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COURSE OVERVIEW

  • Imagine, create, produce and perform dance to engage young people
  • Experience and develop work in collaborative contexts and via placements with dance groups, studios, schools and arts centres to gain real-world experience
  • Learn to perform, facilitate, devise and coach dance in our state-of- the-art studios, led by active and respected professional dance artists and staff
  • Regular technique classes allow you to build up skills, and interactive dialogic one-to-one feedback supports your individual growth and understanding
  • Find diverse career options in education, teaching and facilitation, social care and arts administration

Dance is proven to boost young people’s confidence and self-esteem, and putting young people centre stage is a key feature of our practical three-year programme.
On our highly-active course you study dance technique, performance, choreography and teaching approaches that are with, for and about young people.

To help you engage young people through performance, you reach across disciplines to explore physical theatres, scenography, digital technologies and object animation.

Our Dance Performance programme is unique in its focus on the individual. Small class sizes and interactive, verbal and dialogic feedback on your progress from the dance team is balanced with frequent visiting artist professionals offering further challenges and insight into current dancing, dance making and dance teaching practices.

Regular classes allow you to build skills and understanding of dance techniques and approaches including contemporary (Graham, Cunningham, Limon, Somatics) and urban (Jazz and Street) forms for developing innovative teaching styles of your own. The course team is made up of active and respected teachers and professional artists who encourage and support you every step of the way as you design, lead and facilitate
dance with different age groups, needs and styles.

Throughout the programme you integrate critical, creative and physical approaches to develop strong choreographic, performance and facilitation skills. Through workshops,
lectures and placements you learn to employ and deploy a variety of practical and cognitive skills. These collaborative processes underpin your own creative and innovative approaches to teaching and learning in and through dance with an emphasis on engaging young people.

In Year 1, you gain insight into the theories and practices which underpin play, creativity, learning, teaching and coaching in dance.

Year 2 focuses on placements and learning in different contexts including schools, studios and community settings. Varied optional modules include Digital Performance, Immersive Performance and Puppetry and Object Manipulation.

In Year 3, you design, lead and produce your own creative performance project in a live setting. You may opt to undertake a year-long work experience placement with one of our partners or to tour with D@win, the University’s hugely successful dance company that performs at leading events in theatres and arts centres..

Our course gives you the skills, experience and confidence to play your part in the creative economy. Graduates enter professional roles in dance education and facilitation, social care and arts administration. Others use skills from our Cultural Entrepreneurship module to found an independent dance or performance company. What are you waiting for? Break a leg!

Careers

Dance graduates display key skills for the workplace in their ability to communicate through a range of channels including oral, written, performance modes and to do this critically, analytically and creatively, with confidence. Graduates may enter professional roles within dance education and facilitation, or roles within areas of social care and arts administration. Careers may develop in choreographic practice, establishing dance companies or setting up businesses as teachers.

94.4% of our 2015/16 graduates (first degree and other undergraduate courses) were in employment and/or further study six months after completing their course.

The Destinations of Leavers from Higher Education (DLHE) record collects information about what those completing university go on to do six months after graduation. The Careers Service undertakes DLHE on an annual basis through surveys and a data collection process. DLHE is designed and strictly controlled by HESA.

Pre-approved for a Masters

If you study a Bachelor Honours Degree with us, you will be pre-approved to start a Masters degree at Winchester. To be eligible, you will need to apply by the end of March in the final year of your degree and meet the entry requirements of your chosen Masters degree.

ABOUT THIS COURSE

Suitable for Applicants from:

UK, EU, World

Learning and teaching

Our aim is to shape 'confident learners' by enabling you to develop the skills needed to excel in your studies here and as well as onto further studies or the employment market. 

You are taught primarily through a combination of lectures and seminars, allowing opportunities to discuss and develop your understanding of topics covered in lectures in smaller groups.

In addition to the formally scheduled contact time such as lectures and seminars etc.), you are encouraged to access academic support from staff within the course team, your personal tutor and the wide range of services available to you within the University.

Independent learning

Over the duration of your course, you will be expected to develop independent and critical learning, progressively building confidence and expertise through independent and collaborative research, problem-solving and analysis with the support of staff. You take responsibility for your own learning and are encouraged to make use of the wide range of available learning resources available.

