Abstract

Abstract Proposal
The Learningbods©2016 concept is a unique HE centred approach to learning, teaching and assessment, triangulating skills in creativity, academia, and employability. Practice is within the context of DUSC Dance Company marrying educational undergraduate relevance with a commercial school’s tour. 2017/18 involves stage 3 Performing Arts students in the interactive production Numberbods©2016, using original choreography, music and narration to engage KS 1 children with maths in a visual and kinaesthetic way.
The embedding of undergraduate transferable skills falls into two categories.
• Production (educational)
Students operate in a multifaceted way, working with professional choreographers (dance stylistic/aesthetic), educational consultants (quality assurance) and dance lecturers (meeting of module/programme learning outcomes) in order to meet the overriding aims of the project
• Touring (commercial)
Students are responsible for the effective execution of the tour. Roles include liaising with external partners, health & safety, marketing, preparation, logistics and rehearsal director.
Students must operate in a professional and productive way, to meet the needs of the schools whilst maintaining the excellent quality of the product. An extension of the performance is the student delivery of bespoke practical workshops focusing on concepts introduced e.g. addition, subtraction and number sequencing. Further extending the learning experience for the graduate (pedagogical approaches e.g. embedding maths through psychomotor learning (Dave, 1970), facilitation, differentiation and assessment) and the child (PE LO’s, physical activity, maths practice, social interaction and development of self-esteem particularly in relation to numbers)
Success is measured via undergraduate attainment and student voice research, lecturer observations, and feedback from teachers/schools.
Mapping UK Professional Standards Framework - Areas of Activity A4 &A5, Core Values K6, and Professional Values V4