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Performing arts – Coursework guide and booklet

Performing Arts and Production Coursework Booklet

Name______________

Year ______________


UNIT : PREPARATION, PERFORMANCE AND PRODUCTIONThe first part of this document covers the research and preparation for the assessment performance.

Answer ALL questions in detail – without these answered, you cannot achieve 2a.1 Put all relevant documents for research in the your portfolio – ie attempted scripts, songs,

created brain storms, stage design, floor plans, prop/costume design ideas etc

Section 1 - Research Answer – explain in detail.What is the Chosen Piece of Music/Dance/Drama/Theatre work?Why did you choose this piece? Who chose it? What activities did you do to help choose? What research did you do? How did you collate findings?How often did you rehearse or practice in the 6 weeks before performance? For production, how much time did you spend developing the relevant skill?What did you prepare for rehearsals? How was this prepared? How confident did you feel when setting up/rehearsing? What impacted this confidence?

2A.2

Section 2 – Prep work How did you rehearse or prepare for your role? How could you have improved the rehearsals or the preparation process? Why?What skills did the performance improve? How did this happen? Will this help in future performance or productions? How? What skills haven’t improved as you’d have liked? Why?Describe your commitment. Could you have been more committed? How? Explain why commitment is important and how it has supported/detracted from the overall performance


Section 3

For this section, you should evaluate your performance or production. An evaluation involves descriptions of the activities undertaken and the learning throughout. Pictures can also help to show experience. Remember;

DO NOT simply describe the event. Remember to “reflect”; “I learnt … from this” Go into as much detail as possible.

Name of Performance

Evaluation:


Initial skills auditFor this section – We need to evaluate our skills at the beginning of the process. Throughout the performing arts course, we will work and develop these skills. It is important to reflect on the way skills are developed – in order to improve further. Practically showing the developed skills in performance and rehearsal is important, this document supports that.

To start off – we need to assess our current skill set. Give a number out of 5 (5 being the most advanced) and explain your current level within this skill;

Make sure you complete the boxes relevant to your specialism – ie Music, Dance All students must fully complete the “Personal Skills” part of the audit To access the higher grades – students MUST include at least 1 additional skill for

their specialism.

Performance Skills (acting, musical theatre)

Current Level 1-5

Describe

Example – Dance moves 3 I am currently able to perform some different styles of dance with confidence however I need to develop a better understanding of choreography and performance styles to keep improving

Speaking Clearly/Projection

Learning Lines

Using Accents

Using expression in voice

Using a range of facial expressions

Sustaining a character throughout a performancePlaying an older or younger characterPlaying a character of opposite genderCommunicating and connecting with performers during rehearsal


Researching and developing a character

Communicating emotion on stage

Taking on a serious role

Taking on a comedic role

1 additional;

● acting● articulation● projection● breath control● learning lines● pitch, inflection and modulation● tone and vocal colour● phrasing● pace● use of pause.Their use and control of movement, including:● balance● coordination● movement memory● spatial awareness● weight placement● focus and control● relaxation● pace, energy and dynamics● gesture● facial expression● trust.Learners should develop their interpretive skills through:● the use of dramatic techniques in class, e.g. freeze-frame or tableau, role-on-the-wall,role play, hot-seating, thought-tracking, conscience alley, improvising off-stagemoments, exploring ‘what if’ situations


● their interpretation of characters, e.g. analysing physical characteristics, examiningrelationship(s) with other characters/roles, considering the given circumstances,considering sub-text, applying research findings to the role/character, coherence withdirectorial concept.

MUSICAL THEATRE (The above plus….)

● singing● dancingActing – work undertaken in these sessions should include:● movement skills – use of movement, gesture and facial expression to communicatemeaning● vocal skills – clarity of delivery, communicating meaning through words● learning lines● developing a character● exploring relationships with other characters.Singing – work undertaken in these sessions should include:● tuning, rhythm and timing● following an accompaniment● communicating the meaning of a song● learning songs (music and lyrics)● projection and placing of the voice● interpreting lyrics● phrasing● musicality● characterisation● expression.Dance – work undertaken in these sessions should include:● posture and alignment● coordination and balance● spatial awareness● rhythm and timing● learning choreography● projection● phrasing● musicality● characterisation.● identify their strengths and areas for development, e.g. by carrying out a skills audit,


using and responding to teacher feedback, using and responding to feedback frompeers and reviewing their own work on video● set targets, e.g. SMART targets, long-term and short-term goals and identifying andusing specific exercises to improve skills

Performance skills - DanceEngaging with Audience during danceUnderstanding difference between sharp and soft movements (Laban technique)Demonstrating Balance