Overall workload

Your overall workload consists of class contact hours, independent learning and assessment activity.

While your actual contact hours may depend on the optional modules you select, the following information gives an indication of how much time you will need to allocate to different activities at each level of the course.

Year 1 (Level 4): Timetabled teaching and learning activity*

Teaching, learning and assessment: 336 hours
Independent learning: 864 hours

Year 2 (Level 5): Timetabled teaching and learning activity*

Teaching, learning and assessment: 300 hours
Independent learning: 888 hours
Placement: 12

Year 3 (Level 6): Timetabled teaching and learning activity*

Teaching, learning and assessment: 228 hours
Independent learning: 960 hours
Placement: 12 hours

*Please note these are indicative hours for the course.

Location

King Alfred Campus or West Downs, University of Winchester

Assessment

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Percentage of the course assessed by coursework

The assessment balance between examination and coursework depends to some extent on the optional modules you choose. The approximate percentage of the course assessed by different assessment modes is as follows:

Year 1 (Level 4)*:

50% coursework
0% written exams
50% practical exams

Year 2 (Level 5)*:

47% coursework
0% written exams
53% practical exams

Year 3 (Level 6)*:

67% coursework
0% written exams
33% practical exams

*Please note these are indicative percentages and modes for the programme.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

Entry Requirments

Requirements

2018 Entry: 96-112 points

A GCSE A*-C or 9-4 pass in Mathematics and English Language is required.

International Baccalaureate: 25 points

If English is not your first language: Year 1/Level 4: IELTS 6.0 overall with a minimum of 5.5 in writing or equivalent 

Course Enquiries and Applications

Telephone: +44 (0) 1962 827234
Send us a message

International Students

If you are living outside of the UK or Europe, you can find out more about how to join this course by emailing our International Recruitment Team at International@winchester.ac.uk or calling +44 (0)1962 827023

Visit us

Explore our campus and find out more about studying at Winchester by coming to one of our Open Days.

Additional Requirements

Suitable applicants are required to attend a group interview and an audition.

Year 1 (Level 4)

Modules Credits

Introduction to Movement Science and Coaching 15

This module will introduce the student to the major scientific principles that underpin coaching practice and the importance of applying movement science. The student will be provided with the opportunity to enhance their understanding of scientific principles and their importance in teaching and coaching practice. Key scientific aspects of performance and development will be explored including the physiological responses to training (adaptation), and the place of theory in motor skill acquisition.

Learning and Teaching in Dance 15

The primary focus of this module is in introducing methods of learning and teaching dance related activities to young people.  The module is designed to provide students with a theoretical and practical framework for undertaking educational and participatory work in a variety of community, educational and health settings. Classes consist of practical workshops where students will explore facilitation skills, methodologies and theoretical frameworks. These sessions will explore learning processes focus on creative and playful strategies specifically designed for working with young people. Visiting practitioners who are established teachers and facilitators in schools and the wider dance community will have input in the module. Students will be guided to critically review and evaluate their own learning practice in preparation for further practical experience of teaching and leading dance projects at Level 5 with the Dance in Context module.

Physical Skills 1 15

The module focuses on the development of the dancer by building skills, knowledge and understanding through safe dance practice.  Contemporary techniques, practices and approaches will underpin the classes on the module, supported by viewing live and video dance performance.  Students will explore a range of movement styles and approaches with an aim of building their physical and expressive capacity.  Focus will be on strength, flexibility, alignment and coordination to enable the exploration of different dance techniques and performance styles.   Students will be encouraged to integrate these approaches to develop an individual embodiment for application in choreographic and improvisational contexts dancing alone and with groups.

Histories and Contexts 30

The module will be presented as a series of lectures introducing performance practitioners, concepts and their contexts, exploring how the history of ideas informed – and was informed by – social and cultural developments across cultures and art forms.

It will encourage the students to study its historical, cultural, social and political contexts through case study of key practitioners. It will actively question performance in all its manifestations and encourage students to build on their personal experience. By studying performance as ‘living history’ and placing the study firmly within these specific contexts, the students will be able to reference and manipulate the information to inform their own future creative work. 

