Case Study No. 7 - Dance For Camera
|
Name
of module/ course: |
Dance
for Camera |
|
Programme |
HND
Physical Theatre and Dance |
|
Institution: |
University
of Salford |
|
Level: |
2 |
|
Typical
number of students: |
12 |
Elements
addressed by study
|
Theme |
Key
Aspects |
ü
if addressed |
|
Developing
effective group behaviour |
Group
formation |
|
|
Training |
|
|
|
Monitoring |
ü |
|
|
Discipline
issues eg attendance |
|
|
|
Assessing
behaviours & processes within groups |
Assessing |
|
|
preparation |
|
|
|
operation |
ü |
|
|
reflection |
ü |
|
|
Assessment
procedures |
ü |
|
|
Assessing
group products |
Assessing |
|
|
whole
groups |
ü |
|
|
individuals
within groups |
ü |
|
|
Assessment
procedures |
ü |
Special
Features:
For
their assessment, students collaborate to create a dance video production.
The production is awarded a group mark and supporting material is used to
assess individual contribution and moderate individual marks against the group
mark. Students are assessed for
their choreographic and performance skills, for their ability to use the video
medium as a creative tool and for their collaborative skills.
Description
of Key Aspects:
In
class-based workshops, students explore techniques for working with
movement/dance for camera. Students
work in groups of 3-4 for their assignment to produce a 4 minute video.
There are four methods of assessment used: the video, supporting
storyboard and other relevant production material, written appraisal, and
individual vivas.
There
is no numerical split between process and product for this module.
The storyboard, written appraisal and viva are used for formative
assessment of process and as a support in case the group do not manage to
produce a video for whatever reason.
Deadlines
are set at various stages of the process (pre-production, production and
post-production) which students must complete satisfactorily before they can
proceed to the next stage.
Group
vivas take place the day after the presentations in which students are asked
questions specifically related to module aims and assessment criteria.
Each student is required to submit a written appraisal, along with the
supporting documentation, 1 week after the viva.
Analysis
Groups
are monitored at each stage during the production process, where tutor feedback
is given. In these sessions
students are encouraged to discuss the original aims and objectives of the
project in relation to what they have produced at each stage and where they see
it going. Hence, there is a balance
between making the work and ongoing critical evaluation.
This helps students to develop critical awareness and analytic skills.
The
vivas help the students to assess their individual and collaborative strengths
and weaknesses, and help them prepare for the written evaluations.
Evaluation:
The awarding of an,
individually moderated, group mark ensures a balance between group and
individual incentives.
The inclusion of
collaborative working in the assessment criteria, along with the awarding of a
group mark, ensures a match between learning objectives and assessment practice
and rewards competencies as well as outcomes.