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We know that dance is personal and this course is devoted to turning your personal passion into a life-long profession. By focusing on contemporary dance training and education, we will enable you to enhance your employability in dance industries as well as wider creative sectors.
This studio-based course is practice-led, so you learn as dancers learn best - on their feet. You will continually improve as an articulate dance artist, targeting key areas of dance technique, choreography, performance, improvisation and critical and cultural analysis. There will also be modules on professional practice embedded throughout the course, which will help you develop employment skills and entrepreneurial awareness.
As you become a skilled dance practitioner, you will be supported by internationally recognised artists and lecturers. All staff on the course have high-profile professional experience as dancers, performers, choreographers and artistic directors. Plus, regular visiting artists will share their knowledge and experience with you throughout the course.
We will also encourage you to apply your skills and learning in your own professional experience, and we will support you in doing so by providing exciting opportunities to perform and tour with regional and national dance and arts related organisations.
This course will give you access to the professional facilities, experienced instructors, artistic community, entrepreneurial support and performance opportunities that can transform your hobby into a successful career. Previous graduates have progressed to careers in performance, choreography, teaching, arts policy and community arts practice.
During the course you will:
Areas of study you may cover on this course include:
The course will utilise a variety of assessment modes ranging from more traditional written forms such as; essays, seminar presentations and learning journals, to subject-specific and practice-based examples including; technique class, improvised and pre-choreographed performance, tutor-led and student-led productions, collaborative performance projects and workshop delivery and planning. This will provide you with a diversity of learning experience and build in flexibility to the programme in order to be response to the diversity of student need and learning requirements.
The subject-specific assessment methods will provide the opportunity for you to gain experience of professional working environments and test skills and capabilities that will enhance and develop your employability. Each level of the course has specific assessment aims that tie-in the various points of assessment with the Learning Outcomes of the programme:
At Level One you will be encouraged to develop knowledge and skills in relation to the core practical, creative and contextual areas of the course . You will be expected to apply your developing knowledge and skills in those areas to your own practice. The use of terms such as `application and `understanding will be common to assessment criteria and will reflect this foundational focus on building awareness of technical, theoretical and practical skills. You will also begin to explore reflective thinking and writing in response to new information, ideas and practices. Terms such as `reflection on practice are indicative of a focus on the Level One Learning Theme of Re-thinking Dance.
At Level Two you will be encouraged through the central learning theme of Finding a Voice to explore individual and personal approaches to creative practice and the utilisation of subject specific knowledge and skill. A deeper and more embodied level of knowledge of practical skills and techniques is expected as you extend your training. In this respect assessment criteria will reflect an appropriate level of individuality and
creative initiative in how go you about approaching tasks. Further, a level of confidence and articulacy will be expected in order to show your ability to extend on previous study and develop more complex and perceptive approaches to learning. At this level you are also expected to engage with critical reflection and analysis in respect to your own work and that of others.
At Level Three you are expected to demonstrate a higher degree of competency in relation to subject specific knowledge and skills, with reference being made to professional levels of achievement in this respect.
The application of those skills to various creative contexts is described in terms of independent and entrepreneurial activity, with a requirement on you to demonstrate an ability to synthesise information and self-manage in relation to complex situations. These demands and expectations are in-line with the learning theme at this level of Transitions into the Profession, and they underline the requirement for you to apply your-self through the programme to an appreciation of professional models and standards.
The Dance and Professional Practice course focuses on your development as an articulate dance artist through experiential learning and teaching in the key areas of Dance Technique, Choreography, Performance, Improvisation and Critical and Cultural Analysis.
The programme aims to promote and enhance your skills, knowledge and ability in the subject of Dance in addition to addressing the key areas of:
Creativity is central to artistic practice and is a valuable, transferable skill which will enhance your opportunities across a wide spectrum of employment options and other activities. The skill and ability to learn independently is a central component of the aims of the course and a key aspect of employability and ongoing personal and professional development.
The majority of learning and teaching is delivered through practical engagement with the subject in a studio-based context. Assessment is conducted through both practical and written assignments including group and individual performance work, choreographic assignments, essays, seminar presentations and reflective journals.
A progressive Learning, Teaching and Assessment Strategy has been developed that aims to meet your needs as a student by focusing on the following principles:
You will be assigned a Personal Tutor on arrival at the University of Bedfordshire. Your personal tutor will monitor your academic progress and offer support with personal problems throughout the three years of the degree.