Making 30

This module takes students on a year-long journey that introduces them to the process of making Performance in the current artistic environment. Building on understandings of performance creation and composition developed at pre-University level, students will be guided, largely through practical workshops accompanied by appropriate critical and practitioner readings, through exercises and formative tasks in inventing new work that take them into the realm of the unknown and that help them expand their capacity to create unique and original creative material for their academic age and experience. This module is a university-level primer in creative and compositional technique for the ensemble group and will engage students in a range of strategies for making work, and will require extensive in-class showings and critical feedback sessions in preparation for the assessment.

Year 2 (Level 5)

Modules Credits

Dance in Context 30

This year long module enables the students to build upon the work they have undertaken in Learning and Teaching in Dance module at Level 4.  The delivery of the module will be divided between taught studio sessions at Winchester University and placement work with local organisation(s) such as The Point/ Hampshire Youth Dance Company; Wessex Dance Academy; Blue Apple Theatre;  Integ8 Dance;  StopGap Dance Company; school teachers; health and well being specialists.  Student can pursue an area of specialist interest which will enhance their professional development portfolio by equipping them with current knowledge and skills. This opportunity to learn outside of the university setting requires students to put into practice the strategies they have developed at Level 4.

Physical Skills 2 30

The module focuses on the development of the dancer’s skills in performing and in planning and facilitating dance exercises.  Contemporary techniques, approaches and reflective practices will underpin the classes on the module at a more advanced level than level four, supported by an engagement with literature on experiential learning.  Awareness of and sensitivity towards a range of approaches to studio practice and materials will be supported by literature on dance training and on safe practice.  Students will demonstrate their physical and creative skills and understanding in performance and in planning, creating and demonstration movement exercises.  Students will have opportunities to build on these skills through analysis and practical experimentation.  Student will be encouraged to develop their responsivity to working with others to generate dance performance and practice. 

Dance Perspectives 30

The art of dance is a transient art - an art of the moment - that moment/event/performance is part of a chain of activities without which the event would not take place.  This module seeks to promote debate about the ways that practices extend beyond the traditional parameters of dance-making and performance in studios and theatres and choreography as a final outcome.  It invites different ways of looking at dance at all its stages and iterations within both the process and performance environment.  The module will discuss analytical, reflective and creative approaches to performance.  Students will work with a range of guest researchers, choreographers, artists and educators who will examine strategies and activities that support a flourishing dance practice.  Different perspectives on practice and performance will extend students’ comprehension of what choreography can be. 

Optional Modules
  • Choreography 30 credits
  • Digital Performance 30 credits
  • Puppetry and Object Manipulation 30 credits
  • Physical Theatres 30 credits
  • Musical Theatre in the UK and USA 30 credits
  • Immersive Performance 30 credits
  • Transcultural Practices 30 credits

Optional Credits

Dance in Context 30

This year long module enables the students to build upon the work they have undertaken in Learning and Teaching in Dance module at Level 4.  The delivery of the module will be divided between taught studio sessions at Winchester University and placement work with local organisation(s) such as The Point/ Hampshire Youth Dance Company; Wessex Dance Academy; Blue Apple Theatre;  Integ8 Dance;  StopGap Dance Company; school teachers; health and well being specialists.  Student can pursue an area of specialist interest which will enhance their professional development portfolio by equipping them with current knowledge and skills. This opportunity to learn outside of the university setting requires students to put into practice the strategies they have developed at Level 4.

Physical Skills 2 30

The module focuses on the development of the dancer’s skills in performing and in planning and facilitating dance exercises.  Contemporary techniques, approaches and reflective practices will underpin the classes on the module at a more advanced level than level four, supported by an engagement with literature on experiential learning.  Awareness of and sensitivity towards a range of approaches to studio practice and materials will be supported by literature on dance training and on safe practice.  Students will demonstrate their physical and creative skills and understanding in performance and in planning, creating and demonstration movement exercises.  Students will have opportunities to build on these skills through analysis and practical experimentation.  Student will be encouraged to develop their responsivity to working with others to generate dance performance and practice. 

Dance Perspectives 30

The art of dance is a transient art - an art of the moment - that moment/event/performance is part of a chain of activities without which the event would not take place.  This module seeks to promote debate about the ways that practices extend beyond the traditional parameters of dance-making and performance in studios and theatres and choreography as a final outcome.  It invites different ways of looking at dance at all its stages and iterations within both the process and performance environment.  The module will discuss analytical, reflective and creative approaches to performance.  Students will work with a range of guest researchers, choreographers, artists and educators who will examine strategies and activities that support a flourishing dance practice.  Different perspectives on practice and performance will extend students’ comprehension of what choreography can be. 

