PModule Title
Module
Number
Research in Performance Practice
SSP4043
Level (3 to 8)
Credits
4
20
JACS Subject
Code(s) and % of
each subject
W510
ECTS Credit Module Value
10
ASC Category(ies)
10
% Taught in Welsh
2.0
0
Teaching Period
Pre-requisites
Terms 1, 2, 3
None
Practical
Module Leader
School(s)
Campus
S. Fisher
Cardiff School of Sport
Cyncoed
Assessment Methods
Assessment Type
Module Type
Duration/Length of
Assessment Type
Weighting of
Assessment
Approximate Date of
Submission
PRAC 1 – Performance
3000 words equivalent
60%
Week 27
PORT 1 – Essay and
logs/journal
2000 words equivalent
40%
Week 28
Rationale for Assessment and Opportunity for Feedback
PRAC1
 To enable students to evidence their understanding through practice
 To encourage students to recognise the value of practice as research
 Given the programme focus on process-oriented learning students application and engagement
throughout the module is a key performance indicator
Formative feedback
Throughout the module students engage in self/peer/tutor feedback as a key part of their learning. This
takes place through discussion, practical exploration and written documents. The focus on co-operative
and collaborative approaches to choreography encourages a transparent and considered engagement
with this process by both students and tutors.
Summative assessment
Tutors consider application and engagement with the process throughout the year and measure
evidenced understanding of the learning outcomes in performance. Students receive a written record of
this feedback to support their future learning.
PORT1
The value of the portfolio is in the composite nature of this assessment.
Module Descriptor – CSS Periodic Review December 2013
1
This is realised in two distinct outcomes:
 Students demonstrate their learning in a variety of ways (written, verbal, practice)
 Students transfer their learning throughout the portfolio elements, between points of assessment
within the module and across modules studied.
Formative feedback
The learning experiences within the taught module content offers substantial and on-going opportunities
for verbal and written feedback. This feedback is provided by self/peer and tutor, and supplemented by
individual tutorials as requested.
Summative assessment
Tutors consider application and engagement with portfolio elements to measure evidenced
understanding of the learning outcomes. Each element is designed to ensure the portfolio as a whole is
cohesive in addressing these outcomes. Students receive individual written feedback aligned to the
assessment criteria, recognising achievement and identifying skills to improve.
Aim(s)
This modules aims to:
 Introduce students to the principles of composition through applied creative practice
 Introduce students to the basic knowledge, understanding and skills of the processes of
experimention as a fundamental tool within collaborative choreographic
practice
exploration and
 Introduce students understanding of research based practice
 Consider the basic principles of performance in the realisation of an idea
 Develop students ability to communicate physically, aurally and through the written word
Learning Outcomes
By the end of this module students should be able to:
 Demonstrate and apply an understanding of the principles of composition and choreographic
processes
 Evidence a security in the processes of dance exploration and experimentation
 Recognise the value of working collaboratively
 Engage in the processes of research to inform an idea
 Evidence the principles of performance in the role of a performer
 Demonstrate an understanding of evaluative processes to inform practice through contribution to
discussion, self & peer evaluation and written reflection
Module Descriptor – CSS Periodic Review December 2013
2
Learning and Teaching Methods: Range of learning methods (including directed study) and
expected scheduled contact time on each:
Learning Method
Studio based
learning
Preparation for
performance
Guided independent
practice
Independent
research
Independent
practice / research
Rationale
To facilitate experiential learning and application of
theory to practice. The delivery approach is tutor led
with a focus on collaborative approaches to learning.
Students have the opportunity to explore
individually, in small groups and collectively. Where
appropriate students engage in workshops led by
industry based practitioners.
At the end of the teaching year students participate
in intensive rehearsals culminating in a public
performance offering an opportunity to work in a
professional context and apply their learning in a
professional arena.
Throughout the year students are set creative tasks
to explore outside of class time either individually or
with peers. This allows students to develop their
choreographic practice and learn how to work
effectively with others.
Students begin to take responsibility for furthering
their research independently and ensuring
understanding of the module content.
Given the fundamental connection to performance
students are encouraged to attend performances
and workshops in a variety of contexts.
Indicative Content






Exploration of compositional principles and choreographic processes
Exploration and experimentation of processes and ideas
Collaborative processes
Research informed practice
Evaluative processes
Realisation through performance
Module Descriptor – CSS Periodic Review December 2013
3
Type of contact
(scheduled/non
contact)
Scheduled
Total
hours
72
Scheduled
30
non contact
20
non contact
30
non contact
50
Recommended Reading & Required Reading
Required Reading:
Blom, L.A. & Chaplin, L.T. (1989) The Intimate Act of Choreography: London:
Dance Books.
Burrows, J. (2010) A Choreographer’s Handbook. London & New York: Routledge. [eBook available]
Smith-Autard, J. M. (2010) Dance Composition. 6th ed. London: Methuen Drama. [eBook available]
Recommended Reading:
Blom, L.A. & Chaplin, L.T. (2000) The Moment of Movement: Dance Improvisation.
Pittsburgh: University of Pittsburgh Press.
Ellfeldt, L. (1988) A Primer for Choreographers. Rev. ed. Illinois: Waveland Press.
H’Doubler, M.N. (1998) Dance: A Creative Art Experience. 3rd ed. Wisconsin: University of Wisconsin
Press.
Humphrey, D. & Pollack, B. (1997) The Art of Making Dances. London: Dance Books.
Lavender, L. (1996) Dancers Talking Dance: Critical Evaluation in the Choreography Class. Champaign:
Human Kinetics.
Minton, S. C. (2007) Choreography: A Basic Approach Using Improvisation. 3rd ed. Champaign: Human
Kinetics.
Preston-Dunlop, V. (1998) Looking at Dances: A Choreological Perspective on Choreography. Ightham:
Verve Publishing.
Tufnell, M. & Crickmay, C. (1993) Body Space Image: Notes Towards Improvisation and
Performance. London: Dance Books.
Access to Specialist Requirements
Access to AV equipment and resources; Learning Resource Centre and Blackboard;
Workshops with guest artists and companies; Dance studio for independent practice.
Module Descriptor – CSS Periodic Review December 2013
4