Study Skills are embedded in the course but additional support will be available throughout the three years of the degree via PAD (Professional Academic Development). PAD offers study skills workshops (including IT) as well as one to one sessions.
The Centre for Personal and Career Development will support your career planning throughout the three years of your degree and for up to three years after you have finished your degree.
Although the University does not provide childcare facilities, it does provide a Childcare Advice Service for all students who are parents/carers, both full-time and part-time, in accessing childcare provision in the Luton and Bedfordshire region.
The Health Centres at Luton campus and Beford campus offer you complete care during your time as a student. The provision includes doctors, nurses, clinics, prescriptions, travel vaccinations, telephone advice and out of hours 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 are available to provide practical help and support in a number of areas.
Collaborative practice and team working are fundamental to the creative study of Dance and throughout your time as a student you will constantly 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 and collaboration is an understanding of the level of dependency involved in the process of rehearsal and development of ideas and products, and the attendant responsibilities this implies for each individual member of the team. From the moment you arrive as a student you will be working in collaboration with others, and issues of responsibility, trust and flexibility will be addressed as central to your academic, professional and creative development.
At each Level of the degree programme you will be required to work with others in the preparation and delivery of various forms of output including choreographic projects, screen-based work and seminar presentations. For example, at Level 1 you will take responsibility as both the leader of, and a member of, a small group of student colleagues as you prepare compositional work for assessment in the Space / Time / Body unit. This method of working is repeated and reinforced throughout the programme as a means of instilling interpersonal skills and developing care and respect for your work and for that of others.
At times tasks will be structured by tutors but as the course progresses you will be given more independence in the development of structures and working practices which suit the particular requirements of the task. Each year you will undertake a full production and a series of smaller creative projects each requiring different approaches and group structures.
At Level Three in the University Dance Company unit you will be required to view yourself within a large team of individuals who will take personal and group responsibility, with tutorial support and guidance, for the successful delivery of professional level artistic and educational products. This unit models a familiar and proven paradigm for professional touring within small and middle-scale professional dance companies and the quality of the experience will depend heavily on the development of successful interpersonal relationships and teamwork.
The Dance and Professional Practice course aims to foreground your development as a skilled dance practitioner; and as an independent, entrepreneurial and creative individual who will be enabled to enter a range of career opportunities within dance and the wider creative industries.
We define the creative industries as those industries which have their origin in individual creativity, skill and talent and which have a potential for wealth and job creation through the generation and exploitation of intellectual property.
Source: Department of Culture, Media & Sport
To this end, the course embraces the philosophy of SOAR, the University of Bedfordshires student-centred process of integrating personal, academic and career development. SOAR is an acronym representing the dynamic relationships between Self, Opportunity, Aspirations and Results.
The development of self awareness is an integral part of the learning and assessment process and throughout the programme you will be given the opportunity to discuss and reflect on your work, with the marking tutor, in relation to the assessment guidelines and criteria. In this way, an open dialogue about yourself and your performance becomes an intrinsic part of the assessment process. The development of self-awareness is also an integral part of the personal tutoring system in which you will reflect on your academic performance with your personal tutor at various points throughout your studies to gain an overview of progress across the full range of assessment. Together, you will identify areas of strength and weakness, and agree on appropriate action points.
Throughout your studies you will also be made aware of opportunities to develop yourself and your career. At Induction you will attend an introduction to the Universitys Centre for Personal and Career Development, and be made aware of a number of support services they can offer, such as; information on careers and postgraduate studies, one-to-one careers advisory sessions, online tools to develop your career management skills, help with CVs, testing, and interviews, opportunities for volunteering and work placements, and job searches. Your personal tutor will also discuss potential career opportunities with you during regular personal tutorials, and advise you on how to best prepare yourself for your chosen career within the structure of the degree as part of Personal Development Planning.
The course also offers you ample opportunities to generate, clarify, test, decide and implement aspirations, both for the present and the future. Throughout the degree you will have to plan and manage academic and creative projects, and this will help you to identify and realize goals and assess the outcomes. Your career aspirations will be discussed in personal tutorials, and you and your tutor will discuss a strategy for addressing these aspirations.
