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Please see your resource list for this module on Blackboard for a full list of reading and resources and for relevant notes (ie which pages to read).

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Please see your resource list for this module on Blackboard for a full list of reading and resources and for relevant notes (ie which pages to read).

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De Spain, K. (2014) Landscape of the Now.  New York: Oxford University Press

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Module Code: PERF2053
Level: 5
Credits: 15
Delivery: weeks
Module Leader: Peter Shenton
Module Tutors: Peter Shenton & Jason Benson
Assessments: 1
Essay - 100%

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https://www.thehighline.org/videos/high-line-art/simone-forti-huddle-performance-on-the-high-line/

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Module Leader:
Peter Shenton

Clephan 2.09

0116 207 8174

pshenton@dmu.ac.uk

Module Tutor:
Jason Benson
PACE 1M.01
0116 366 4580
jason.benson@dmu.ac.uk

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Submission Date:  06 March 2023 at Midday.  Submission is by Turnitin
Reflection (100% of your overall module mark)

You should write an individual reflective essay of 2000-2500 words in length, which responds to the following title:

With reference to practical exploration and relevant academic literature, critically discuss  three significant ways of working with scores in online performance making scenarios.

This essay encourages you to critically reflect upon and contextualise your own practice, drawing upon key principles and new knowledge gained through engagement in this module.

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A student who wishes to get the most from this project will work in a mature way as an individual and as part of a small group. They will not settle for their first solution, but re-invent their response to a task until they believe it is original and innovative. They will have the initiative to rehearse and research outside of the workshop time, taking ideas encountered in the taught sessions and interrogating them further. They will be pro-active in booking in-person or online tutorials, asking student friends or lecturers for help when they do not understand something. Absolutely essentially, they will be a reliable, supportive and proactive collaborator. They will fully commit to attending taught sessions and independent rehearsals. This project is about trying out new ways of making work that you have not encountered before, and then reflecting on your artistic and academic development. To aid this growth of understanding, a student will take the opportunity to watch contemporary live performance (a list will be provided), and witness the potential of a range of theatre practices.

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Through this project you will gain experience in devising methods, and understanding the complexities of growth between project conceptions to creative realization. You will uncover new ways of working, and open your mind to alternative styles of presentation. The score-making techniques examined during the project will provide key skills that can be used in a range of related professionalisms including workshop facilitation, teaching, performing, stage design (technical) and creating your own dance / theatre company.  Equally, the ability to improvise, to be in the moment and react appropriately is a fundamental life-skill.

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Contextualise the development and application of principles in your practice through research

Reflect on individual issues and achievements encountered in or arising from practice

Evaluate the value of these principles across your own practice and that of others

Your reflection should be written in accordance with the presentation of written work guidelines provided in the Programme Handbook. Further support for written work is available through the Centre for Learning and Study Support (CLaSS). Their details are provided in the Programme Handbook

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Staff will use the University’s anonymous marking system in assessing your reflective essay. This means that we will not know whose work we are marking.

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Weeks 17 - 21/22 Practical Sessions with Jason and Pete.
Week  24  Submission of Reflective Essay.  06/03/23 at Midday.

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Feedback is via Grademark on BB.

When you will receive feedback:

It is a policy of De Montfort University to make assessed work available for you to collect within twenty working days of the submission/deadline date. Staff will endeavour to achieve this. Should staff be unable to make assessed work available for you to collect within four teaching weeks then you will be advised of an approximate timescale for this to happen. However, feedback for The Reflection should be available to access at the latest 19/04/21 (week 29).

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This module focuses on improvisational approaches to performance making through movement, voice and technical skills in solo, partner and ensemble work. You will engage in studio-based, creative sessions that are designed to advance your improvisational skills and knowledge. You are encouraged to undertake a detailed examination of your practice and begin to develop techniques that will enable them to respond to the demands of improvised performance and devised work. Different techniques, principles and practices of Improvisation and score-making will be introduced alongside some key practitioners in this field such as Steve Paxton, Anna Halprin, Jonathan Burrows, Nancy Stark-Smith and Kent De Spain.

Throughout the project, you will be expected to draw from the skills you have learnt during the first and second year of study on the course and build on them in a new direction. Through teacher-led workshops, individual research and self-directed group/solo tasks, you will work with your tutor and peers to practically explore methods of score-making to create experimental and innovative performance based responses to tasks. The practical explorations will be used as experiential research for the assessment.

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Burrows, J. (2010) A Choreographer's Handbook.  Abingdon: Routledge

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Millard, O. (2017) 'Dancing participation: Observations of a long-term group dance improvisation practice',  Brolga: An Australian Journal About Dance, 41, Pp. 1-12.

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https://citethemrightonline.com/

Use link above to check how  to correctly cite your references both in the body or the text and in your bibliography.  Once you have used the search tab to look for the type of reference (eg book, website, journal)  make sure you use the filter buttons on the right of the page to untick all citation styles apart from Harvard.

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Consistent, high levels of attendance are vital for success on your degree and in the workplace once you graduate. (You may want to take a look at BBC staff attendance / sickness policy to see how stringent the professional world is: http://downloads.bbc.co.uk/foi/classes/policies_procedures/health_sickness_absence_policy.pdf  To support you in developing these key skills we have a basic set of attendance and punctuality requirements/strategies for each module throughout the year. For Perf 3029, they are as follows –

·  Aim for 100% attendance and punctuality.

·  Be pro-active - If you cannot attend on a given day or know in advance you have to miss a session then you must contact staff immediately via email and phone numbers provided in handbooks.

