performing arts - Pearson Schools and FE Colleges

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3
LEVEL
PERFORMING
ARTS
Sally Jewers | Carolyn Carnaghan | Paul Webster
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BTEC’s own resources
Published by Pearson Education Limited, a company incorporated in England and Wales, having its
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www.pearsonschoolsandfecolleges.co.uk
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Text © Pearson Education Limited 2010
First published 2010
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British Library Cataloguing in Publication Data
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British Library
ISBN 978 1 846906 787
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This material has been published on behalf of Edexcel and offers high-quality support for the delivery
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ii
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Contents
About your BTEC Level 3 National Performing Arts
Unit
vi
Credit
Unit name
Author
1
10
Performance Workshop
Sally Jewers
1
3
10
Performing Arts Business
Sally Jewers
21
4
10
Historical Context of Performance
Paul Webster
41
5
7
20
10
Rehearsing for Performance
Performing to an Audience
Paul Webster
65
14
10
Musical Theatre Performance
Sally Jewers
87
19
10
Principles of Acting
Paul Webster
113
32
10
Developing Physical Theatre
Carolyn Carnaghan
139
38
10
Dance Performance
Carolyn Carnaghan
161
Project
Page
Covering Units
Author
1 Creating and delivering
a successful TIE project
9: Devising Plays
10: Theatre in Education
Paul Webster
179
2 An Evening of Showtunes
30: Singing Skills for Actors and Dancers
14: Musical Theatre Performance
Sally Jewers
195
3 Children’s Theatre Festival
11: Theatre for Children
28: Storytelling as Performance
Sally Jewers
207
4 End of the Pier Show
15: Variety Performance
47: Jazz Dance
Carolyn Carnaghan
219
5 Contemporary Dance
Showcase
45: Developing Contemporary
Dance Technique
39: Choreographic Principles
Carolyn Carnaghan
231
6 Performing a
Contemporary Play
13: Contemporary Theatre Performance
20: Applying Acting Styles
Paul Webster
245
7 Community Celebration
51: International Dance
55: Arts in the Community
Carolyn Carnaghan
259
8 Radio Drama
27: Script Writing
22: Audio Performance Acting
Sally Jewers
271
9 Physical Theatre
Performance
33: Applying Physical Theatre
50: Movement in Performance
Carolyn Carnaghan
283
18: Auditions for Actors
17: Developing Voice for the Actor
Paul Webster
295
10 Moving On
Page
Glossary
309
Index
312
iii
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BTEC’s own resources
Credits
The publisher would like to thank the following for their kind permission to reproduce their
photographs:
(Key: b-bottom; c-centre; l-left; r-right; t-top)
Alamy Images: Photos 12 139, 171, 286, Photos 12 139, 171, 286, Photos 12 139, 171, 286, alam
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subsequent edition of this publication.
We are grateful to the following for permission to reproduce copyright material:
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About the authors
Carolyn Carnaghan is an External Verifier for BTEC and a Principal
Moderator for A Level Drama and Theatre Studies. Carolyn has written
several books about the arts and the teaching of dance and drama. She
has also worked on the development of a number of arts qualifications
and has many years of teaching experience. Carolyn has performed as
a professional dancer and in 1988 she founded and ran her own dance
consortium, The Dance Workshop. She also created a dance ensemble
called Splitz. She has worked as a performer/choreographer on stage, in
schools and colleges.
Sally Jewers has over 20 years experience of the delivery and assessment
of BTEC performing arts programmes and is currently a Senior Verifier for
BTEC Performing Arts and Music programmes and Senior Examiner for
the Level 2 Creative and Media Diploma. Sally leads national and centre
based training events as well as offering guidance as part of the ‘Ask the
Expert’ service. She is an experienced author and has written to support
both BTEC and Diploma. Sally has also produced a range of interactive
whiteboard resources for Boardworks including their KS4 Music Resource
and is a regular contributor to Teaching Drama Magazine.
Paul Webster has been involved in the new BTEC Entry, Level 1, Level 2
and Level 3 qualifications in Performing Arts, and has contributed to the
support materials.
He wrote the BTEC First Performing Arts: A Practical Handbook (with Sally
Jewers and Rob East) for Edexcel Limited in 2007 and contributed to BTEC
in a Box for Nationals in Performing Arts.
He has led the training and standardization of external verifiers, and
provided support to teachers delivering the BTEC Firsts and Nationals in
Performing Arts, Music and Media.
Previous to this work he has held the post of Drama, Performing Arts and
Art lecturer and manager in schools and FE colleges between
1996–2004. He also worked as a professional performer, director and
designer from 1994–1997.
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BTEC’s own resources
About your BTEC Level 3
National Performing Arts book
Choosing to study for a BTEC Level 3 National Performing Arts qualification is a great
decision to make for lots of reasons. This qualification will allow you to look into different
areas of the Performing Arts, leading you into a whole range of professions and sectors and
allowing you to explore your creativity in many different ways.