Finally, you will be encouraged to demonstrate results. Successful participation in the course teaches you vital skills in creative, practical, oral and written forms of communication. You will be encouraged to document your work through the writing of creative logbooks, reflective essays and through the creation of portfolios of practical and written work. You will engage in many performances, often before a public fee paying audience, and you will be encouraged to develop a `show-reel of such practice based achievements. Your personal tutor will monitor your records of such achievement via your Progress File.
Career:
The Dance and Professional Practice course prepares you for the following career options:
Further study:
240 UCAS points including 200 from 2 A Levels or equivalent
This course requires an audition
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:
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 University welcomes students with disabilities. During the application process disabled students discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. It has normally been the case that disability has not provided an obstacle to students participating fully in the practical aspects of coursework.
The Disability Advice Team is available to discuss any issues students may have and can provide services such as sign language interpreters, note takers, dyslexia screening / tuition and support with mobility on campus. They offer confidential advice and information about academic and personal issues, adjustments in examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.
Communication
To help with the development of this you will:
Engage directly throughout the course with staff, student colleagues and external bodies in the construction and delivery of cultural products and information requiring the communication of ideas and information in a variety of forms and contexts including; rehearsals, devising and making processes, performances, artifact design and delivery, practical workshops; seminar presentations, improvisational contexts, essay and portfolio writing.
As you progress through the programme you will take more responsibility for your own learning and interact effectively with tutors and peers in the negotiation of deadlines for products and projects that you have authored. You will also work collaboratively in small groups to common aims, negotiating roles and responsibilities with respect to parameters and deadlines.
Some specific examples of how the development of communication skills within the curriculum strands are as follows:
In Dance Technique and Performance you will be required to respond effectively to tutor-led comment and feedback in technique classes and to apply any comments and advice to help you develop your own dance practice. You will be expected to fully engage in group debate and discussion where necessary, and to articulate your ideas and thoughts on directed reading and/or viewing where required. At Level 3 the University Dance Company unit will offer you the opportunity to engage fully and directly with visiting dance artists on the development of new choreographic productions and to revive existing repertory. You will then tour this performance programme to selected professional regional arts venues whilst also developing and exploring your own teaching skills in the context of both dance technique and also through the developing and implementing of an Education Outreach programme for the University Dance Company.
In Improvisation and Composition you will focus on the processes and practices of dance making, exploring key methodologies of creative practice in dance; improvisation and composition and the interrelationship between the two. Negotiating the creative process through dialogue, debate and discussion with tutors and peers will be a central focus of the strands operation. At Level 2 in the Narrative/Self/Other module, students will explore the role and function of collaboration in dance making. In the context of improvisation the emphasis will build on the Level 1 focus on individual and group work and explore the technique of Contact Improvisation as a training and performance mode and as a creative tool for composition. The unit will consider the duet form and partner work generally in its capacity to explore the negotiation of self and other in terms of; narrative possibilities, relations of power, the representation of gender in dance and the audience/performer relationship.
Applied Choreography is the strand of the curriculum where you will focus on the ways in which a creative engagement with dance can be applied in a range of contexts. Here you will be expected to develop communication skills in the context of skills in leadership, teaching, managing, negotiating, evaluating, collaborating, group working, networking and working creatively to a brief. At Level 2 in Dance and Leadership you will have the opportunity to focus on the application of compositional skill and understanding to a range of socio-cultural contexts. The unit will focus on dance in relation to community practices, social inclusion, youth arts, participatory performance, artist residencies and dance company education and outreach initiatives. The unit will require you to engage both practically and theoretically with these concerns and will require effective communication between yourself, tutors, student peers and external client groups.
The Researching Dance strand provides the theoretical context for the degree programme, drawing on frameworks from history, philosophy, critical and cultural theory and performance theory. The strand also develops understanding and ability in a range of relevant research methods and study skills including; critical thinking skills appropriate to HE study; an awareness of a range of research methods and practices; the ability to select, analyse and evaluate research material, and the ability to frame questions and interrogate ideas in order to make informed critical judgements. At Level 1 in the Articulate Dancer unit, you will consider a range of introductory research methods and approaches used in dance scholarship that will enhance your ability to communicate effectively in writing. These will include; access to and use of a range of traditional and electronic learning resources for dance, using bibliographies and databases, assessing primary and secondary source material, referencing and citation and academic conventions and good practice in research, writing and presentation.
