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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
This interdisciplinary course will provide you with an intellectually challenging programme of advanced study, examining dance practice from physiological, psychological and biomechanical perspectives.
You will be given the opportunity to explore areas of study which reflect your own career aspirations and may choose optional study units which focus on either the role of dance in public health, elite dance participation, or a combination of the two. You will look at theories from sports and exercise science, philosophical theories of the body, its identity and place in society and psychological approaches to dancing health.
The course aims to actively contribute to the growing body of research and applied dance science practice via the professional frameworks being developed at the University. In addition, you will be encouraged to present exceptional research which advances sector knowledge at the annual International Congress of Dance in Health, which is hosted by the University.
The MSc Dance Science programme at the University of Bedfordshire is a transdisciplinary and interdisciplinary course which critically examines the notion of optimising dance from a scientific perspective. The transdisciplinary nature of dance science study interfaces with theories from sports and exercise science; philosophical theories of the body, its identity and place in society; and psychological approaches to understanding the dancing self. Its interdisciplinarity is rooted in the application of ways of examining dance practice from physiological, psychological and biomechanical perspectives, in approaching an holistic understanding of the function and capability of the dancing body and mind.
As such, this course:
- Develops your understanding of, and interaction with, dance, from a scientific perspective, whilst contextualising your studies within the cultural, artistic, political and social circumstances of dance practice
- Focuses on your development as a competent and rigorous dance scientist able to work holistically from physiological, psychological and biomechanical perspectives with recreational, vocational and professional dancers
- Supports you to synthesise current research across dance, sport and exercise disciplines and, where appropriate, philosophical approaches to the body, to articulate this wide-ranging knowledge base in relation to the dancing and thinking body to a wide range of academic and non-specialist audiences using the written word and verbal presentation
- Enhances your employability through the choice of elite-focussed and/or public-health focussed units throughout the duration of the course; you can choose to specialise in one area or select across both to diversify your training
- Engages you directly in the context of applied dance science employment by replicating the demands of the workplace in set assessments and specifically the nature of multidisciplinary partnership working in the Interprofessional Working Project unit (full-time students: term 2; part-time students: term 4).
- Is grounded in the application of theory to practice, making use of excellent on-campus facilities for dance and exercise science training, including the Sport Science Laboratories and Human Performance Unit, and the professionally equipped 280 set theatre, theatre studio and suite of dance studios
- Is led and taught by staff with a strong academic and applied practice background in dance and sport science research, dance making, performance and leadership. The programme capitalises on the combined teaching, learning and research excellence of the Division of Performing Arts and English and the Department of Physical Education and Sports Studies. This is a unique partnership in which students of the MSc Dance Science programme will work alongside students on sport, exercise and behaviour Masters programmes across the University. This opportunity is currently unique to the University of Bedfordshire and will allow a rich cross-fertilisation of ideas, debate and research across disciplines, whilst allowing students access to a wide range of elective units to carve a distinct study and research pathway suitable for a sustainable career in dance science. Furthermore, this approach is reflective of the partnership working required across the dance sector in maximising the impact of work within the elite and recreational contexts. It also permits you access to highly-regarded academic and practicing experts in the various fields of health, behaviour, sport and dance.
The programmes assessment strategy underscores the course teams concern with the sorts of critical understandings and applications of dance science which are increasingly required in the dance sector today. It places a premium upon research competency and upon independent critical thinking. It also helps register the fact that a transdisciplinary programme such as this obliges you to undertake a significant amount of research, in order to come to terms with the myriad approaches in understanding and optimising dance participation, training and performance from a physiological, psychological and biomechanical perspective.
The assessment methods aim to support you towards employability at the end of the programme. Thus, each unit will be assessed separately, using different mixes of assessment and modes of learning including oral and poster presentations, coursework reviews, journal articles, tests, lab reports, case studies and discussions. This range of assessment methods will allow you to reflect your strengths and address your weaknesses in a supportive learning environment. You will be provided with timely and focussed feedback which aims to guide you towards improvement.