Demonstrating flexibility

● warming up● wearing the correct attire● learning choreography● responding to correction and absorbing taught material● receiving and giving constructive and positive feedback.Personal management skills should include:● attendance● time management (adhering to rehearsal schedules)● readiness to work (including bringing correct clothing and equipment if necessary)● listening to instruction/direction● observing safe working practices● willingness to try things out● concentration and focus within the tasks● appropriate interaction with others – trust and cooperation● rehearsal discipline● showing sensitivity towards others and the requirements of the production.Learners should demonstrate relevant physical skills in


rehearsal and performance.These skills may include:● actions – jumps, turns, rolls, travelling steps, gestures and stillness● posture● alignment● balance● coordination● flexibility● strength● stamina● extension● spatial awareness● contraction● the ability to reproduce movement accurately● whole body participation and/or isolation● application of dynamic range● movement memory● the ability to reproduce action/dynamic/rhythmic/spatial content● accuracy and quality of movement● awareness of, and relationship to, other dancers in performance.

rehearsal and performance:● emphasis● projection● focus● accurate interpretation and reproduction of style, steps and movements● use of space● awareness and appreciation of sound accompaniment● musicality● facial expression● quality● timing.Can you Perform 3 styles of dance.

1 additional;

Performance Skills – Music, Musical TheatreMain instrument?

Second instrument?


Ability to read music

Ability to learn music by ear

Work out chords through research

Writing my own chords/lyrics for a piece of music

Transposition – understanding?

Composing my own melody

Creating a set list or choosing suitable materialBasic music theory knowledgeGrade 5 music theory

Rehearsal skills such as being preparedAble to set up a PA and work a mixing deskStage presence, responding and acknowledging the audience1 additional;

● rhythm and timing● intonation● technical exercises to improve their technique relevant to the voice type orinstrument in question, e.g. scales and arpeggios, lip slurs and paradiddles● expression and dynamics● phrasing● range● sight reading/singing● improvisation● breath control


● vibrato● accuracy of pitch● confidence● tuning● following an accompaniment● learning songs (music and/or lyrics)● musical interaction● stage presence/effective use of performance space.Learners should be introduced to the notion of interpretive skills and stylistic qualities,relevant to the music material, so that they can use them to improve their technique.Learners should be aware of the following interpretive skills:● emphasis● accurate interpretation and reproduction of style● awareness and appreciation of accompaniment● physical expression● communication in performance – with other musicians and the audience● quality● use of timing and rhythm● intonation● phrasing● expression and use of dynamics● projection● focus● musicality/sensitivity● stage presence.

Production SkillsUsing light to improve a performanceUsing sound reinforcement equipment to improve a performanceUnderstanding the settings of different equipmentBeing health and safety conscious

Designing props and costumes

Planning, designing and applying hair and makeup for


performanceAbility to market, advertise and help promote a performance1 additional;

● design, e.g. lighting, sound, costume, props, makeup, masks, set● technical, e.g. lighting, sound● construction, e.g. costume, props, makeup, masks, set.Please note that for the purposes of this unit, stage management roles (e.g. stagemanager, deputy stage manager, assistant stage manager, crew), front of house roles(e.g. house manager, usher, box office assistant) and production administration rolesare not within scope.Learners should develop skills and techniques appropriate to their role as follows:Design skills● costume – responding to a brief, researching, developing and shaping ideas,e.g. mood boards, producing draft sketches, pitching ideas, making changes, refiningideas and creating final designs, e.g. annotated drawings and showing constructionmethods and materials● set – responding to a brief, researching, developing and shaping ideas, e.g. moodboards, producing draft sketches, pitching ideas, making changes, refining ideas andcreating final designs, e.g. scale plans, 3-D models, annotated drawings● props – responding to a brief, researching, developing and shaping ideas, e.g. moodboards, producing draft sketches, pitching ideas, making changes, refining ideas andcreating final designs, e.g. scale plans, 3-D models and annotated drawings● masks – responding to a brief,


researching, developing and shaping ideas, e.g. moodboards, producing draft sketches, pitching ideas, making changes, refining ideas andcreating final designs, e.g. scale plans, 3-D models, annotated drawings● makeup – responding to a brief, researching, developing and shaping ideas,e.g. mood boards, producing draft sketches, pitching ideas, making changes, refiningideas and creating final designs, e.g. facial plans● lighting – responding to a brief, researching, developing and shaping ideas,e.g. producing draft sketches, pitching ideas, making changes, refining ideasand creating final designs, e.g. scale lighting plans, CAD models and annotateddrawings● sound – responding to a brief, researching, developing and shaping ideas, e.g.pitching ideas, sourcing soundtracks, recording effects, trialling sound elements,making changes, refining ideas and creating and communicating final designs.Technical skills● lighting – rigging, focusing and programming lights and producing documentation tobe used during the performance, e.g. cue sheets● sound – recording sound effects and sound tracks, preparing and setting up soundequipment and producing documentation to be used during the performance, e.g.sound cue sheets.Construction skills● costume – selecting appropriate materials, creating patterns, cutting, measuring,sewing, gluing, using fastenings, using an iron, reinforcement, fitting and applyingdecorative finishes, e.g. paint, spraying, ageing, embroidery