Optional Modules
  • Choreography 30 credits
  • Digital Performance 30 credits
  • Puppetry and Object Manipulation 30 credits
  • Physical Theatres 30 credits
  • Musical Theatre in the UK and USA 30 credits
  • Immersive Performance 30 credits
  • Transcultural Practices 30 credits

Year 3 (Level 6)

Modules Credits

Physical Skills 3 30

The module focuses on the development of the student as articulate creative dance practitioner through embodied understanding.  In developing a reflexive approach to refining, demonstrating and facilitating physical skills, students will integrate a range of approaches.  Students will be encouraged to consider dance as a professional and vocational practice, and as a process of enquiry.  Contemporary techniques, approaches and reflective practices will underpin the classes on the module, at a more advanced level than level five.  Students will have opportunities to devise and lead materials in class, building their skills as responsive facilitators.  A focus on personal skills and strengths in developing their own practice in performance and in facilitating others will be encouraged.

Performance Now: Debates and Discourses 15

This module engages with current performance practices, debates and discourses relevant to the study of various subject areas (interdisciplinary and devised performance, new writing, dance and vocal work). It thus places performance in a contemporary interdisciplinary and multidisciplinary context acknowledging the wider cultural and political dimensions which inform the diversity of performance practice and theory today.

The precise content of the module will depend on the issues of the day and students will be encouraged to bring in issues that have particular relevance to them.

Creative Entrepreneurship and Production 15

Arts practitioners need to be aware of how their work is produced in on a practical level, how to create productive and sustainable relationships with creative producers, how to become creative entrepreneurs and producers themselves, and to develop wide ranging skills associated with this function such as writing bids, funding applications and business plans. They may want to embrace the profession of creative producer as part of defining themselves as practitioners and to understand the problems associated with the tasks at a practical and artistic level.

The module will look at the function of the creative producer and entrepreneur both practically and critically, seeing the student as both as creators and stakeholders within the wider infrastructure of creative production. They will present and defend a project to a panel. They will also apply their knowledge to negotiating their own collaborative projects.

Collaborative Project 30

This module explores project facilitation and implementation with specific focus on collaboration and process analysis. On this module students will shape, facilitate, organise and implement their own project, or participation in a project. This project can be within the university or within a professional context. The criterion for their project is that they are involved in a collaborative structure and process that involves team work, dialogue and negotiation. The aim is that students see themselves and their work and practice within a larger context, and that they develop an understanding of process. This will enable students to place and record their own practice, and that of others, in a wider and current context.

The collaborative project itself can be interpreted in different ways and ‘collaborative’ can be defined according to the specific project. For example the project can take the form of volunteering, or students can work with a member of staff or research student on a project, either as research assistant or other, or they can be involved in a performance project. They can also choose to direct or to devise a performance, however they will not be assessed on the performance. Delivery would be through supervision, discussion seminars as well as staff presentations on collaborations, process analysis and self-evaluation.

  • Dance Performance and Facilitation: D@win 30 credits
  • Internship 30 credits
  • Extended Independent Study Project 30 credits

Optional Credits

Physical Skills 3 30

The module focuses on the development of the student as articulate creative dance practitioner through embodied understanding.  In developing a reflexive approach to refining, demonstrating and facilitating physical skills, students will integrate a range of approaches.  Students will be encouraged to consider dance as a professional and vocational practice, and as a process of enquiry.  Contemporary techniques, approaches and reflective practices will underpin the classes on the module, at a more advanced level than level five.  Students will have opportunities to devise and lead materials in class, building their skills as responsive facilitators.  A focus on personal skills and strengths in developing their own practice in performance and in facilitating others will be encouraged.

Performance Now: Debates and Discourses 15

This module engages with current performance practices, debates and discourses relevant to the study of various subject areas (interdisciplinary and devised performance, new writing, dance and vocal work). It thus places performance in a contemporary interdisciplinary and multidisciplinary context acknowledging the wider cultural and political dimensions which inform the diversity of performance practice and theory today.

The precise content of the module will depend on the issues of the day and students will be encouraged to bring in issues that have particular relevance to them.