Your BTEC Level 3 National in Performing Arts is a vocational or work-related qualification.
This doesn’t mean that it will give you all the skills you need to do a job, but it does mean
that you’ll have the opportunity to gain specific knowledge, understanding and skills that
are relevant to your chosen subject or area of work.
What will you be doing?
The qualification is structured into mandatory units (ones that you must do) and optional
units (ones that you can choose to do). How many units you do and which ones you cover
depend on the type of qualification you are working towards.
Qualifications
Credits from
mandatory units
Credits from
optional units
Total credits
Edexcel BTEC Level 3 Certificate
10
20
30
Edexcel BTEC Level 3 Subsidiary Diploma
10
50
60
Edexcel BTEC Level 3 Diploma
30
90
120
Edexcel BTEC Level 3 Extended Diploma
60
120
180
Credits from
mandatory units
Credits from
optional units
Total credits
10
20
30
20
40
60
40
80
120
Pathways
Qualifications
Edexcel BTEC Level 3 Certificate
Acting
Dance
Musical Theatre
Physical Theatre
Edexcel BTEC Level 3 Subsidiary Diploma
Acting
Dance
Musical Theatre
Physical Theatre
Edexcel BTEC Level 3 Diploma
Acting
Dance
Musical Theatre
Edexcel BTEC Level 3 Extended Diploma
Acting
Dance
70
180
Musical Theatre
vi
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Introduction
How to use this book
This book is designed to help you through your
BTEC Level 3 National Performing Arts course. It has
two sections:
• A skills and knowledge section with chapters covering
each of the mandatory units in depth giving detailed
information about each of the learning outcomes and
including helpful advice for your assessments.
• A projects section with chapters covering a number
of units. Each chapter guides you through the relevant
learning outcomes to complete the project and
includes activities to polish your skills and advice on
evidence and assessment.
Credit value: 10
14
Musical Theatre
Performance
Musical theatre is an extremely popular and enduring form of drama. It has the
ability to appeal to a wide-ranging audience many of whom might not consider
visiting the theatre to watch other forms of drama.
From its origins in the music hall and operetta of the 19th century to the large-scale musical
productions of the 21st century, the musical has continually developed and reinvented itself.
In the late 20th century, for example, the jukebox musical brought musical theatre to a new
audience of pop and rock fans via stage and screen versions of Mamma Mia!, based on the
music of ABBA. Traditional musicals also continue to be popular with revivals of classic musicals
such as Guys and Dolls, Oliver! and The Sound of Music drawing large audiences in London’s
West End.
Introduction
For the performer, musical theatre presents a range of challenges. The genre combines singing,
movement and acting skills, and the performer is often expected to be a master, not just a
jack, of all these trades. This unit will allow you to develop skills in these three areas as well as
exploring the ways in which all three interact in performance. You will have the opportunity to
investigate and research roles from specific musical theatre repertoire, and develop the technical
skills needed to realise these roles. You will also have the opportunity to use the skills and
knowledge you develop in the rehearsal and performance of a musical theatre work or extract.
Learning outcomes
These introductions give you a snapshot of what to
expect from each unit – and what you should be aiming
for by the time you finish it!
After completing this unit you should be able to achieve the following learning
outcomes:
Assessment and grading
criteria
1
Understand a role or roles in a musical theatre work
2
Be able to apply the appropriate performance skills
3
Be able to rehearse for a role in a musical
4
Be able to perform a role in a musical
87
BTEC’s own resources
Assessment and grading criteria
This table shows you what you must do in order to achieve a pass, merit or distinction grade, and
where you can find activities in this book to help you.
This table explains what you must do to achieve
each of the assessment criteria for each unit. For
each assessment criterion, shown by the grade
button P1 , there is an assessment activity.
To achieve a pass grade the
evidence must show that you are
able to:
To achieve a merit grade the
evidence must show that, in
addition to the pass criteria, you
should be able to:
To achieve a distinction grade
the evidence must show that, in
addition to the pass and merit
criteria, you should be able to:
P1 discuss an interpretation and
M1 explain an interpretation and
D1 analyse an interpretation and
P1 Assessment activity 1b page 96
M1 Assessment activity 1b page 96
D1 Assessment activity 1b page 96
P2 use the appropriate skills and
M2 use the appropriate skills and
D2 use the appropriate skills and
realisation of a role or roles
Assessment activity 1a page 95
Assessment activity 1c page 96
Assessment activity 1d page 97
techniques with support and
guidance
Assessment activity 2a page 99
Assessment activity 2b page 100
Assessment activity 2c page 103
Assessment activity 2d page 104
realisation of a role or roles
Assessment activity 1a page 95
Assessment activity 1c page 96
Assessment activity 1d page 97
techniques with minimal support
and guidance
Assessment activity 2a page 99
Assessment activity 2b page 100
Assessment activity 2c page 103
Assessment activity 2d page 104
realisation of a role or roles
Assessment activity 1a page 95
Assessment activity 1c page 96
Assessment activity 1d page 97
techniques autonomously
Assessment activity 2a page 99
Assessment activity 2b page 100
Assessment activity 2c page 103
Assessment activity 2d page 104
D2
M2
P2
P3 contribute to the rehearsal process M3 make valuable contributions to the D3 contribute significantly to the
maintaining a suitable level of
rehearsal discipline
Assessment activity 3 page 109
P4 use performing skills competently
to create a performance that
communicates an interpretation to
P3 an audience.
