the semester, students will be given an overview
of the completion of choreography to create a Neo-Classical
Performance piece.
The students will create two contrasting Neo-Classical live
performance pieces as a group using stimuli and choreographic tasks
agreed with the Course Leader and an external company/individual.
The two pieces must be no shorter than 5 minutes and no longer than
25 minutes, using Neo-Classical Performance methodologies as the
primary source of innovation. The tutor will assess the development
and progression of each student through practical exercises each
week and the attendance of each student.
Assessment Criteria:
The creation of the Neo-Classical Performance pieces will
demonstrate the student’s understanding of the development of
Neo-Classical Performance technique, devices used in Neo-Classical
Performance choreography and the cultural context in which it has
been placed. Students will be marked on their progress, attitude
and participation throughout the module and against trueness of
replication of technique and choreography as well as their
performance skills quality. Students will be assessed on
attendance, time keeping and participation in physical workshops on
an ongoing basis. Attendance is of paramount importance for Health
and Safety reasons and failure to attend all practical workshops
will be reflected in the final module grade. (LO2, LO4 &
LO5)
Marking Scheme:
First
(80-100)
The work excels in all or most of the following: intelligence;
criticality; thoroughness; perspicacity; rehearsal; originality;
choreographic style; performance quality. The student is able to
physically replicate the choreography to an excellent standard
through the use of technique and performance skills. The student
demonstrates an exceptional degree of commitment, creativity and
innovation. The student represents absolute professional quality
that is beyond reproach in every aspect of choreography,
performance and the dance industry. It is almost impossible to find
weaknesses in any area. The student has attended 100% of the
practical workshops throughout the semester.
First
(70-79)
The work excels in three or more of the following: performance
skills; intelligence; criticality; thoroughness; perspicacity;
rehearsal; originality; choreographic style; performance quality.
The student is able to physically replicate the choreography to an
excellent standard through the use of technique and performance
skills. The student demonstrates a professional attitude to the
choreography, performance and the dance industry. The student has
attended 100% of the practical workshops throughout the
semester.
2:1
(60-69)
The work displays one or more of the following properties:
intelligence; criticality; thoroughness; precision; rehearsal;
originality; choreographic style; performance quality. The student
displays good technique and performance skills. The student
demonstrates a professional attitude to the choreography,
performance and the dance industry. The student has attended 90% of
the practical workshops throughout the semester.
2:2
(50-59)
The work shows some evidence of involvement in the choreographic
process. It is largely technically correct, with evidence of some
performance skills, although the technical ability and performance
quality of the student may need to be developed further. The
student demonstrates some professional attitude to the
choreography, performance and the dance industry, although this may
be inconsistent. The student has attended 90% of the practical
workshops throughout the semester.
3
(40-49)
The work shows little independence of thought from its (perhaps
very limited) technical development and performance and limited
signs of any involvement. It might be poorly performed with a
certain amount of redundancy, but it must be close to the right
length, at least partially pertinent and coherent, and the student
has less than 90% attendance.
Fail
(20-39)
The assignment fails when it is at least three of the following:
very badly ordered; heavily redundant; incoherent; irrelevant; of
the wrong length. The student has attended less than 80% of the
practical workshops throughout the semester.
Fail
(0-19)
The work fails (badly) when it is all, or all but one, of the
following: very badly ordered; heavily redundant; incoherent;
irrelevant; of the wrong length. Student demonstrates no
understanding or knowledge of a professional attitude to the
creation of choreography or the dance industry. The work is of a
very poor standard throughout showing little or no understanding of
the brief. So heavily flawed conceptually that the work is rendered
almost entirely meaningless. Shows crucial omissions in content, or
meaning has disappeared into a morass of irrelevant materiel. OR No
work submitted for assessment. The student has attended less than
50% of the practical workshops throughout the semester.
Learning materials
Reading Lists
Essential:
· Gottlieb, R (2005) George Balanchine: The Ballet Maker, Harper
Collins Books.
Recommended:
· Parry, J (2010) Different Drummer: The Life of Kenneth
MacMillan, Faber and Faber Ltd.
· Jackson, F (2010) They Make Tomorrow's Ballet - A Study of the
Work of Jack Carter, Michael Charnley, John Cranko, Iyer Press.