Creative Entrepreneurship and Production 15

Arts practitioners need to be aware of how their work is produced in on a practical level, how to create productive and sustainable relationships with creative producers, how to become creative entrepreneurs and producers themselves, and to develop wide ranging skills associated with this function such as writing bids, funding applications and business plans. They may want to embrace the profession of creative producer as part of defining themselves as practitioners and to understand the problems associated with the tasks at a practical and artistic level.

The module will look at the function of the creative producer and entrepreneur both practically and critically, seeing the student as both as creators and stakeholders within the wider infrastructure of creative production. They will present and defend a project to a panel. They will also apply their knowledge to negotiating their own collaborative projects.

Collaborative Project 30

This module explores project facilitation and implementation with specific focus on collaboration and process analysis. On this module students will shape, facilitate, organise and implement their own project, or participation in a project. This project can be within the university or within a professional context. The criterion for their project is that they are involved in a collaborative structure and process that involves team work, dialogue and negotiation. The aim is that students see themselves and their work and practice within a larger context, and that they develop an understanding of process. This will enable students to place and record their own practice, and that of others, in a wider and current context.

The collaborative project itself can be interpreted in different ways and ‘collaborative’ can be defined according to the specific project. For example the project can take the form of volunteering, or students can work with a member of staff or research student on a project, either as research assistant or other, or they can be involved in a performance project. They can also choose to direct or to devise a performance, however they will not be assessed on the performance. Delivery would be through supervision, discussion seminars as well as staff presentations on collaborations, process analysis and self-evaluation.

  • Dance Performance and Facilitation: D@win 30 credits
  • Internship 30 credits
  • Extended Independent Study Project 30 credits

Please note the modules listed are correct at the time of publishing, for full-time students entering the programme in Year 1. Optional modules are listed where applicable. Please note the University cannot guarantee the availability of all modules listed and modules may be subject to change. For further information please refer to the terms and conditions at www.winchester.ac.uk/termsandconditions.
The University will notify applicants of any changes made to the core modules listed above.

Course Tuition Fees* 

UK/EU/Channel Islands and Isle of Man

If you are a UK or EU student starting your degree in September 2018, the first year will cost you £9,250. Based on this fee level, the indicative fees for a three-year degree would be £27,750 for UK and EU students. Remember, you don't have to pay any of this upfront if you are able to get a tuition fee loan from the UK Government to cover the full cost of your fees each year. If finance is a worry for you, we are here to help. Take a look at the range of support we have on offer. This is a great investment you are making in your future, so make sure you know what is on offer to support you.

Full-time £9,250 p/a

Total Cost: £27,750 (3 years) | £28,450 (sandwich option)

UK/EU Part-Time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £77.08 and a 15 credit module is £1,156. Part-time students can take up to a maximum 90 credits per year, so the maximum fee in a given year will be the government permitted maximum fee of £6,935.

International Students

Full-time £12,950 p/a
Total Cost: £38,850 (3 years) | £39,550 (sandwich option)

International part-time fees are calculated on a pro rata basis of the full-time fee for a 120 credit course. The fee for a single credit is £107.92 and a 15 credit module is £1,620. Fees for students from Vestfold University College in Norway (who receive a 10% reduction) and NLA are £11,655. 

*After changes made in Parliament, all higher education providers must now register with a brand new HE Regulator (the Office for Students) for their students to be eligible for student support in the 2019-20 academic year. The OfS will start publishing providers on its Register from July 2018. We have made an application to register and expect a decision by September 2018. Whilst we don't anticipate any issues with our registration, no provider will be able to confirm whether student finance is available until it has a decision from the OfS. Visit www.officeforstudents.org.uk for more information.

ADDITIONAL COSTS

As one of our students all of your teaching and assessments are included in your tuition fees, including, lectures/guest lectures and tutorials, seminars, laboratory sessions and specialist teaching facilities. You will also have access to a wide range of student support and IT services.

SCHOLARSHIPS, BURSARIES AND AWARDS

We have a variety of scholarship and bursaries available to support you financially with the cost of your course. To see if you’re eligible, please see our Scholarships and Awards.

Key course details

UCAS code
WW51
Duration
3 years full-time; 6 years part-time
Typical offer
96-112 points
Location
King Alfred or West Downs, Winchester