Performing Arts

Year 7: Performing Arts

In year 7 students will study 3 half terms of drama and three of dance so they can make an informed choice when opting in year 9.

At the end of each topic there is a formal assessment where students perform their final piece of work and it is assessed against the SAX drama & dance levels 1-9.

Peer/ self/ teacher verbal feedback takes place in every lesson.

Term 1A: Drama is Serious Fun – an introduction to drama skills*

*A baseline assessment in the form of a short performance takes place in lesson 3.

Term 1B: Sport Dance – an introduction to dance through sport (Plus two lessons on Christmas scripts at the end of term)

Term 2A: Theseus and the Minotaur – a scheme of work which introduces this greek myth and further dramatic conventions

Term 2A: Dance from Around the World – six different styles from six different countries

Term 3A: Working with scripts – an introduction to various styles of script based around the theme of adverts

Term 3B: Personal Projects – a group topic where students devise, write and perform their own piece of drama under the theme ‘Children’s literature’. 

Year 8: Drama

Students experience a wide variety of skills typical of what they will learn should they opt for Drama as one of their examination courses in Year 9.

At the end of each topic there is a formal assessment where students perform their final piece of work and it is assessed against the SAX drama levels 1-9.

Peer/ self/ teacher verbal feedback take place in every lesson.

Term 1A: Fault* – a scheme of work which introduces this duologue, using it as stimulus for drama and revising/ introducing further dramatic conventions

*A baseline assessment in the form of a short performance takes place in week 3.

Term 1B: Christmas Movies Project - a group topic where students recreate and perform a festive film of their choice in 10 minutes. They have to plan, devise, write and perform this piece.

Term 2A: Bugsy Malone: Musical Theatre – an introduction to this genre via learning and performing scenes and dances from the show.

Term 2B: Greek Theatre – an introduction to this genre with a focus on chorus work and two contrasting Greek myths.

Term 3A: Melodrama - an introduction to this genre with a focus on stock characters, melodramatic plot and scripts.

Term 3B: Component 3 mock exam. This is an introduction to the style of exam in the BTEC Tech Award in Performing Arts. Students work in groups to create and perform a piece of either dance or acting under a given theme: Destiny.

Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts Course Outline

Who is the qualification for?

The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts (Qualification Number: 603/0406/6), is for learners who wish to acquire technical skills through vocational contexts by studying acting, dance or musical theatre as part of their Key Stage 4 learning.

The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learner’s experience and understanding of the varied progression options available to them.

What does the qualification cover? The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

  • development of key skills that prove learners’ aptitude in performing arts, such as reproducing repertoire or responding to stimulus
  • process that underpins effective ways of working in the performing arts, such as development of ideas, rehearsal and performance
  • attitudes that are considered most important in the performing arts, including personal management and communication
  • knowledge that underpins effective use of skills, processes and attitudes in the sector, such as roles, responsibilities, performance disciplines and styles.

This Award complements the learning in other GCSE programmes such as GCSE Drama and GCSE Dance by broadening experience and skills participation in different types of performance activities, with the opportunity to apply knowledge and skills practically, through project work such as developing ideas and performing for specific audiences.

Link to the specification:

http://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/performing-arts/2017/specification-and-sample-assessments/BTEC-L1-L2-AWD-PA-SPEC.pdf

Pages 15 - 22 refers to the content and assessment of component 1. Pages 23- 26 have definitions and examples in reaching assessment decision for level 1 & 2 pass/ merit/ distinction.

Pages 27 – 33 refers to the content and assessment of component 2. Pages 34- 39 have definitions and examples in reaching assessment decision for level 1 & 2 pass/ merit/ distinction.

Pages 41 – 45 refers to the content and assessment of component 3.

What can the qualification lead to?

Job options

Jobs directly related to your degree include:

Jobs where your degree would be useful include:

Remember that many employers accept applications from graduates with any degree subject, so don't restrict your thinking to the jobs listed here.