·  4 unauthorized* absences = an alternative role with in the performance. This still entails full attendance in order to attain a pass grade.

·  4 x late* = 1 absence. = as above

·  Continued unauthorized absences and lates – If the pattern persists you will be warned that your attendance and punctuality problems are jeopardizing the potential to pass the assessment. Sustained poor attendance and punctuality is likely to lead to failure.

*Unauthorized absence – when the student fails to inform staff prior to (or within 24 hrs. if unavoidable) of the session why there was an absence, (medical proof will be necessary in certain circumstances for it to be classed as authorized).

*Late – you will be deemed to be late to a session after 10 minutes have elapsed from the start of the class (on the hour) and you arrive thereafter with no authorized reason to be late. Leaving a class early with no authorized explanation will also be deemed equivalent to a Late.

These requirements apply across all TAUGHT module sessions: rehearsal, seminars, tutorials and case study classes. i.e. an absence or late in any session impacts on your performance opportunity. Additional rehearsals organized outside of class-time should be considered mandatory as that is the best professional approach but they will NOT be subject to the same requirements as above.

Sustained authorized absence - If for some unexpected but justifiable reason, you are having difficulty attending (e.g. long term mental or physical health condition or family issue) please come and discuss this with us ASAP. It may mean that you are better off on the individual assessment pathway for the time being as it allows you more flexibility and less stress.

If unauthorized absences or lates occur very close to the performance date, it may not be possible to implement the procedures outlined above, but students must note that such action will impact significantly on their assessment grading and for any fellow student this behaviour impacts upon this will be taken into account with their grading.

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Consistent, high levels of attendance are vital for success on your degree and in the workplace once you graduate. (You may want to take a look at BBC staff attendance / sickness policy to see how stringent the professional world is: http://downloads.bbc.co.uk/foi/classes/policies_procedures/health_sickness_absence_policy.pdf  To support you in developing these key skills we have a basic set of attendance and punctuality requirements/strategies for each module throughout the year. For Perf 3029, they are as follows –

·  Aim for 100% attendance and punctuality.

·  Be pro-active - If you cannot attend on a given day or know in advance you have to miss a session then you must contact staff immediately via email and phone numbers provided in handbooks.

·  4 unauthorized* absences = an alternative role with in the performance. This still entails full attendance in order to attain a pass grade.

·  4 x late* = 1 absence. = as above

·  Continued unauthorized absences and lates – If the pattern persists you will be warned that your attendance and punctuality problems are jeopardizing the potential to pass the assessment. Sustained poor attendance and punctuality is likely to lead to failure.

*Unauthorized absence – when the student fails to inform staff prior to (or within 24 hrs. if unavoidable) of the session why there was an absence, (medical proof will be necessary in certain circumstances for it to be classed as authorized).

*Late – you will be deemed to be late to a session after 10 minutes have elapsed from the start of the class (on the hour) and you arrive thereafter with no authorized reason to be late. Leaving a class early with no authorized explanation will also be deemed equivalent to a Late.

These requirements apply across all TAUGHT module sessions: rehearsal, seminars, tutorials and case study classes. i.e. an absence or late in any session impacts on your performance opportunity. Additional rehearsals organized outside of class-time should be considered mandatory as that is the best professional approach but they will NOT be subject to the same requirements as above.

Sustained authorized absence - If for some unexpected but justifiable reason, you are having difficulty attending (e.g. long term mental or physical health condition or family issue) please come and discuss this with us ASAP. It may mean that you are better off on the individual assessment pathway for the time being as it allows you more flexibility and less stress.

If unauthorized absences or lates occur very close to the performance date, it may not be possible to implement the procedures outlined above, but students must note that such action will impact significantly on their assessment grading and for any fellow student this behaviour impacts upon this will be taken into account with their grading.

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Information for current De Montfort University (DMU) students, including student finance, wellbeing and disability support, careers and employability and exams and deferrals information.

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Current students - De Montfort University

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Information for current De Montfort University (DMU) students, including student finance, wellbeing and disability support, careers and employability and exams and deferrals information.

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RESPECT is fundamental to everyone feeling safe and supported on campus and more specifically on this project. Ensure you adhere to social distancing measures and wear masks where appropriate.

Please read the DMU policies below

Wearing masks on campus

COVID-19 Health and safety Principles

DMU Safe Trace

Student Charter

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https://www.youtube.com/watch?v=yLA60JC12TU&feature=youtu.be

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The DMU website is full of resources for you to consult if you are facing any problems.

You can still contact your personal tutor you would like to have a chat about whatever you are going through.

You might have a health issue or you may be facing discrimination of some kind, or experiencing problems with your funding or struggling with your studies. The microsites will signpost you to where you can get support or provide advice on what to do or how to manage the problem.

Become familiar with the microsites. Please browse through them now and become familiar with them. Below are links to three of important ones:

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If you are facing discrimination or bully. You can find from this microsite who to call and how to report it.

https://www.dmu.ac.uk/current-students/no-space-for-hate/index.aspx

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Your DMU Safety brings together all of DMU’s Covid-19 related health and safety information, guidelines and updates into a single microsite.

https://www.dmu.ac.uk/your-dmu-safety/index.aspx

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This Hub will provide you with quick access to booking appointments, activities and hints and tips about staying well.

https://www.dmu.ac.uk/healthy/index.aspx

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Here are the pathways you can follow to find them and an array of other resources:

Go to Blackboard = Student support = Health, Welling and Disability.

Go to Blackboard = Student support = Student Gateway = No Space for Hate