The Dance Education degree is a three-year programme designed to prepare students for entry into the dance profession as dance practitioners or artists. It develops the ability to initiate, create, organise, manage, teach and perform dance projects and activities. It particularly specialises in enabling students to work with children and young people of varying ages and abilities in a variety of school and community contexts.
The programme enables students to develop technically and creatively and to gradually become more confident in taking leadership roles with greater responsibility and independence. They should leave with a high level of knowledge, skills and understanding of a range of dance techniques and styles and ways of creating, teaching and presenting or performing dance. They will be well equipped with motivation, and confidence that they have the ability to undertake their places as creative dance practitioners or artists.
There are six core modules in Years 1 and 2. This is an outline of the module content:
Technique and Style: In Year 1, students engage in dance classes in contemporary, ballet and African dance techniques and styles. In Year 2, they study Limon-based and Release-based contemporary styles, modern ballet and South Asian styles. In Year 3, they study a range of professional repertoire.
Dance Pedagogy: This module helps students find out more about teaching and learning strategies and ways of working to develop creative work with others, and engages them in becoming increasingly independent practitioners. There are context based experience opportunities within Dance Pedagogy 2 and 3 at a primary school, secondary school, further education college, dance company or community based setting.
Choreography: In their first year, students study mainstream choreography and ways of creating dance. In Years 2 and 3, they study a range of professional dance works and ways of devising work.
Dance in Society: Here students study the roots of dance, European influences, early pioneers of modern dance, key innovators of early modern dance and the development of new/independent dance and post-modernism in Year 2. There is also a study of a range of choreographers and professional dance works. In Year 3, there is a focus on greater analysis and critical response of dance works.
Dance Science: The focus of this module in Year 1 is on students understanding themselves as dancers and includes, for example, anatomy, physiology, nutrition, hydration and fitness. In Year 2, the focus is on applied dance science. This module only runs in Years 1 and 2 and its content is applied as part of Dance Pedagogy in Year 3.
Dance Research: Here, students find out more about searching for information about dance and developing a critical response. They also have an observational placement. In Year 2, they investigate further an area of dance that they are most interested in as a research project. In Year 3, they conduct their independent study.
Professional Practice: This is a Year 3 module and focuses on applied dance in a context and prepares students for bidding for funding and presenting themselves as dance artists.
A wide variety of learning and teaching strategies are employed that are University or dance context based. Students work with University tutors, dance artists, dance practitioners, dance companies and guest choreographers. Learning and teaching strategies include integrated approaches to theory and practice, experiential learning, tutor led and student led work, dance analysis, collaborative group work, peer teaching/observation and feedback, direct instruction, seminars, team teaching, presentations, resource based learning and independent study.
Students are assessed through a range of assignments incorporating a variety of modes. The assessment methods are practical presentations, practical demonstrations, creative and choreographic projects, performances and written assignments.
As a dance practitioner or artist, a student might be employed to work, for example, in a school, community setting or to develop a dance for a festival funded by a local council. They could also work as an education officer for a company. They might be involved in marketing, publicity, fundraising, venue and festival management, or publicly-funded provision, to name but a few. Students will be equipped to embark on a Schools Direct or PGCE programme (providing they have GCSE or equivalent English, Maths and in addition for Primary, Science) and work in mainstream school settings or market themselves as freelance dance artists.
The Dance Education programme is unique in that it is particularly tailored to developing students as dance practitioners/artists. It has links with local, regional and internationally recognised dance schools and companies such as The Royal Ballet School, Laban, London Contemporary Dance School, Loop Dance Company and Cascade Dance Company. Students have access to a range of creative dance opportunities within local school-based and community-based settings.
BA single honours
3 years full-time
260 UCAS points including BCC at A2 Level, or equivalent (see here)
Experience of in-depth study of any dance style for a minimum period of two years. Some experience of teaching / facilitating / managing dance with peer group or beyond and a desire to develop a career as a dance practitioner / artist working in school based settings.
Applicants are auditioned and will require Criminal Records Bureau (CRB) check before starting the programme. For information about the CRB process please see here.
Coursework, examination, group projects, presentations, practical demonstration of teaching; Dance technique assessment classes; Performance of set dances in a dance style; Dance reconstruction; Choreography