and appliqué● set – selection of materials and equipment, use of hand and/or power tools, use ofconstruction skills, e.g. building, painting and applying decorative finishes● props – selection of materials and equipment, use of hand and/or power tools, use ofconstruction skills, e.g. measuring, sawing, cutting, joining, drilling, painting, gluingand applying decorative finishes● masks – selection of materials and equipment, use of construction skills andmaterials, e.g. brown paper tape, papier mâché, card and paper, mould making,plaster casting, latex, modroc, painting, gluing, applying decorative finishes andfitting● makeup – selection of materials and equipment and use of materials and equipmentwhen applying makeup, e.g. aquacolour, liquid, pancake, grease-based makeup,cream-based makeup, liners, powders, glues, crepe hair, prosthetics, tooth enamels,theatrical blood and scars.While developing their skills learners should ensure that they follow safe workingpractices. This may include:● following safe procedures for handling and lifting heavy objects● locating fire exits● being aware of evacuation procedures● safely using hand and power tools● handling hazardous substances● skin testing for allergies● identifying potential hazards and assessing and reducing the risk of potentialhazards.

Personal Skills (All specialisms) All specialism should fully answer the next personal skills questions

Attendance and time spent in rehearsal


Punctuality to lessons and rehearsal

Communication skills

Working in a group

Leading a group

Working on your own

Encouraging and supporting peers

Focus and concentration

Responding to feedback

Evaluating my own progress

Keeping a positive attitude to overcome issues

LONG TERM TARGET

SHORT TERM TARGET

SHORT TERM TARGET


Using the previous exercise – we will set ourselves targets to reach over your performing arts course. The first part of this is setting strength and weakness.

Take care and time in selecting – the initial audit can point out any weaknesses or strengths.

We will evaluate these chosen skills in the mile stone reviews later in the document.

Weaknesses What do you need to do to respond to this weakness?

1.

2.

3.


Strengths Why is this a strength? How will this strength help you in your role or specialism?

1.

2.

3.

We also need to take a monthly log into our final year. This log should be written on a regular basis – ensuring that you are reviewing your progress. We have a hand-out for each specialism that you will find on shared area – or ask myself or miss

Research/planning and ideas

To include all your ideas/research/planning/set design/annotated pictures relating to your specialism

The Characters (Who’s Who inSchool of Rock the Musical) ............................3The Story (Plot Synopsis) ..............................4The Writer and Composer ..............................6From Screen to Stage (The Creation ofSchool of Rock the Musical) ............................8What is Rock and Roll? ................................10Influential Rockers ......................................12What Makes a Rock Band? ..........................14Music Education in Schools Today ................16


Skills in Rehearsal and performance - September

To include all information from the PA Learning spec relating to your specialism

LONG TERM TARGET

SHORT TERM TARGET

SHORT TERM TARGET

Skills in Rehearsal and performance - October

Include all information from the PA Learning spec relating to your specialism


Include all your ideas/research/planning/set design/annotated pictures relating to your specialism


Skills in Rehearsal and performance - October

Include all information form the PA Learning spec relating to your specialism

LONG TERM TARGET

SHORT TERM


TARGET

SHORT TERM TARGET

Research/planning and ideas - November


To include an explanation of all of the songs and important song lyrics

Skills in Rehearsal and performance - November



LONG TERM TARGET

SHORT TERM TARGET

SHORT TERM TARGET

Skills in Rehearsal and performance - December





To include the history of rock and each band/rock artist mention in the script and research into what they have done – ref script

LONG TERM TARGET

MEDIUM TERM TARGET

SHORT TERM TARGET


Skills in Rehearsal and performance - January





LONG TERM TARGET

SHORT TERM TARGET

SHORT TERM TARGET

Skills in Rehearsal and performance - February





LONG TERM TARGET

SHORT TERM TARGET

SHORT TERM TARGET


Final summary

This section relates to summarising what you have learnt and developed over your time studying performing arts or production at Rhyddings.

This is a fundamental part of the log above.

Consider good and bad experiences, different choices that could have been made etc.

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