1. This Report presents the findings of an assessment in March 1998 of the quality of education in drama and dance provided by De Montfort University.
2. De Montfort University became a university in 1992. Previously it had been Leicester Polytechnic, which was formed in 1969 by the merger of Leicester Colleges of Art, Technology and Education. In 1994, De Montfort University merged with Bedford College of Higher Education. It now has over 21,000 undergraduate students at centres in Leicester, Milton Keynes, Bedford and Lincoln. Provision in drama and dance, which embraces programmes in drama, dance, theatre, performing arts and performance studies, is located within the School of Arts and Multidisciplinary Studies.
3. Undergraduate programmes are offered at the Leicester centre, on the City and Scraptoft campuses; at the Bedford centre, on the Lansdowne and Polhill campuses; and at three linked colleges: Level 1 at Boston College in Lincolnshire and Charles Keene College in Leicester, and a full degree programme at Melton Mowbray College. BTEC HND programmes run at Bedford and Charles Keene College, and the MA programme at Leicester and Bedford. There are 20.4 full-time equivalent (FTE) teaching staff and 512 FTE students, including 7.5 FTE taught postgraduates.
4. The following provision forms the basis of the assessment:
The subject aims to:
Generic objectives for the subject
Students are enabled to:
at Diploma Level students will be able to demonstrate:
6. The graded profile in paragraph 7 indicates the
extent to which the student learning experience and
achievement demonstrate that the aims and objectives
set by the subject provider are being met. The tests
and the criteria applied by the reviewers are these:
Aspects of provision
1. Curriculum Design, Content and Organisation
2. Teaching, Learning and Assessment
3. Student Progression and Achievement
4. Student Support and Guidance
5. Learning Resources
6. Quality Management and Enhancement.
Tests to be applied
To what extent do the student learning experience and
student achievement, within this aspect of provision,
contribute to meeting the objectives set by the subject
provider?
Do the objectives set, and the level of attainment of
those objectives, allow the aims set by the subject
provider to be met?
Scale points
1 The aims and/or objectives set by the subject provider are not met; there are major shortcomings that must be rectified.
2 This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met.
3 This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are substantially met.
4 This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
7. The grades awarded as a result of the assessment are:
8. The quality of education in drama, dance and cinematics at De Montfort University is approved.
10. Compulsory core elements maintain subject coherence. There is effective progression within the curricula in terms of increasing student independence and sequential modules, such as the cluster of four modules on 'Devising Theatre' in the BA Dance and Drama in Contemporary Culture. The assessors observed a final-year, student-led workshop where there was impressive evidence of the learning achieved in the preceding three modules. Curricular design facilitates seamless progression from one programme to another, for example from HND to BA or from BA to MA. This was confirmed by students who had progressed in this way.
11. The subject aim 'to enable the study of theoretical and practical aspects of drama and dance' is reflected in relevant areas of the curricula. In BA Contemporary Dance, for example, modules on criticism, gender theory and historical perspectives complement modules on choreography and dance technique. All programmes offer a balance of theoretical and practical modules, but students may choose to emphasise either theory or practice in their selection of options and negotiated study areas.
12. A distinctive feature of all curricula is the focus on current theory and contemporary practice. Curricular content incorporates recent theoretical perspectives, such as post-modernism, semiotics and post-structuralism, and current debates about the body, spectatorship, dance reconstruction, authenticity and the politics of performance inform practical modules. The well-established research activities of staff are reflected in modules on the Alexander Technique, dance history, writing for performance, community theatre and feminist theory. A recent staff publication, 'The Twentieth Century Performance Reader', is the core text for a number of modules. The contribution of professional practitioners to the development of practical modules ensures relevance to contemporary performance practice.
13. The aim of fostering contact with groups within the community is implemented both through specific modules within the curricula for the HND Performing Arts and the BA Dance and Drama in Contemporary Culture and through practical projects and performances across all the programmes. Successful links have been made with local schools, nursing homes and community centres. Graduates and diplomates confirmed that they were well equipped to 'develop performance in community contexts'. Contact with the community is also achieved through performances by student groups at local theatres. At the time of the visit, an MA Performance Studies student presented work in progress at the Phoenix Arts Centre, close to the Leicester City campus.
14. The 'common skills', identified by Edexcel as an important component of HND programmes, are clearly present within the HND curricula and made explicit in the relevant student handbooks. Transferable skills are also embedded in the BA curricula and a 'university certificate in personal transferable skills' is awarded to students who can demonstrate appropriate skills development. Current and former students clearly articulated the skills in self-management, teamwork and communication they had acquired. The MA curriculum includes a core research methods module which is effectively designed to develop the 'advanced research skills and methodologies' identified as a specific objective at postgraduate level.
15. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Curriculum Design, Content and Organisation:
Grade 4.