Assessment activity 4 page 111
rehearsal process maintaining a
high level of rehearsal discipline
Assessment activity 3 page 109
M4 use performing skills effectively
to create a performance that
communicates a considered
interpretation to an audience.
Assessment activity 4 page 111
rehearsal process maintaining a
consistently high level of rehearsal
discipline
Assessment activity 3 page 109
D4 use performing skills confidently
to create a performance that
communicates a detailed and
imaginative interpretation to an
audience.
Assessment activity 4 page 111
88
vii
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BTEC’s own resources
Assessment
Unit 14 Music Theatre Performance
Your tutor will set assignments throughout your
course for you to complete. These may take the form
of projects where you research, plan, prepare, make
and evaluate a piece of work, sketchbooks, case
studies and presentations. The important thing is that
you evidence your skills and knowledge to date.
How you will be assessed
This unit will be assessed by an internal assignment that will be designed and marked by the
tutors at your centre. You will be assessed on your ability to:
•
•
•
•
investigate a role or roles from a musical theatre work
apply and combine singing, movement and acting skills within the rehearsal and
performance of a musical theatre work
rehearse for a role in a musical theatre work
perform a role in a musical theatre work.
The work you produce during your work on this unit may include:
•
•
a performer’s portfolio
DVDs/videos of rehearsals and performances.
Marlon, 20 year-old
musical theatre learner
My first experience of the theatre was being in the chorus of Joseph
and the Amazing Technicolor Dreamcoat. I was only nine, but I can
still remember it like it was yesterday. I was completely overwhelmed
by the experience and I loved every minute of the rehearsals and
performances. I remember crying my eyes out after the last performance
because it was all over. After that I was pretty much hooked. The junior theatre
group I was a member of did productions every year, and when I was 12, I was lucky
enough to be cast as Oliver in the musical of the same name.
When I was 16, I joined a BTEC National in Performing Arts course at my local college.
The course allowed me to develop my skills as a musical theatre performer by improving
my singing, acting and dance skills. I am now half-way through a BA Hons course in
Musical Theatre and I am hoping to eventually earn my living as a musical theatre
performer.
Stuck for ideas? Daunted by your first assignment?
These learners have all been through it before…
Musical theatre is hard work and there are highs and lows to deal with. It can be
disappointing when you don’t get a role you have set your heart on and the long hours of
rehearsal and practice often don’t leave much time for socialising. It is worth it however
when you are standing in the wings on the opening night of a new production.
Over to you
•
What experience do you have of musical theatre performance, e.g. in school or
college productions?
•
Do you enjoy taking part in and/or watching musical theatre?
Uni
89
38.3 Be able to perform dances demonstrat
of appropriate stylistic qu
Assessment activityapplication
2
BTEC’s own resources
P3 M3 D3
Activities
38.3.1 Dances
Practise two of the combinations you have learned in
class; make sure they are in different styles, such as
jazz and contemporary.
There are different types of activities for you to do:
Assessment activities are suggestions for tasks
that you might do as part of your assignment and
will help you develop your knowledge, skills and
understanding. Grading tips clearly explain what
you need to do in order to achieve a pass, merit or
distinction grade.
Grading tips
38.3.2 Stylistic qualit
M3
This unit requires you to masterthe
and
perform
at least
physical
and interpretive
skills of at least two
Technical and physical featu
dance idea should be clearly
two different dance styles. Youdance
maystyles.
be Your
introduced
to
communicated, so if the piece is high energy, dance style
make sure you communicate that feeling.
more than this, and many centres
will give you
Evidence
D3 Your dancing should be clear, focused How you hold yourself and what you
• perform your work to the group.
opportunities to try several styles.
and interpreted so that your ideas are clearly
limbs is the basis of any dance style
communicated to your audience.