· Grigoriev, G (2010) The Diaghilev Ballet, London, Dance
Books
Viewing List
· Jewels - Jerome Robbins
· 100 Jahre - Ballets Russes
· Carbon Life - Wayne Mcgregor and Mark Ronson
· Swan Lake - Matthew Bourne
· Afternoon of the Faun - Ballets Russes
· Netherlands Dance Theatre
UWL Library Services offers resources, high quality services and
professional expertise to enable the effective discovery and use of
information and to support teaching, learning and research across
the institution.
Library Services operates in two locations:
• The Paul Hamlyn Library is located in the Peter John building
on St Mary’s Road campus. This brand new Library opened in
September 2015 and is spread across four floors, offering students
access to a full range of print and electronic resources. Each
floor offers a different study environment, from flexible group
study areas to individual study pods.
• The Reading site library is on the 10th floor of Fountain
House, providing support to our students at the Berkshire Institute
of Health.
All students are automatically members of the Library – the ID
card is also the library card. Self-service machines are available
at all sites, allowing for independent borrowing when service desks
are not staffed. PC workstations, printing facilities and Wi-Fi
access are also provided.
Details of opening hours (including 24/7 opening dates at the
Paul Hamlyn Library), borrowing information and contact details are
available at http://uwl.ac.uk/library.
As well as print and audio-visual collections, we also provide a
wide range of e-resources and books, online subject guides
(LibGuides) and a search engine tool (Summon) to help find
resources on module reading lists or research information for
assignments and projects easily. Wherever possible, module reading
lists are also available electronically via the module page on
Blackboard.
Academic Support Librarians (ASLs) assigned to each School
provide guidance and support through timetabled training sessions,
drop-in sessions, virtual help, and one-to-one sessions (if
required). Information on ASLs is available at
http://uwl.ac.uk/library/about-library/meet-librarians.
Slough Library and Creative Academy Library Services offers
resources, high quality services and professional expertise to
enable the effective discovery and use of information and to
support teaching, learning and research across the institution.
Students need to register to become a member of Slough Library
(this will happen in induction).
Opening times:
Day
Self Service Opening Hours
Full Service Opening Hours
Monday
8am – 5pm
9am – 5pm
Tuesday
8am – 7pm
9am – 7pm
Wednesday
8am – 7pm
9am – 7pm
Thursday
8am – 7pm
9am – 7pm
Friday
8am – 5pm
9am – 5pm
Saturday
9am – 5pm
10am – 5pm
Sunday
Closed
Closed
Creative Academy resources:
· Large private collection of books and DVDs
· Free wireless internet
· Five fully fitted Dance studios (exclusive use for
students)
· Two additional studios (One at The Centre Leisure Centre &
One Town Centre (TBC))
· One 250 seat professional working theatre
· One study skills specialist (Wellbeing Team)
· 1 to 1 crisis management (Wellbeing Team)
· Discounted chiropractor (Wellbeing Team)
· Nutrition 1 to 1(Wellbeing Team)
· Anatomy and Physiology (Wellbeing Team)
Please ensure you log into the student area of the Creative
Academy website www.creativeacademy.org for additional resources
and information. If you require log in please email
[email protected]
Things you need to knowEngagement
Teaching at UWL during the academic year 2020-21 will be
conducted using the UWLFlex model and may involve a range of on
site and online teaching and learning activities. Whether you are
engaging with teaching and learning activities on site or via the
UWL Virtual Learning Environment, we expect the same level of
commitment and engagement from you. If you are unable to attend
scheduled on site or online activities or complete activities in
the time frames set out, you should let your tutors know. You
should aim to stick to assessment deadlines; if you are concerned
that you will not be able to complete your assessments on time, you
should talk to your tutors. Your engagement, whether online or on
site, will be tracked and if we see that you are not engaging, we
will get in contact with you. However, we encourage you to let us
know if you are struggling so we can work with you to find
solutions and get you back on track as soon as possible. Give
yourself the best possible chance to succeed by engaging with the
full range of learning and teaching activities available to
you.
All students should refer to the Attendance and Engagement
Monitoring Policy particularly if your course is accredited by a
professional body, or if you are an International student on a
Tier-4 visa, or a student on an Apprenticeship course which have
additional requirements.