17. Some classes were outstanding. Competent and experienced tutors utilised innovative, adventurous and exciting teaching strategies in a careful and responsible manner that inspired students to engage with difficult situations, experiment and take risks, for example in dealing with sensitive community relationships, exploring phobias and entering disturbing areas of self-interrogation. Nearly all classes were meticulously planned, yet sufficiently flexible to be responsive to students' needs. Delivery was knowledgeable, often informed by research or professional experience and supported, where appropriate, by a variety of illustrative techniques, such as video clips, motifs, overhead projectors and handouts. Pace was gentle and supportive or energetic and zippy, as appropriate, although, in some instances, it was too hurried or erratic. Students showed progression in their learning during practical classes and workshops, and good engagement and concentration during nearly all teaching sessions. In one observed session at Melton Mowbray, the students' response to a performed piece was vibrant and exuberant.
18. The assessors observed students working independently in video-editing suites on projects for 'Choreography and Camera' and were impressed by their engagement and ability, in some cases, to make informed artistic choices. Evidence of committed and responsible independent work was also provided in a feedback session on 'Devising Theatre' where students shared their experience in working with a community group and subjected their work to constructive interrogation by themselves, their peers and their tutor. Written work for negotiated study modules confirms that this is an effective, innovative learning strategy which motivates students and helps them to develop valuable transferable skills.
19. Assessment design is clear and appropriate to the level and mode of study, although some tasks set have proved to be too demanding. Assessment criteria match the learning objectives and are effectively communicated to students. Feedback, both oral and written, is generally of good quality and helpful in assisting the learning process. The 'tutors' comments forms' seen at Melton Mowbray were an example of especially good practice. There is a culture of encouragement which occasionally leads to an over-generous response to practical performance. But, as seen in class observations, this helps to give students the confidence to contribute to class discussion and debate or to lead workshop sessions. A distinctive feature is the empowerment of students to negotiate their own assessment strategy for negotiated study modules. This is effective and highly valued by students.
20. In general, the assessors agree with the view expressed in recent external examiners' reports that assessment is rigorous, objective and consistent. However, they found several instances in the sample of students' assessed work where there was no tangible evidence of second-marking or moderation.
21. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Teaching, Learning and Assessment:
Grade 4.
23. The ratio of applications to places is 6.5:1 and selection criteria have been devised to match entrants to the provision; for example, applicants for BA Contemporary Dance need to demonstrate a genuine interest in the theory and context of the subject. Auditions are conducted for all single honours programmes. Necessary steps have been taken to tighten the admissions process relating to the MA programme, which has attracted students of variable ability and potential.
24. Insofar as accurate tracking of individual students' progression is possible within complex modular programmes, available data demonstrate acceptable drop-out rates and good completion. Over the past three years, an average of 88 per cent of all students completed their programmes and 56.4 per cent of undergraduate students obtained an Upper Second or First class degree. One MA student gained a Distinction and his final project, the winner of an award at the National Student Drama Festival, has been invited to prestigious national and international venues.
25. The quality of students' work sampled was variable. A major strength was the students' ability to log and analyse their own learning process. In particular, notebooks completed by students for Level 3 BA Theatre modules showed a willingness to interrogate their own practice and significant development of insight. Students working on community projects demonstrated excellent facilitation skills with community groups and a good understanding of the process. The best undergraduate dissertations and special studies projects were well presented and handled advanced theoretical discourse with confidence. Choice of topic was enterprising and interesting, for example, a serious theoretical approach to Elvis Presley's physicality in 'Taming the Pelvis'. Some MA work was outstanding but some, as noted by the external examiner, was not of postgraduate standard and did not exhibit appropriate 'advanced research skills and methodologies'.
26. Evidence of attainment of the 'advanced levels of skill' in dance and theatre, identified as a subject objective for the BA, was very limited. The assessors observed technical weakness in students' performance work at BA Level 3 for theatre modules at Leicester and dance modules at Bedford, and a lack of depth in choreographic exploration. Recent external examiners' reports also recognise inadequacies in performance skills and body management.
27. Graduate destination data show unemployment at under 20 per cent. Some 50 per cent of HND students and 20 per cent of undergraduates progress to further study. A few graduates work in the area of performance facilitated by the local arts organisation, 'New Works', which has close links with the University. The diversity of other employment destinations testifies to the value of transferable skills development within the provision. Graduate questionnaires confirm that the majority consider they are using these skills in their working lives.
28. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Student Progression and Achievement:
Grade 3.
30. Appropriate introductory support and guidance are provided through induction programmes for HND and BA students. MA students meet their personal academic tutor and embark on the Research Methods course. A mentoring scheme is in place to provide continuing support and academic guidance for HND and BA students, but students reported that they frequently sought academic advice from their module tutors after the first year. In line with the aim to provide self-directed approaches to study, students are generally expected to take the initiative in seeking advice, and it is important to ensure that the needs of more reticent students are not overlooked. There is some excellent practice in the operation of the mentoring scheme. The 'Student and Mentor Handbook' given to students at Bedford, for example, presents a range of useful information in a clear, student-friendly style and includes diagnostic forms for students to assess and monitor their personal progress.
