12 1 A2: Practitioners’ responsibilities and skills Consider creative skills, such as writing scripts and composing songs by a playwright or songwriter. Explore organisational skills used to put on a performance by a director or choreographer. 13 1 A: Examine professional practitioners’ work A2: Practitioners’ roles, responsibilities and skills GLH support for Assignment 1 Learning aim A, Component 1 (example assignment p.10 of spec) Written report, presentation, blog or other similar evidence demonstrating understanding of the key features of a range of live and/or recorded dance, acting or musical theatre performances. 14 1 B: Explore the interrelationships between constituent features of existing performance material Assignment 1 submission – Learning aim A, Component 1 Set H/W research tasks for Learning aim B, Component 2. Term 2 1 1: Exploring the Performing Arts B: Explore the interrelationships between constituent features of existing performance material B1: Processes used in performance Feedback assignment 1 Explore and participate with the practical processes used in performance including: responding to stimuli to generate ideas for performance material exploring and developing ideas to develop material discussion with performers setting tasks for performers sharing ideas and intentions. 2 1 B1: Processes used in performance Raise awareness of forthcoming Assignment 2 with brief overview – Learning aim B, Component 1 (example assignment p.11 of spec, assessment guidance p.38) Explore and participate with the practical processes used in performance, including: teaching material to performers developing performance material organising and managing rehearsals refining and adjusting material to make improvements
4 3 A1: Understand how to respond to a brief through discussion and practical exploration activities Focus on practical group work: working effectively as a member of the group: making an individual contribution responding to the contributions of others. 5 3 B: Selecting and developing skills and techniques for performance B1: Demonstrate how to select and develop performance skills and techniques that are needed to realise the creative ideas in response to a brief Students will need to understand the impact of the following when selecting and developing skills and techniques for performance: skills and techniques of the individual performer: vocal, physical skills and techniques of the group: comedy, improvisation. 6 3 B1: Demonstrate how to select and develop performance skills and techniques that are needed to realise the creative ideas in response to a brief Students will need to understand the impact of the following when selecting and developing skills and techniques for performance: the style and/or genre of the work being created: street dance, physical theatre the influence of selected practitioners: Brecht, Fosse. 7 3 B1: Demonstrate how to select and develop performance skills and techniques that are needed to realise the creative in response to a brief Students will need to understand the impact of the following when selecting and developing skills and techniques for performance: appropriate skills for the target audience: young children, the elderly taking part in skills development classes or workshops taking part in the rehearsal process, including individual preparation and group rehearsals. 8 3 C: Taking part in a workshop performance C1: Performance skills and techniques Demonstrate effective use of performance skills and techniques in a workshop performance to the target audience: vocal skills. Pearson component 3 external set task available 9 3 C1: Performance skills and techniques Analyse the Pearson set Demonstrate effective use of performance skills and techniques in a workshop performance to the target audience:
physical skills. H/W and set holiday research tasks. 10 3 C1: Performance skills and techniques Demonstrate effective use of performance skills and techniques in a workshop performance to the target audience: Interpretative skills: showing time and place, presenting a character, creating humour or emotion. 11 3 C1: Performance skills and techniques Demonstrate and sustain in performance the following skills: energy focus concentration commitment. 12 3 C2: Working effectively with others Take part in performance workshops to develop communicating effectively with performers: in preparation for performance during performance. Term 3 1 3 C2: Working effectively with others Take part in final group preparations, which may include: setting up/getting in getting out/striking taking part in a workshop performance. 2 3 C3: Communicating ideas through performance Take part in a performance for an audience. Communicate ideas and intentions effectively to an audience. 3 3 Synoptic Preparation of the externally set task. 4 3 Synoptic Preparation of the externally set task. 5 3 Synoptic Preparation of the externally set task. 6 3 Synoptic Preparation of the externally set task.