For you, assessment indicates:
- The ability to carry out practical work
- Successful learning and understanding
- Need for further study
- Attainment of learning outcomes
For lecturers and course team, assessment provides:
- Monitoring of progress
- Insight into individual learning problems
- Feedback on teaching, learning and assessment strategies
The range of assessment methods used across the programme are all typical activities that a dance scientist would be expected to undertake when working in the dance sector. Assessment methods have been selected to support the development of dance science as an academic subject, whilst also maximising work-based learning opportunities and professional skills development. Opportunities to work as part of a team are embedded throughout the learning strategy although the relatively important weighting given to individual written assignments and individual presentations stresses the primacy of effective communication skills required in the application and dissemination of dance science to specialist and non-specialist audiences. Thus, your written and oral communication skills in the English language form part of the marking criteria across all units.
In the Interprofessional Working Project students will work in partnership to develop an innovative and in-depth research project addressing areas of dance science, leadership, performance and choreography. Typically this project will draw on the expertise of the different sectors of dance practice addressed at M Level at the University of Bedfordshire, reflecting the scope and nature of partnership working in the professional sector. The opportunity to work as part of a group will help you to develop transferable skills such as taking initiative, communication, team working and decision making. Where group work is used all students will achieve an individual grade for their contribution to the work.
Formative assessment will be used to provide you with the opportunity for feedback to enable you to review and improve your work, before summative assessment wherever possible. Your ability to carry out independent research is ultimately assessed through the design, literature review and independent dissertation. However the discrete components of independent research are underpinned and developed through the assessment tasks of the core and elective units. The dissertation provides you with the opportunity to use the culmination of your knowledge and skills, researching and managing a larger-scale, more in depth research project to experience the role of the dance scientist at work and prepare you for further research as a postgraduate research student or within the broader academic context.
Upon successful completion of this course, you should be able to:-
1. Articulate a depth of knowledge across the physiology, psychology and biomechanics of the recreational, vocational and professional dancer
2. Autonomously synthesise information and ideas and creatively respond to problems that expand or redefine existing knowledge or develop new approaches to changing situations
3. Be critically aware of, and deal with the complexity, gaps and contradictions in the current knowledge base with confidence
4. Recognise the need to develop sector knowledge and practice and identify intervention strategies to implement these within a dance science context to bring about changes in behaviour, practice or thinking for applied research in the professional context
5. Demonstrate systematic ability and understanding in determining testing procedures which maintain validity and reliability and manipulating, interpreting and presenting resultant complex physiological, psychological, biomechanical and research data (both quantitative and qualitative in nature) using appropriate information literacy frameworks
6. Be able to apply theoretical and practical skills in the screening of recreational, vocational and professional dancers and devising associated training programmes from collected data which seeks to optimise dance performance
7. Appreciate and critically analyse the multifactorial and multidisciplinary nature of optimising dance participation and performance
8. Communicate orally and in writing a critical awareness of the current body of dance and sport science research and develop dissemination skills to convey scientific information in professionally appropriate and suitably accessible ways for specialist and non-specialist audiences
9. Demonstrate a sympathetic awareness for the ethical implications of working with human subjects, respecting subject confidentiality and acknowledging the importance of informed consent for all participants
The MSc Dance Science programme offers you a systematic understanding of the principles of dance science within its scientific, social, political, cultural and artistic context. The educational context aims to support learning in relation to your experience and planned trajectory through study into employment. In keeping with the Universitys educational strategy and the 2008 Curriculum Review (CRe8), the diversity of your experience is valued and developed within a scaffolded curriculum which supports your transition from humanities to scientific approaches to learning and research. Teaching and learning in the first term focuses on the understanding of scientific research methodologies and scientific writing conventions within formative and summative assessment tasks, in order for you to make sense of your current strengths, whilst identifying any areas for development required. This is achieved through an applied format, reflecting the demands and expectations of the workplace. In preparation for the second term research methods unit, students will have an unassessed, short preparatory course, orienting them towards the terminology and rationale for statistical testing, in order to bring them up to the standards required for the unit entry requirements. This will be further supported through refresher and top up workshops and personal tutoring as required.