31. Handbooks and leaflets provide students with an enormous range of information. The quality, scope and accessibility of the handbooks are variable. The Melton Mowbray handbooks are particularly welcoming and attractively presented. The 'Skills for Negotiated Study' handbook includes useful exercises to be completed at various stages and clearly contributes to the students' learning.
32. Relations between staff and students are generally good. The assessors observed strong staff-student rapport in class situations, and most students they met spoke very positively about the accessibility, approachability and helpfulness of staff.
33. University services are comprehensive and include counselling services, help for dyslexic and disabled students, healthcare and physiotherapy. Liaison between central services and subject staff is good, although communication with students could be improved. The University's careers advisory services offers personal assistance and extensive materials on careers guidance and opportunities, but it is not pro-active. Students generally rely on informal advice from tutors and professional practitioners. An exemplary approach to careers support is taken at Bedford. Co-ordinated documentation and a dedicated module help students to prepare for job applications and take advantage of their transferable skills. Guidance towards further study is effective, especially for students interested in teaching.
34. This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are met.
Student Support and Guidance:
Grade 3.
36. The Kimberlin Library on the City campus at the Leicester centre, at the hub of the library network, offers highly automated library services and a sophisticated support system, including excellent subject guides for drama and dance. An on-line catalogue and issue system facilitates reservations and provides details of students' personal library records. There is an extensive collection of relevant books, periodicals and videotapes. The environment is conducive to individual and group work and facilitates 'self-directed approaches to study'. Dance resources are outstanding at the Scraptoft library and good at the Bedford Lansdowne library. Access to these facilities compensates for deficiencies in library stock at the linked colleges.
37. IT resources, networking, media and print services are of excellent quality and students report that they have good access to them. The Lens Media Centre is an important technical resource for drama and dance students. The assessors saw effective use being made of the video and edit studios during an observation of supervised and independent student work in 'Choreography and Camera'. Students spoke in glowing terms of the opportunities to use high quality and up-to-date equipment.
38. Students based at Scraptoft, Bedford and Melton Mowbray benefit from aesthetically pleasing learning environments. The City campus is less salubrious and somewhat dismal in appearance. Throughout the distributed University, there is a good range of teaching accommodation, well equipped with appropriate audio and visual aids, and generally well maintained. The Crown Building on the City campus is subject to external traffic noise, difficult internal acoustics and poor temperature control. The assessors agree with the view expressed in external examiners' reports and student feedback that this building does not provide appropriate space or technical facilities, but acknowledge that improvements are being made.
39. There are some excellent specialist spaces. The dance studios at Scraptoft, Bedford and Melton Mowbray are of high quality. Students at Bedford reported that finding rehearsal space is not a problem if they plan in advance and manage their time effectively. Students from other centres value the experience of finding creative possibilities for performance spaces, citing a range of recent venues from churches to clubs and bars. Students have access to professionally equipped working theatres within the University at Bedford Lansdowne and Melton Mowbray, and are able to use public performance venues in Leicester.
40. Technicians provide basic training in health and safety. Students speak highly of the informal support, expertise, advice and training provided by technical staff to enable them to present their projects and performances successfully. Melton Mowbray College operates an effective scheme of training and accrediting second and third-year student volunteers to provide technical assistance with student or commercial productions.
41. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Learning Resources:
Grade 4.
43. There have been clear responses to the HEQC audit report of 1995 and the report on collaborative provision in 1996. An effective system of franchise co-ordinators and modular management boards ensures good co-ordination of drama and dance provision across the different programmes and sites. Modular management boards have an important role in quality assurance and have secured marked improvements in the assessment process, although some anomalies remain. Courses are regularly reviewed and monitored. The proposed change from programme logs to subject logs should generate more specific action plans and is a welcome development.
44. Students' views are heard at subject level through module evaluation forms, staff-student consultative committees and student representation on other committees. Student representatives take a responsible attitude to their role and are careful to consult with their fellow students and report back to them. There is abundant evidence that matters raised by students effect changes, especially in relation to curriculum design and delivery. For example, in response to students' evaluations, there is now closer staff monitoring of practical projects on the 'Performing Shakespeare' module. External examiners confirm that their reports are taken seriously and acted upon at subject level.
45. The staff development policy encompasses encouragement of research activity and development of teaching and learning. Staff utilise both to offer students a particularly rich learning experience. The assessors saw examples of teaching at the cutting edge of performance and pedagogic practice. The external examiner for the BA Contemporary Dance has noted that the programme demonstrates 'a high level of scholarship and expertise amongst the staff'. Informal peer observation of teaching takes place alongside formal procedures for appraisal, and induction and monitoring of new and part-time staff.
46. Despite the diversity and distribution of provision, the self-assessment manages to offer a coherent evaluation within the prescribed word limit. It provided a useful overview and manageable framework for the conduct of the visit.
47. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met.
Quality Assurance and Enhancement:
Grade 4.
49. The positive features of the education in drama and dance in relation to the aspects of provision include the following: