Module specification



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MODULE SPECIFICATION


  1. Title of the module

Musical Theatre Dance 2 (DR686)

  1. School or partner institution which will be responsible for management of the module

School of Arts

  1. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)

Level 6

  1. The number of credits and the ECTS value which the module represents

30 (15 ECTS)

  1. Which term(s) the module is to be taught in (or other teaching pattern)

Autumn or Spring Term

  1. Prerequisite and co-requisite modules

None, but completion of DR684 (Introduction to Musical Theatre Dance) or previous dance experience in any genre is strongly recommended

  1. The programmes of study to which the module contributes

BA Drama, BA Joint Honours Drama, VPA

  1. The intended subject specific learning outcomes.
    On successfully completing the module students will be able to:

    1. Demonstrate developed knowledge and understanding of the genre of musical theatre dance over the 20th century, including key practitioners and cultural influences

    2. Demonstrate enhanced movement technique and vocal skills in musical theatre/jazz dance performance appropriate to the module level

    3. Demonstrate practical embodied and creative knowledge of musical theatre dance technique, aesthetics and style through composition in the style of choreographers and periods covered in the module

    4. Demonstrate knowledge and critical understanding of the legacy of key musical theatre dance choreographers for current popular dance forms

    5. Demonstrate the ability to critically analyse musical theatre performance in terms of its representations of historical, cultural, political, and gendered identities



  1. The intended generic learning outcomes.
    On successfully completing the module students will be able to:

    1. Critically evaluate a variety of textual, audio-visual, and movement materials

    2. Demonstrate qualities and transferable skills for independent working: time management, problem-solving, meeting objectives and criteria, analysing and improving own performance using feedback offered

    3. Demonstrate effective communication skills - e.g., speaking fluently in a public forum, communication effectively with others in group work, writing in a range of modes for different audiences and in performance work.

    4. Develop skills in team working and project management through work on group presentation/practical demonstration.

    5. Enhance research skills using a variety of sources including web and academic journals.



  1. A synopsis of the curriculum

Students will explore the historical and cultural contexts of mainstream 20th century musical theatre/jazz dance by engaging with the aesthetic, technical and stylistic specifics of seminal choreographers such as Jack Cole and Bob Fosse. Learning will be organised around and oriented toward demonstrated understanding of the influences on influential figures and on jazz and musical theatre dance at large of different dance cultures and styles (Indian, African and Latin dance) and the genres of ballet, modern dance, social dance, cabaret, and burlesque theatre. This understanding will be demonstrated through students’ creation of dance choreographies in the style of choreographers covered within the module, contingent on skill level.



The module differs from Introduction to Musical Theatre Dance (DR684) in its focus on the development of enhanced dance technique and style and in its creative element of composition.
Weekly workshop sessions will include a comprehensive isolation-based musical theatre/jazz warm-up, followed by movement studies focused in depth on the technique and style of the choreographer(s) covered. In addition, students will view filmed musical theatre dance numbers and present critical analyses of these, as well as of assigned readings, in small groups during seminar classes. Viewing or attendance of two full-length musical performances (at least one live) will also be required; provision for zero-cost options will be offered. These tasks will lead towards the composition and performance of student choreographies in small groups and a reflective research essay detailing the process through which the choreography was developed.



  1. Reading List (Indicative list, current at time of publication. Reading lists will be published annually)

  • Card, A. (1998), “The great articulation of the inarticulate: Reading the jazz body in Australian and American popular culture in the 1960s,” Journal of Australian Studies 22:58, 18-28.

  • Gottschild, B. D. (1998), Digging the Africanist Presence in American Performance: Dance and Other Contexts, Westport: Greenwood Publishers.

  • Grant, M. (2005), The Rise and Fall of the Broadway Musical, Boston: Northeastern University Press.

  • Maclean, A. (1997), “The Thousand Ways There Are to Move: Camp and Oriental Dance in the Hollywood Musicals of Jack Cole,” in Bernstein, Matthew and Studlar, Gaylyn, Visions of the East: Orientalism in Film, New Brunswick, Rutgers University Press, 59-77

  • McWaters, D. (2008), The Fosse Style, Gainesville: The University of Florida Press, 2008.

  • Pullen, K. (2011), “If Ya Liked It, Then You Shoulda Made a Video: Beyoncé Knowles, YouTube and the public sphere of images,” Performance Research, 16:2, 145-153.

  • Stearns, J. and Stearns, M. (1994), Jazz Dance: The Story of American Vernacular Dance, 2 rev. ed. New York: Da Capo Press.

  • Symonds, Dominic and Taylor, Millie (2014), Gestures of Music Theater: The performativity of song and dance, Oxford/New York: Oxford University Press.

  • Taylor, M. and Symonds, D. (2014), Studying Musical Theatre: Theory & Practice. London: Palgrave Macmillan.

  • Wasson, S. ( 2013), Fosse. New York: Houghton Mifflin Harcourt.



  1. Learning and Teaching methods

  • 24 sessions including workshop and seminar sessions (12 x 2 hours, 12 x 3 hours = 60 hours): To teach and allow students to practice the techniques and styles of Musical Theatre dance and develop student-produced choreography. Includes isolation-based warm-up, sequences crossing the floor, and choreographic etudes. One-hour seminar blocks will permit investigate of the development, aesthetics, and style of Musical Theatre dance, including critical studies of the genre and give students guided access to brief video recordings of key performances.

  • 2 x 3-hour musical theatre performance attendance (= 6 hours)

  • Independent learning hours (234 hours): Comprised of background reading, research, watching brief footage of musical theatre performances, independent rehearsals for performance of choreography, and preparing written work and seminar presentations

Total contact hours: 66

Total private study hours: 234

Total study hours: 300

  1. Assessment methods.

100% Coursework
40% Performance of group-composed choreography (assessed individually)

40% Reflective essay portfolio – 2500 words covering development of choreography with reference to musical theatre history and theoretical discourses



20% Seminar, workshop, and choreography preparation and participation, assessed through written critical responses, student-led oral seminar presentations, and rehearsal log books

  1. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13)



Module learning outcome




8.1

8.2

8.3

8.4

8.5

9.1

9.2

9.3

9.4

9.5

Learning/ teaching method

Hours allocated

(indicative)































Practical workshops

48

x

x

x

x

x

x

x

x

x




Seminars

12

x







x

x

x

x

x

x

x

Performance attendance

6

x







x

x

x










x

Private Study

234

x

x

x

x

x

x

x

x

x

x

Assessment method































Group choreographed performance

x

x

x




x

x

x

x

x

x

Reflective performance portfolio (2500 words)

x







x

x

x

x

x




x



  1. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia student support service, and specialist support will be provided where needed.



  1. Campus(es) or Centre(s) where module will be delivered:

Canterbury

FACULTIES SUPPORT OFFICE USE ONLY

Revision record – all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

Date approved

Major/minor revision

Start date of the delivery of revised version

Section revised

Impacts PLOs( Q6&7 cover sheet)

































Module Specification Template (September 2015)




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