The MSc Dance Science seeks to:
- Enhance your critical awareness of the current issues in dance science, informed by leading edge research and practice and to extrapolate from existing scholarship to identify new or revised approaches to research in the field
- Support you in recognising and demonstrating originality and insight in complex scenarios and to develop creativity in the application of knowledge in changing and unpredictable circumstances
- Advance your autonomy in the analysis of dance training and performance from recreational and professional perspectives and to implement strategies to enhance and optimise this
- Provide a variety of learning and assessment opportunities for you to develop complex and sophisticated communications skills, both orally and in writing to specialist and non-specialist audiences and to support you effectively as an individual and collaborative researcher and in a variety of team and leadership roles
You will have an Induction session before your course fully begins. Here you will meet your fellow students and tutors, and be introduced to the course and to university facilities. You will also find out more about academic and financial arrangements within the university, and be directed towards a range of student services, including the Students Union. Induction is an ongoing process, embedded into the MSc programme. You will have the opportunity to acquaint yourself practically with facilities and equipment in the application of your studies throughout the year. In particular, statistical methodology support will be provided in the form of a short induction course at the start of the year, followed by refresher and top up sessions as required, in order for students to meet the unit entry requirements.
For international students, there is a dedicated International Students' Support Team. The team is there to help you settle into University life and give advice on a range of issues. There is also an international student induction programme which is designed to enrich your time of study at the University as well as help you settle in, adjust to your surroundings and get to know your way around.
Upon commencement of studies you will be assigned a Personal Tutor who will monitor your academic progress and offer support throughout the degree. Initial support with individual assessments and units is provided by unit tutors and the unit leader. Additionally, students may refer issues to the Course Manager and Academic Director.
In the event that you have an illness during the course or have significant personal or family problems the Corporate Academic Advisory Service (CAAS) offers independent and confidential advice. They are also the only people who can give you extensions to hand in dates for assignments, but they will only do this if you have a good reason.
CAAS also will make decisions on what are deemed `extenuating or `mitigating circumstances. If students have genuine extenuating circumstances that are likely to prevent them handing in an assignment, CAAS will authorise short-term extensions of an extra few days with a maximum of 2 weeks extension. If this option is not feasible and the problem is longer term, then CAAS can grant the right for a student to take the assessment at the next available opportunity. Students must have valid reasons supported by clear and appropriate evidence for any claims submitted.
You can find out more about CAAS and the services they provide at www.beds.ac.uk/studentlife/current/academic
Professional and Academic Development (P.A.D.)
It is not unusual for students to need some extra advice and guidance on developing their academic skills at some point during their studies. If you feel that you would benefit from some additional help with your studies you are able to contact the P.A.D. team via http://lrweb.beds.ac.uk/pad
P.A.D. can advise and help you to improve in many ways, including; the quality of your written assignments, organisational skills and approaches to study, time management, strategies for reading, language and IT skills. You will also supported throughout the course, to develop a Professional Development Plan, in order to assist you to make sense of your learning and professional development within your wider career progression.
Student language support
The University is committed to ensuring that students are confident in their communication skills and has a dedicated language support team qualified to Masters level in language and communication. Support for International students includes a Language Lab to help you improve your pronunciation and listening skills, offering access to specialised teaching rooms, an independent study centre and specialist software.
The Health Centre at Bedford campus offers you care during your time as a student. The provision includes organizing access to doctors, nurses, clinics, prescriptions, travel vaccinations, telephone advice and outofhours emergency services. You will be offered the opportunity to register with one of the two General Practitioner (GP) Practices providing student health services to the University.
The University also provides a free and confidential Counselling Service, which is available to all full and part-time students.
International students are well cared for at the University. The International Support Team is available to provide practical help and support in a number of areas.
For further information and contact details of the services above go to www.beds.ac.uk/studentlife/support
The course provides regular opportunity for group discussions in class, seminars, through online discussion forums using BREO and for assessment-led debate in light of presentations. Team work is fundamental to working in the dance sector, with the aim of leveraging funding for projects which might address social, political and health agendas and to pooling expertise and knowledge to create challenging and effective interventions that bring about change. In most units you will find that group work forms a component of the activity. In some units this takes the form of class discussion and in others it is a part of the assessment strategy. We value the diversity of background that participants on the course bring. We try to capitalise on this in class by drawing from your knowledge and background in the in-class group activities, supporting you to evidence your learning within an applied context where possible. Throughout the course, students will be asked to work in groups of varying sizes and to consider the skills needed in order to operate effectively in this context. One of the most important elements of team work is an understanding of the level of dependency involved and the attendant responsibilities this implies for each individual member of the team. From very early on in the course, you will be working in collaboration with others and issues of responsibility, trust and flexibility will be addressed as central to your academic and professional development.
