module specification

Through the Becoming a Learner  -  a 10 session on line study skills programme - designed through a Linking London project -  the module will provide learners with an integrated study and self- management refresher course relevant to studying dance at Foundation Degree level.

The module aims to build on previous study so that learners can successfully deal with the intellectual and emotional demands of the course. The module will also aim to support learners tackle the academic side of the course by using background material that is relevant to dance and the performing arts.

This module aims for the student to:
• Gain an understanding of the academic requirements of studying dance on the two year programme and beyond 
• Develop the interpersonal skills, knowledge and qualities to succeed on the Foundation Degree course.

The main focus for this module is to help learners to acquire the study skills, qualities and knowledge to successfully manage the transition into study in higher education.
A key premise of the module is that learners may have relevant past experience that can be used as a platform from which to build. Essentially the module aims to support and encourage learners to develop sound study practices that make them autonomous and successful learners. The module swill be delivered in the context of a range of dance materials from Semester 1 modules.

After an initial induction phase where learners meet their peers and tutors and explore a range of learning facilities available at the college and at the university, the programme will concentrate on the following key themes :

• time management for HE students focused on the discipline required by dance students.
•  note taking
•  essay /report /diary writing,
•  reading,
•  Presentation
•  discussion skills 
•  assessment.
•  setting targets 

A key element in the module will be developing a number of employability skills including problem solving, working as a team and giving and receiving feedback

The teaching and learning methods will vary from week to week and will aim to partly mirror those teaching and learning methods used on other parts of the course.
This will give opportunity to explore needs of learners across the course.
Within each weekly session, there will be a number of teaching and learning methods adopted, from facilitation to more direct instruction.
As the learners are Adults there will be a commitment to try to ascertain whenever possible, what skills learners bring to the topic in hand. Sometimes we will operate as co investigators other times in a more teacher led way. As learners will be requiring support to complete tasks, one of the sessions will be on an appointment basis.
Moreover some learners will have specific language /study skills issues that will be ascertained at the beginning of the course through diagnostic exercises, that will have to be worked on throughout the course through regular reference to the Uefap Academic Writing website  and be facilitated by individual learning plans.

As stated above Learners will be trained to use the on line Moodle system

On completion of this module students will demonstrate the ability to:

• Use ICT in a variety of ways including  using moodle to access resources for lessons;  producing power point presentations ; self- manage including using  “ Turn it in  “ to hand in assignments  and  academic writing / language support websites e.g. Uefap to improve the quality of written assignments

• Demonstrate an understanding of and ability to use, a range of communication, self-management and study skills specific to the dance course

• Distinguish between different types of academic work e.g. essay, report and reflective journals.

• Develop a range of presentation skills e.g. seminars, power point presentation.

• Use the Harvard School of referencing
.
• Conduct a useful literature search - appreciate the similarities and differences between academic and experiential learning

• Develop the tools for giving and receiving feedback

• Manage different ideas, values and assumptions about the nature of dance, to be supported by relevant dance literature.

1. A class test in Harvard referencing – 15% in week 9

2.The completion of a piece of critically articulated self assessment writing that explores strengths and weaknesses in communication, study / language and self- management skills 70% Week 11

3 The production of an action plan that contains measurable targets designed to build on existing strengths and to address perceived weakness in academic skills 15 % in Week 12

Essential:
Buckroyd, J. (2000) The Student Dancer, London: Dance Books 
Noisette,P.( 2011)  Talk about contemporary dance  Paris: Flammarion, S.A
                                                                                                                                    
Websites

http//mycourses.mycandi.ac.uk – Becoming a Learner student pack
http://www.uefap.com
www.adad.org.uk (Hotfoot online publication)
www.ballet-dance.com