BTEC Tech Award in Performing Arts: ACTING      

This is a brand new course which began this academic year therefore only year 9 drama study it. Year 10 and 11 drama classes are on a legacy specification (VCERT Level 2 Creative Studies: Performance Skills) which ends this academic year.

Year 9

This is an introductory year to the course where students will get experience of what is expected for all 3 components.

At the end of each topic there is a formal assessment of both their practical and theory work based on the relevant assessment criteria taken from the specification. Students receive formal written feedback for each.

Peer/ self/ teacher verbal feedback take place in every lesson.

Term 1A: Improvisation skills – this introduces students into various methods for improvisation and stimuli for drama. Students complete a skills logbook to go alongside their practical learning as homework.

*A baseline assessment in the form of a short performance takes place in week 3.

Term 1B: Dramatic conventions through Pantomime – this builds on and extends students’ knowledge of different dramatic conventions as well as introducing the genre of pantomime. Students complete a portfolio of evidence in the form of a skills logbook and research into the Performing Arts industry.

Term 2A: Duologues & Monologues – this topic introduces students to the theatre practitioner Stanislavski and his method for acting as well as learning, performing and eventually writing their own monologues and duologues. Students complete a portfolio of evidence in the form of a skills logbook and research into the play texts studied and Stanislavski himself.

Term 2B: Genres – this is a whistle stop tour of a variety of theatrical genres where students get to learn, perform and devise practical work in each style which demonstrates their understanding of each. Students complete a portfolio of evidence in the form of a skills logbook and research into the genres studied and key practitioners from each genre.

Term 3A: Theatre in Education – this is an introduction to this genre and students get to devise, rehearse and perform work in this style and then create their own piece of Theatre in Education to be performed to other students.

All topics have elements from component 1, 2 & 3 built into them.

Term 3B: Component 3 mock exam - This is an introduction to the style of exam in the BTEC Tech Award in Performing Arts. Students work in groups to create and perform a piece of acting using one of the questions from that academic year’s exam paper (2017/2018 academic year uses this exam paper)

BTEC Tech Award in Performing Arts: DANCE       

This is a brand new course which began this academic year therefore only year 9 and year 10 dance study it. Year 11 Dance are on a legacy specification (BTEC Level 2 First Award in Performing Arts) which ends this academic year.

Year 9

This is an introductory year to the course where students will get experience of what is expected for all 3 components.

At the end of each topic there is a formal assessment of both their practical and theory work based on the relevant assessment criteria taken from the specification. Students receive formal written feedback for each.

Peer/ self/ teacher verbal feedback take place in every lesson.

Term 1A: Introductory skills and back to basics - all they need to know about actions, space, dynamics and relationships

Term 1B: Bintley and Still Life at the Penguin Cafe: an introduction to the work, learning the repertoire, analysing key roles and responsibilities and creating their own piece based on the issues of the piece.

Term 2A: Bruce and Swansong: an introduction to the work, learning the repertoire, analysing key roles and responsibilities and creating their own piece based on the issues of the piece.

Term 2B: The Royal Family - 3 pieces from their repertoire: an introduction to their style and works, learning the repertoire, analysing key roles and responsibilities and creating their own piece based on the issues of the piece.

All topics have elements from component 1, 2 & 3 built into them.

Term 3A: An introduction to component 3: how to answer the exam question.

Term 3B: Component 3 mock exam. This is an introduction to the style of exam in the BTEC Tech Award in Performing Arts. Students work in groups to create and perform a piece of dance using one of the questions from that academic year’s exam paper (2017/2018 academic year uses this exam paper)

Year 10

Please see the attached documents – the year plan, assignment brief and the introductory powerpoint.