You will be assessed for your individual input to any group work that you undertake. You may be asked to critically appraise your role in the group as a whole. Should you fail group-based assignments, unit leaders will ensure that referral briefs are congruent with the units learning outcomes and where possible, special arrangements will be put in place in order for those failing assignments to get an opportunity to attempt similar group-based assignments.
The core philosophy of the course is to equip you with the skills of a scientist-practitioner, whereby you can draw on research and practical skills to work in dance participation, training and/or performance settings across recreational and elite sectors. Throughout the course you will be actively participating in relevant practical sessions designed to increase skills. The course has a `real-world focus and thus you will be encouraged to apply these skills in your existing work portfolio, or to seek volunteering opportunities. The course team are research-active in a wide range of applied dance and exercise contexts across elite, vocational and recreational settings and it is anticipated that you will be able to take advantage of these opportunities as research assistants. Some of this work may also form case-study content for core units as and when appropriate. Shadowing of more experienced practitioners will be encouraged to enhance learning opportunities and employability. You will be given opportunities to develop the necessary practical and theoretical skills to achieve relevant vocational awards such as Trinity Safe and Effective Dance Practice qualification and accreditation/ awards with bodies such as the British Association of Sport and Exercise Scientists (BASES) and other relevant bodies.
Dance is a complex and interdisciplinary sector, requiring the dance scientist to understand and respect the artistry and science of dance. The programme is based on the view that those who work in the sector, and specifically dance science, need to be skilled at understanding and relating to a broad mix of aesthetic demands, biomechanical and physiological capability and psychological resilience across specialist and non-specialist communities. The programme thereby seeks to provide opportunities for you to shape your career in specialist areas, as well as have a thorough understanding of the holistic context of dance science across scientific disciplines. Careers in dance science are unlikely to ever be singular and inward-looking and as such this programme aims to prepare you for the necessity of portfolio working across a wide-range of contexts.
The MSc Dance Science programme prepares you for the following career options:
Career:
- Dance Scientist Practitioner: working in large and small-scale dance companies, conservatoires and vocational training contexts, pre-vocational training environments such as the Centres for Advanced Training; private dance schools.
- Academia and Research: leading learning units pertaining to the study of dance science, anatomy, physiology, biomechanics, psychology and associated subjects in tertiary education in national and international contexts; creating research initiatives responding to current political, social, artistic and scientific contexts; performing literature searches; developing coherent and rigorous research hypotheses and methodologies; determining qualitative and quantitative results and presenting findings in light of its application to dance practice; delivering conference papers in national and international contexts; presentations and lectures; publications in industry and peer-reviewed academic journals.
- Teacher/ Choreographer/ Dance Artist: developing and augmenting existing practice in these fields through a more considered and reasoned knowledge of the dancing body and mind; practice-based application to safe and effective dance practice; awareness of current research and its impact on practice.
Further study:
- MPhil/ PhD: Dance science or related subject research focussed study
- Diversification of training: Physiotherapy; Dance Movement Psychotherapy; Counselling;
Mental Skills Training; Coaching; Personal Training
Additional:
Students will be accepted to the programme on the strength of their application form and interview. Overseas students will have the opportunity to interview using Web 2 technologies where possible.
Overseas students will be expected to have a strong command of English with an overall score of IELTS of 6.5.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The MSc Dance Science employs a range of teaching and learning strategies. They are designed to expose you to full range of teaching methods normally expected at Masters level and aim to provide you with the skills outlined in the QAA National Qualifications Framework for Masters Degrees. The context for teaching and learning at Masters level is inherently self-directed and you are encouraged to follow lines of enquiry which interest you, within the framework of the curriculum and assessment strategies. Much of the literature pertaining to dance, sport and exercise science is complex, demanding strong literacy and numeracy skills and an awareness of the context and practice of dance in the 21st century. You are therefore expected to have strong reading, writing and presentation skills in English, and the ability to understand dance in its wide-reaching recreational, vocational and professional multidimensionality.
The teaching strategy is achieved through the following:
- It is student-centred and student performance driven
- It emphasises directed and independent learning and research, to provide a solid grounding in skills and knowledge indicative of Masters level study and to act as a launchpad for self-directed study. It expects students to utilise their core knowledge in the application of new, diverse and under-researched areas of practice to push at the forefront of academic and practice-based knowledge.
- The learning environment across all units will involve observation, demonstration, participation, problem-solving, reporting and contextualisation of study in relation to current and emergent research
- It asks students to directly engage and challenge cutting edge research in dance and sport science studies and related areas of academic practice in all units
- Lectures will comprise no more than 50% of class contact time and will recognise the need for diverse approaches to teaching and learning through a mixture of face to face encounters and e-learning opportunities. By offering foundational knowledge and skill development in lectures, seminars and tutorials and further study frameworks online, you will be supported to become independent, self-critical and self-sufficient researchers as the programme progresses
- A virtual learning environment (BREO) framework will be a key delivery process employed throughout the programme. Utilising Web 2 technologies, students will supplement face to face learning with online blocks which continue the interactive learning process on a more flexible basis. Students will complete online tasks, be directed to further reading, engage in peer discussion via discussion boards and Wimba classroom as well as taking a metacognitive look at their learning through the use of blogs and e-portfolio work. Thus, the work supports independent working, encouraging self-reflection as a key competency required across the dance sector. However, by coming together in face to face learning encounters in lecture, seminar and tutorial time, and engaging in Web 2 technologies, there will also be group modes of engagement designed to promote a community of learning between students, course and unit leaders and visiting staff, as well as opportunities for team working, leadership roles and peer-reflection as appropriate.
- Laboratory workshops will be formally timetabled alongside theoretical lectures to ensure direct and appropriate application to practice
- Students will be encouraged to take advantage of the learning resources available to them to support the teaching and learning environment and their self-directed study including: research laboratories and associated equipment, dance studios, theatre spaces, IT equipment such as computers, video cameras, editing, and the library facilities which stocks up to date key texts as e-books and hard copies, key journals and industry magazines and allowing access to many more books, articles and resources through online databases and the inter-library loan system
- It necessitates effective student communication in oral and written form, both in class time, independent study periods and as part of the assessment strategy
The University welcomes students with disabilities. During the application process disabled students are invited to discuss their needs with the Disability Advice Team who can provide services and offer confidential advice and information about academic and personal issues, and applying for Disabled Students' Allowances (DSA).
The course will follow the general guidelines set out by the University policy on disability. (http://www.beds.ac.uk/studentlife/support/disabilities/policy).
In the development of the dance masters programmes, the Division of Performing Arts and English has utilised the Quality Assurance Agency for HE (QAA) subject benchmarks and generic masters degree characteristics, alongside the student employability profile template created by the Higher Education Academy Palatine Subject Centre to inform the skills development strategy.
Communication
Communication is highly significant in dance science (with its multiplicity of transdisciplinary application, partnership working etc), and therefore communication skills are taken very seriously in this programme. Thus to help with the development of this, you will be required to present and justify research studies, projects and critical assessments both orally and in writing. The ability to communicate effectively is universally recognised as a key skill in an aspiring manager. We try to help you develop your communication skills in a variety of ways in all of the units that you study. While communication is typically broken down to written and oral this broad classification in no way represents the diversity of opportunities that you will be given. To develop your written communication skills you will be exposed to a wide variety of applications. Reports and essays are obvious ones but you will also be completing briefing papers, keeping notes, writing lab reports, literature reviews and case studies. The oral side is equally diverse and you are encouraged to develop your oral skills through class discussions and presentation. As may be seen in the above table, a large part of the teaching and learning and assessment strategy for this programme addresses effective communication. You have the opportunity to further your skills in this area by taking the elective unit Professional Skills for Healthcare Providers which allows you to examine communication strategies such as neurolinguistic programming and motivational interviewing techniques appropriate to dealing with clients as well as presentation and writing skills required in bidding for funding, disseminating research and publication.