Need help, just ask
The University recognises that there are times when you may
encounter difficulties during your course of study and provisions
are made to help you. If you are struggling with meeting deadlines
please talk to us, whether it’s your course/module leader, personal
tutor or any member of staff, speak to them so they can get you the
support you need to succeed. You can extend your deadline if you
have a good reason why you are not able to submit a piece of
coursework on time, apply online for an extension before your
deadline. An extension will allow you an extra 10 working days. If
an extension is not sufficient and circumstances beyond your
control are preventing you from completing your assessment, then
you can, apply online for mitigation.
Please remember late submission without extension or mitigation
will result in penalties depending on how late it is, see
University Academic Regulations.
You are reminded that the University applies penalties to
students who commit an academic offence, in which case the Academic
Offences Regulations will be used to deal with any cases of
academic misconduct including examination offences, plagiarism and
other means of cheating to obtain an advantage.
You are encouraged to seek advice from the Students’ Union
Advice Service; UWLSU support you with all aspects of your academic
experience by providing advice and guidance to ensure you are fully
informed of the academic regulations set out by the University as
well as advocate for student views.
You are expected to behave in line with UWL expectations,
irrespective of whether your interactions with staff and other
students are in person or online. As you will be engaging with
others online and a range of online materials, it is important to
consider how to stay safe online and ensure your communications are
secure and appropriate. If you have any questions about how to
manage your online UWL activities, please contact your module
leader.
If you have an issue about the module, you should speak to your
Module Leader or Course Leader informally in the first instance.
Your Course Representative can also raise your concerns at Course
Committees, which take place each semester. If you are unable to
resolve it informally, you should refer to the Complaints Procedure
which is outlined in the student handbook and consult the Students’
Union about it. The University aims to ensure that issues are
resolved informally as quickly as possible to have minimum impact
on your studies.
Getting support for your studies
Throughout your course of study, you will have access to a wide
variety of sources of support depending on your individual
circumstances and needs. Your first point of call for getting
general academic support is your Personal Tutor. As well as
approaching your Module Leader with any questions specifically
related to your module and your Course Leader with questions on
your Course, do contact your Personal Tutor or Apprenticeship
Support Link Tutor for academic advice in relation to your studies
and your academic development.
Apart from the University-wide support framework, which
encompasses the Module Leaders, Course Leader, the Subject
Librarian, and your Course Administrator, you will also have at
your disposal the UWL Engagement Team. The Engagement Team offers
One-to-One Academic Support opportunities and Academic Skills
Workshops throughout the year, helping you to develop skills
relevant to your degree. Workshops include for instance Essay
Planning and Writing; Critical Thinking; Reflective Writing; Group
Work and Presentation Skills. Maths Support and English Language
Support opportunities are available too. For more information email
or to register for weekly updates email [email protected]
or you can visit our website to find out more about the support
offered by the Engagement Team, such as Peer Mentoring or online
academic skills resources at:
uwl.ac.uk/current-students/support-current-students/academic-support
Maths Support, English Language support and One-to-one academic
support opportunities are also available through the Creative
Academy Wellbeing Team please email Krissie Smith at
[email protected].
Student support
In addition to the support listed in the previous section, there
is also more help offered by The Creative Academy Well-being Team
please look on the Facebook group or email
[email protected]. You may also wish to contact UWL
Student Support Services. These are located in The Street at St
Mary’s Road, Ealing campus, but offer drop-in sessions at all UWL
sites. They offer a wide range of support and advice services
consisting of Student Advice, and Funding & Immigration advice;
Careers; Counselling; Disability/Mental Health; Inter-faith
Advisor; Placement & Employment; Volunteering; Student Welfare;
and Scholarships and Bursaries.
Contact Student Services (general) for more information at
[email protected] or call 020 8231 2345.
Module evaluation – have your say!
Towards the end of the module you will be invited to provide
some anonymous feedback to the Module Leader through an online
survey. This is your opportunity to give some direct feedback about
the module through a series of questions and free text. Your
constructive feedback will help the Module Leader and teaching team
to understand the module experience from your perspective and helps
inform the development of the module. At the end of the survey
period, a response to the survey will be available on Blackboard so
that you can see exactly how your voice has been heard.
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Form I – Module Study Guide template – Apr 2016Page 1 of 3