Information Literacy
To help with the development of this you will:
Engage throughout the course with forms of writing and oral and audio-visual presentation that will enhance your skills in gathering and disseminating information with confidence and clarity. In the Level One Induction process you will be introduced to the Library and its resources and to the dedicated point of contact within the Library for Performing Arts. Here you will encounter the Universitys Virtual Learning Environment, BREO, which is a computer based resource designed to aid your independent study and course management and communication. At level one you will be introduced, within the Researching Dance strand of the curriculum, to approaches to the process of identifying information needs, selecting appropriate resources, devising search strategies and evaluating search results. Again, working with dedicated Library staff, you will consider how to:
Application of these key information literacy skills are developed and re-employed throughout the course. At Level Two in the Dancing Cultures unit you are required to collect and synthesise a range of research materials and develop a cogent argument in order to deliver a small-group seminar presentation on the work of a specific practitioner. This will enhance your skills in the use of key terminology and vocabulary, as well as your ability to access information through a variety of electronic and other sources.
At Level Three you will employ these skills fully in the Performance as Research unit where you will propose and develop, in consultation with your tutor, an extended dissertation project that engages you with advanced research methodologies and consolidates your skills in the utilisation of information.
Research and Evaluation:
The ability to engage positively and with confidence in processes of research and evaluation is a key skill in the creative arts industries and an invaluable strategy for continued development and improved learning. It is fundamental to the ability to challenge assumptions and investigate new areas of practice. To help with the development of this you will engage throughout the programme in a range of assessments and coursework tasks requiring you to consider appropriate research methodologies and evaluation strategies with respect to your own practice, and to that of others. The process of performance creation, delivery and evaluation of reception of that activity will be central to this area of skills development.
In the Improvisation and Composition strand of the curriculum you will engage repeatedly in the process of dance-making and reflection on that process. This will be required to undertake self-directed learning, focusing on developing skills and understanding in project management and professional working processes, and development of your own creative and compositional methodologies. At Level One in the Space/Time/Body unit you will present, in small groups, a research seminar that investigates the role and function of improvisation with respect to choreographic practice. Your work will integrate academic research with your own exploration of practice.
In the Applied Choreography curriculum strand at Level Two you will engage in development and delivery of both a workshop programme and a performance event for a specific client group within the Dance and Leadership module. This will test your ability to practically apply your prior research of teaching strategies and choreographic skills in a `real life working scenario in relation to acquired knowledge of a specific set of participants. These assessment modes test your ability, within a small group, to engage a target audience through a specifically designed and researched production or participatory event. It will require you to demonstrate imagination and sensitivity in negotiating the relationship between audience and performer.
The Researching Dance strand introduces you to key academic research skills of thinking and writing about Dance in relation to its historical, cultural, social and theoretical contexts. Through essays, seminar presentations and practice-based research, you will encounter various forms of research and be expected to develop your critical, analytical and reflective writing and thinking skills as you progress through the programme. The final Dissertation project is an opportunity for you to work, in consultation with your tutor, entirely through independent research towards a proposed thesis or practice-based project. At this level, in line with the Learning Theme of Transitions into the Profession, you will be expected to actively practice and employ independent research and critical evaluation skills necessary for future employability and continuing professional development.
Creativity and Critical Thinking:
Creativity is a central tenant of artistic practice and is an essential catalyst for the development of cultural and artistic products, ideas and information. The ability to critically respond to creative impulse and action is a key skill enabling reflective and reasoned progression of ideas towards appropriate and effective goals. The ability to integrate skills in creative and critical thinking is key to future employability and self-sufficient learning and is a vital element within the Dance and Professional practice course.
To help with the development of these skills you will:
At Level One in the Dance and Innovation unit, focus on creative application of your compositional skill and understanding to innovative and emerging fields of practice; specifically the relationship of dance to new media and emerging technologies. You will engage practically with creating mediatised dance performance works and consider the creative possibilities of interplay between the forms. You will work in small teams and demonstrate your ability to respond both as an individual, and with a group voice, to the creative development of artistic products.
At both Level One and Two in the Technique and Performance strand, you are required to critically evaluate the impact of the dance techniques that you have studied on your own dance practice. You will therefore explore a synthesis of practice and theory through reflective and critical writing about your own experiences of studio-based work and how that inter-relates with research on the key stylistic and aesthetic principles of the dance techniques encountered.