Information Literacy
Throughout the course the use of information technology is inculcated through the teaching, learning and assessment strategies. From course induction you will be introduced to the resources that the University has available for you to use. Throughout the units of study you will be expected to search out relevant information, and your skills in this will improve throughout the course through the use of databases and bibliographic searches. You will be encouraged to make use of programmes such as RefWorks to store collated information and resources for your study and to develop mapping skills in the planning and development of assessments, projects and research that you undertake. Data collection and analysis will occur through the use of Microsoft Excel and Statistical Package for Social Sciences, where you will be expected to generate information relating to your research findings, read statistical outputs and present this in an appropriate manner for specialist and non-specialist audiences. Other units rely on the use of nutritional analysis software, heart rate monitoring, V02 max, force plates and 2D and 3D movement analysis systems in which data will be generated and your understanding and application of information technology to the dance science context will be developed.
Research and Evaluation
You will undertake a range of research tasks either in the context of developing your academic or practical knowledge. The research tasks will vary according to the type of work being undertaken and you will need, therefore to be adept at understanding the skills involved in sourcing, selecting and utilising appropriate material. In every practical process you embark on, you will be expected to plan and execute a cogent methodical research process in order to develop practical, analytical and critical skills. The research methods units will support your acquisition of these skills (including literature searches, developing a rationale, methodological approaches, quantitative and qualitative design) and you will be expected to apply these within your work across the programme. The transition from humanities-based research approaches to scientific-focussed research methods will be supported through the research methods units, the applications of skills in formative and summative assessment activities across the units and through personal tutoring as necessary.
Creativity and Critical Thinking
You need to seek out opportunities to apply what you learn on the course in creative and different contexts, which aim to further the sector knowledge of dance science. You will find lecture and online learning provides opportunities for discussion of previous research, to debate and refine critical judgements amongst peers and academics in a supportive environment. Most of the assignments that you tackle will call for some degree of creativity, from designing a testing protocol in The Dancing Body I: Physiology, to devising an in-depth interdisciplinary project in the Interprofessional Working Project. Thus, you will experience numerous opportunities to develop and argue your creative solutions to tasks set.
Critical thinking refers to the application of logic and evidence. You are encouraged to read widely throughout the course and critically appraise common theories and applications within a dance science context. As dance science is a relatively young area of academic study, existing research in some areas is scarce and as such you, as a member of the dance science community, are contributing to new knowledge throughout your study. You are expected to draw on research from a range of associated disciplines including sport science, exercise behaviour, dance studies and philosophical debate as necessary, and to create new lines of enquiry which seek to critically challenge the established sport participation, training and performance practices in the applied context of dance. As such, you will be working alongside dance leaders, performers, choreographers, sport scientists, coaches etc, also studying at M Level, and will inevitably encounter conflicting arguments and ideas which challenge your understanding and development as a proficient and rigorous dance scientist. These discussions will provide ample opportunity to present logical solutions to case problems and receive feedback on the strength of your argument. All your assessments require logic and evidence to support your research. To help with this you will engage in critical assessments of various primary and secondary sources. You will also have the opportunity to rethink theories in relation to dance science and inspect how dance science can be a catalyst in bringing about positive change in the dance and public health sectors.
By following the SOAR (self-awareness, opportunities, aspirations, results) model (Kumar, 2007), you will also consider your interests, motivations and strengths in relation to prospective employment opportunities and become increasingly aware of how to articulate, evidence and present your achievements and skills for employment. Throughout the course you will be supported in becoming a more critical and reflective thinker and will be encouraged to actively seek out opportunities to self-evaluate, analyse and apply your thoughts and findings on subsequent practice. You will be given the opportunity to develop personal approaches to study, building on strengths and eliminating weaknesses. Through unit seminars, personal tutoring and formative and summative feedback, you will be encouraged to engage in M-levels skills such as:
- Accurate assessment of your own skill development needs for meeting the demands of the task
- Planning how to meet your own skill development needs, by setting realistic targets and negotiating effective ways of meeting these
- Monitoring progress, interpreting and evaluating information from a variety of sources and critically reflect on and review your performance
In class-time fellow students will engage in debate with you, and in this context you will receive peer feedback. You will also interact with tutors during class sessions, providing an opportunity to learn different perspectives and approaches that you can apply in subsequent areas of study. You will receive feedback on assignments, which will identify the strengths of your work but also offer suggestions on how your work could be improved and how this might be applied to future work. You will also be encouraged to reflect on your learning journey to support you in considering how you might tackle things differently to improve learning and performance.