Here are links to the professional works

Boy Blue

http://www.boyblueent.com/

https://www.youtube.com/watch?v=ZsALq261qa0&t=93s

http://breakinconvention.com/artists/boy-blue-entertainment-uk

https://boyblueentertainment.bandcamp.com/

https://www.youtube.com/watch?v=ZsALq261qa0

 

Bob Fosse

https://www.youtube.com/watch?v=7uIPkwCYxKU

https://www.youtube.com/watch?v=SAWjarAHHKQ

https://www.youtube.com/watch?v=mcrZIK3gqbU

https://www.youtube.com/watch?v=AWFW02Yx-mM

http://www.imdb.com/name/nm0002080/

 

Motionhouse

https://www.youtube.com/watch?v=9ZO5homZ1d8&t=131s

http://www.motionhouse.co.uk/

https://www.youtube.com/watch?v=wsy0ItTxTzg

BTEC Level 2 First Award in Performing Arts: Dance

Year 11

This is the last year of this course as the new BTEC Tech Award takes its place therefore only year 11 dancers study it.

Rationale for the Pearson BTEC Level 1/Level 2 First Award in Performing Arts

The Pearson BTEC Level 1/Level 2 First Award in Performing Arts has been designed primarily for young people aged 14 to 19 who may wish to explore a vocational route throughout Key Stage 4, but it is also suitable for other learners who want a vocationally focused introduction to this area of study. It has been developed to:

  • encourage personal development through practical participation and performance in a range of performing arts disciplines
  • give learners a wider understanding and appreciation of performing arts through defined pathways
  • provide education and training for performing arts employees
  • give opportunities for performing arts employees to achieve a nationally recognised level 1 or level 2 vocationally specific qualification
  • give full-time learners the opportunity to progress to other vocational qualifications, such as BTEC Nationals, specifically the Pearson BTEC Level 3 in Performing Arts (QCF), and, in due course, to progress to employment in the performing arts sector
  • give full-time learners the opportunity to progress to general qualifications, such as the Pearson GCE in Drama and Theatre Studies
  • give learners the opportunity to develop a range of skills, techniques and personal attributes essential for successful performance in working life. The Pearson BTEC Level 1/Level 2 First Award in Performing Arts has been designed to provide an engaging and stimulating introduction to the world of performing arts.

The qualification builds on learning from Key Stage 3 for those who may wish to explore a vocational route throughout Key Stage 4. It also provides a good introduction to performing arts for learners in post-16 education, ensuring that every learner taking the qualification completes it with a level of understanding and skill on which to build at a later date.

This Award offers a choice of pathways for learners designed to provide programmes of study to suit individual needs. Pathways that are available are:

  • BTEC First Award in Performing Arts (Acting)
  • BTEC First Award in Performing Arts (Dance)
  • BTEC First Award in Performing Arts (Production)
  • BTEC First Award in Performing Arts (Musical Theatre)
  • BTEC First Award in Performing Arts (Music Performance)

The qualification provides opportunities for learners to focus on the development of personal, learning and thinking skills, and English and mathematics knowledge and skills, in a performing arts context. Employers value employees who are able to communicate effectively both verbally and using electronic communication methods. The qualification also provides opportunities for learners to develop their communication skills as they progress through the course. This can be achieved through presentations and in discussions where they have the opportunity to express their opinions.

From the knowledge and skills developed in this qualification learners may expect, in due course, to seek employment at a junior level working with companies in the performing arts and related sectors in a range of roles, including performing in its various forms; stage management, production and set design; and related administration and technical roles.

Assessment approach

The Pearson BTEC Level 1/Level 2 First Award in Performing Arts includes an externally assessed unit in the core to introduce externality into vocational programmes of study. This will assist learners as they progress either into higher levels of vocational learning, or to academic qualifications such as GCEs and GCSEs.

The assessment approach for the internally assessed units in the qualification structure enables learners to receive feedback on their progress throughout the course as they provide evidence towards meeting the unit assessment criteria. Evidence for assessment may be generated through a range of activities, including workplace assessment, role play, practical performance and verbal presentations.