At Level 3 in Choreographic Resolutions you will focus on developing strategic approaches to improvisation and composition and be encouraged to undertake self-directed learning. You will construct your own improvisatory systems and lead improvisation sessions for your peer group as you progress towards final year choreographic projects. The unit will focus on developing skills and understanding in project management, professional working processes, critical judgement, and individualised creative and compositional methodologies. Here you will fully test your ability to engage in the creative development of ideas, images and action; whilst also engaging in critical reflection on that development. You will do so both individually, through for example, writing in a creative learning journal about the process of creation, and also through dialogue and debate with tutors and peers in rehearsal and work-in-progress showings.
Within the Dance and Professional Practice course you will be encouraged to engage fully and positively in your learning in collaboration with your tutors, peers, university support services and relevant external bodies. This will embed within your learning experience the important skill of taking responsibility for identifying and managing areas of need and improvement.
At Induction as you begin your studies, you will be allocated a personal tutor who will meet regularly with you throughout your first year of the programme. These sessions will allow you to review the grades you receive throughout the year and consider ways in which you can improve your skills through taking advantage of the services offered by the Professional and Academic Development (PAD) team. Your personal tutor will offer further support and guidance during levels two and three and will be available to help with all areas of academic need.
Within the course, verbal feedback on your daily practice and work is a key feature of the learning experience and this will occur within practical sessions, seminars and tutorials. You will be expected to respond positively to verbal feedback, and to contribute in a professional and respectful manner to group discussion and debate where appropriate.
After all assessments you will be given detailed written feedback and this can be supported through tutorial with the marking tutor or Unit Leader, where you will have the opportunity to consider areas of strength and also areas identified as requiring improvement. You will be encouraged to discuss your work in relation to the relevant assessment criteria and to explore, where necessary, how you may benefit from learning and support services.
In your first year of study you will be introduced to the use of Progress Files through meetings with your Personal Tutor. The Progress File is a document charting your development as a student; it is made up of three parts:
Your Personal Tutor will guide you through the initial stages of preparing your Progress File, for example, after your first set of assessments you will have a tutorial which will give you the opportunity to reflect on your grades and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. After Level 1 it will be your responsibility to maintain your Progress File but you will be supported in this by the generation of appropriate materials in units throughout the degree course.
Professional values and standards are expected of you throughout the course. These are central to developing your skills towards future employability and will optimise your time and that of your student colleagues. In order to demonstrate professional standards we expect:
In order to address the programmes focus on employability and the development of the self-sufficient learner who is equipped with professional standards, the curriculum design and delivery has been modelled to closely replicate the conditions and demands of the industry wherever possible. In this respect, the programme has been developed with close reference to the work of key agencies and external bodies, such as; The Arts Council England, PALATINE, Dance UK, National Dance Agencies, who contribute significantly to the infrastructure and identity of the dance profession.
Within the curriculum, alongside the study of dance technique as a daily and ongoing discipline, you will engage in compositional and improvisational activities throughout the programme as a means of nurturing proficiency in the creative disciplines which fuel performance creation. Through the curriculum strand of Applied Choreography professional standards of behaviour and etiquette will be employed, often through engagement with external agencies, in areas of professional investigation such as; managing the artist, the role of collaboration, the artistic residency, commercial and public commissions and social inclusion.
You will also be expected to apply professional standards of working to the many experiences of performing that you will encounter throughout the programme. Specifically you will be asked to adhere to safe and responsible theatre working practices; and you will be expected to engage fully in maintaining your own health, fitness and well-being. This will be most significant at Level Three, where you will experience direct engagement with the profession and with professional standards of performing and touring as you take your work to regional venues in the context of the final year unit, University Dance Company.
Central to the process of embedding and re-inforcement of professional standards and etiquette within the programme will be the Induction process, which will initiate and frame your experience of each level of study on the programme. For example, at Level One, the week-long subject specific induction will directly address Professional Standards in a group seminar discussion. You will be invited, with the Programme Leader and Personal Tutors, to debate and offer comment on this area, and the expectations that the programme has of you. The Induction programme will feature a practical and performance element, which will allow you the opportunity to test these expectations in practice. At Induction you will also be given a copy of the Student Handbook where professional standards will be published and made explicit.
At Induction in Level Two, the Professional Standards agenda will be re-inforced through your direct involvement with Level One students. You will be invited to act as Course Ambassadors, meeting new students and informally responsing to their questions and issues where appropriate. You will be expected to demonstrate a grwoing maturity and confidence with respect to professional etiquette in relation to your place as a developing artist.