During this course the teaching team will guide you towards actively developing your reflective skills through informal reflective practice components embedded into each unit. This may take the form of a reflective diary focussed on personal benchmarks or individual goals and digital records such as on-line blogs, discussion boards on BREO. MSc Dance Scientists will maintain copies of their results transcripts, have an active CV which is added to as you progress through the course and gain relevant voluntary experience, maintain personal development plans and reflections on their effectiveness and maintain a log of feedback sheets from assessment tasks and meetings with colleagues and course staff. You will be encouraged to create blogs reflecting on your learning and development, and to capture this information within an e-portfolio of evidence (pebblepad), charting your development throughout the programme from a metacognitive perspective. At the end of the period of study, you will have a student file which contains the information required to, for example, make job applications, have successful interviews or become a better and more successful practitioner. It is anticipated that the Progress File will allow you to consider the wider relevance of your studies, the knowledge and skills you have acquired and the value of reflective practice to personal and professional development. Career development workshops will be scheduled into your programme including developing your CV, creating communication materials etc. These items will be formative in nature and will dovetail into the proposed course teaching structure. They will involve utilisation of skills and expertise from specialists across the University including the media department and the Teaching and Learning Directorate.
In line with industry standard benchmarks for professional practice in dance such as the Dance Training Accreditation Partnership, the Dance Manifesto (2006) and the Foundation for Community Dances Charter for the Older Dancer (2010), professional standards have been defined as knowledge and understanding of dance, interpersonal, practical and professional skills and competencies to allow you to function effectively as a practitioner and develop as a professional. These qualities are also echoed in the British Association of Sport and Exercise Sciences Code of Conduct (2009) and are broadly included in the professional behaviour and standards expected as part of this programme:
- Teaching faculty/ tutors and students will work with professional integrity at all times, though students will be encouraged to reflexively examine notions of professionalism and the dominant standards of professionalism in the dance and sport science sectors.
- Students will also be expected to consider the ethical implications of their work and seek ethical approval for their work as appropriate. You will be expected to respect clients dignity and privacy, treat them politely and considerately and make the client central to your practice.
- Teaching faculty/ tutors and students will be expected to abide by the Code of Conduct as stated in the Universitys Student Regulations.
- Being able to work as part of an interdisciplinary dance team, bringing your area of expertise to the combined efforts of a project.
- Recognising the limitations of your own expertise, whilst keeping your professional knowledge and skills up to date.
- Never discriminating unfairly against clients and colleagues and be prepared to justify your actions.
- Adhering to University and professional guidelines regarding plagiarism.
- Attending all classes in each unit, arriving on time and taking an active role in your learning and development and supporting that of others (where there are mitigating circumstances, teaching staff should be informed promptly).
- Teaching staff and students will work to create an environment of mutual respect and cooperative learning.
- All assessed work will be your own effort and should be correctly referenced using the Harvard Referencing System.
- Electronic devices should not be used in class without express permission and mobile phones must be switched off during all classes.
- Student concerns should be raised promptly through the appropriate channels.
The course has been designed to support professional and personal attitudes and behaviours, including critical evaluation, curiosity and lifelong learning skills, as well as the ethical and legal framework of your chosen career pathway. You should acquire and demonstrate the attitudes necessary for the achievement of high standards of practice both in your work with dancing individuals and populations and in terms of your personal development.
Good study habits will be monitored throughout the course through formal attendance data. To ensure written work does not contain plagiarised material the online TurnitIn plagiarism detection tool may be used on written assignments where appropriate. Ethical issues are explored throughout the course in all core units and you will be required to consider and evidence the ethical implications of your work.
The (above) professional standards are included in the course handbook for reference, and reiterated in the programme induction. Many of the professional standards are reiterated in the unit handbooks, through the operation of the programme units and modelled through the behaviours demonstrated by unit leaders. This is the result of extensive experience of the teaching team that draws on their professional experience.
If you are considered to be underperforming, this will be highlighted at a StARBoard, where you will be requested to see your personal tutor to determine the underlying cause and to establish any extra support that you may require.
The overall experience on this course will allow you to develop a professional identity in line with industry standards, creating a benchmark for your future working and studying life.