Locally available vocational examples and the opportunity to localise assignments to fit learner experience provides for a more realistic and motivating basis for learning and can start to ensure learning serves the needs of local areas.

Learners should be encouraged to take responsibility for their own learning and achievement, taking account of the industry standards for behaviour and performance.

Progression opportunities

The Pearson BTEC Level 1/Level 2 First Award in Performing Arts provides a good foundation for learners in post-16 education. The qualification provides a suitable foundation for further study within the sector through progression on to qualifications, such as BTEC Nationals, specifically the Pearson BTEC Level 3 in Performing Arts.

Alternatively, the underpinning knowledge, practical and vocational skills learnt on the BTEC Level 1/Level 2 First Award in Performing Arts will enhance and support progression to a competency-based course. Successful learners at level 2 may also consider general qualifications at level 3 such as GCE AS or A Levels in Drama and Theatre Studies and Performing Arts.

Learners who achieve the qualification at level 1 may progress to level 2 or consider progression to general qualifications such as GCSE Drama.

See attached year plan, assignment briefs

Links to spec

https://qualifications.pearson.com/content/dam/pdf/BTEC-Firsts/Performing-Arts/2012/Specification-and-sample-assessments/9781446936344_BTECFIRST_L12_AWD_PA_Iss3.pdf

Pgs 51-56 – all info on unit 1

Pgs 57-69 – all info on unit 2

Pgs 79-89 – all info on unit 4

VCERT Level 2 in Creative Studies: Performance Skills

This qualification is designed for learners who may be interested in the performance industry. The focus of the qualification is on the learner’s ability and desire to perform. This qualification aims to:

  • Focus on an applied study of the performance skills industry
  • Offer breadth and depth of study, incorporating a significant core of knowledge and theoretical content with broad-ranging applicability
  • Provide opportunities to acquire a number of practical and technical skills.

The objectives of this qualification are to help learners to:

  • Acquire and develop fundamental practical skills
  • Focus on performance ability by developing critical awareness
  • Provide an opportunity to develop existing skills relating to the performance industry.

Students will study the following 3 units:

Pupils who achieve this qualification could move onto further Level 2 or 3 qualifications, A levels and GCSEs:

  • Level 3 qualifications (including Advanced GCE) in Performing Arts related subjects
  • NCFE Level 3 Awards in Employability Skills
  • AQA Level 2 GCSE in Performing Arts
  • WJEC Level 2 GCSE in Performing Arts

It may also be useful to those studying qualifications in the following sectors:

  • Theatre
  • Set design.

Year 10 Drama & Dance

Term 1A & B – Unit 1 Performance Skills: This unit provides an opportunity for learners to assess the skills required for their chosen art form and explore the benefits and practicalities of skills development. Learners will understand the importance of rehearsals in the development of their skills.

Term 2A & B – Unit 3 External Exam: This unit develops the learner’s understanding of the practical and organisational processes that surround the successful staging of a performance. It develops an understanding of the co-operative nature of a production team and enables the learner to get involved in the development process

Term 3A & B – Unit 2 Production in Performance: This unit develops the understanding and effectiveness of preparing for, taking part in and evaluating a performance, taking into consideration the needs of the audience.

Year 11 Drama

Term 1A & B – Unit 3 External Exam: This unit develops the learner’s understanding of the practical and organisational processes that surround the successful staging of a performance. It develops an understanding of the co-operative nature of a production team and enables the learner to get involved in the development process

Term 2A & B - Unit 1 Performance Skills: This unit provides an opportunity for learners to assess the skills required for their chosen art form and explore the benefits and practicalities of skills development. Learners will understand the importance of rehearsals in the development of their skills.

Term 3A – Unit 2 Production in Performance – revise and complete: This unit develops the understanding and effectiveness of preparing for, taking part in and evaluating a performance, taking into consideration the needs of the audience.

SOUTH AXHOLME CURRICULUM COURSES