You will probably be better at one than the other, but
you are dancing Latin style, you mu
few dancers make their living through just dancing one
up very straight with your shoulders
style. Be bold and push yourself to develop your skills
Elbows tend to be held away from t
Functional skills
PLTS in several.
whereas in ballet elbows are also he
By applying and developing physical and
English: By sharing movement ideas with others,
interpretative skills in performance, you will be
you are using your speaking and listening skills.
torso, but arms are always held in a
developing your skills as a creative thinker and
self-manager.
the shoulders, so that the hands flow
Activity:
Different
dance
styles
By working on group dances, you will be developing
arms move.
your skills as a team worker.
In a small group, work out the dances to some musical
tracks. Rehearse the dances so that one dance leads
into the other. Work on your focus and concentration.
You must show how well you have mastered
Find out about each of the styles listed below:
• Jazz
• Tap
• Hip-hop
• Rock ’n roll
• Folk
• African
• South Asia
• Latin.
Consider the following questions:
1 What are the main features of these styles?
2 Are there any you need a dancing partner to
take part in?
There are also suggestions for activities that will
give you a broader grasp of the industry, stretch
your imagination and deepen your skills.
3 Where do they come from?
4 Who dances them?
Each dance style uses space in a pa
Release uses the floor as a tool to p
movements around it. Tap obviously
part of the noise-making equipmen
tap dancers do not always move acr
they can do steps on the spot.
Expressive features
These encompass the dancer’s focu
and facial expression, and are close
physical and interpretive skills.
5 Do they have a social purpose, such as getting
to know other people or celebration?
Select your favourite dance style from those listed
above and make up a short sequence in that style.
172
Now, working with a partner:
• dance it as a street piece with some isolated
head and shoulder twitches and rolls, spins and
hand gestures
• take out all the gestures, and dance it smoothly
and fluently like a piece of contemporary jazz
ballet.
Ask your partner to assess how you are doing.
viii
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Key terms
Dynamic range – the quality of energy and drive that a
dancer uses, how strong their movements are
How do breakdancers make us
13/5/10 16:40:28
Evidence
Evidence
Write a list of questions to ask yourself during the
rehearsal process and after performance. For
example:
• How well are your rehearsals going?
• Which pieces do you think you are dancing well
and which not so well?
• What plans will you make for the next workshop or
rehearsal?
Throughout your BTEC
Levelto3askNational
Performing
Ask a friend
you the questions
and film the
interview.
Arts course, there are lots of opportunities to
Make a plan for future work based on your responses.
develop your personal,
learning and thinking skills.
Look out for these as you progress.
Functional PLTS
skills
It’s important that you
have your
good
English,
maths
By improving
performance
through
identifying
your
strengths
and
weaknesses,
and
and ICT skills – you never know when you’llsetting
needsmart,
challenging targets, you will be developing your skills
them, and employers
be looking
for
evidence
as an will
independent
enquirer,
reflective
learner and
self-manager.
that you’ve got these skills too.
D3 Your danc
and interprete
communicate
Grading tips
Explain why.
Personal, learning and
• How did you perform in your final performance?
thinking skills
What were your strengths and weaknesses?
make sure you
• recorded notes in a journal
• perform your work to the group.
• filmed interview
M5 You should accurately review your work
through all processes of the activity. You should
pinpoint the strengths and weaknesses in your
PLTStechnique, and set yourself targets for
dance
improvement.
By applying and developing physical and
Functional
English: By sha
you are using yo
interpretative
skillsthoroughly
in performance,
youyour
will be
D5
You should
review
work
developing your
as aFocus
creative
and
throughout
the skills
activity.
onthinker
your technical
self-manager.
abilities and how well you perform the work. You
should
set on
challenging
andyou
achievable
targets to
By working
group dances,
will be developing
ensure
your
improves.
your skills
as adancing
team worker.
Expression
Activity: Character sketch
Expression is a v
a song from a m
beautiful tone, s
but if the perfor
may be left cold
Functional skills
You will next need to investigate the character
English: By evaluating your own performance in
that sings the song you have selected. You should
your ‘interview’, you are using your speaking and
considerskills.
what happens to them during the musical
listening
and their relationships with other characters.
An expressive p
into the momen
feelings the sing
By evaluating your performance in your journal, you are
Create
character
sketch or ‘role on the wall’ for
using
youra writing
skills.
the character.
Word paintin
Key terms
Technical words and phrases are easy to spot. You
can also use the glossary at the back of the book.
Composers help
a song by using
This is where the
words. For exam
expressed throu
emotions like an
expressed throu
louder accompa
Key terms
Role on the wall – a blank template of a person is filled in
with information about a character eg their personality traits,
relationships with other characters etc
Presentation of the song
WorkSpace
Case studies provide snapshots of real workplace
issues, and show how the skills and knowledge
you develop during your course can help you in
your career. 176
There are also mini-case studies throughout the
book to help you focus on your own projects.
Next consider the context of the song itself. You could
ace by considering the following
begin
kSpprocess
orthis
W
performance artist
172 questions:
Brian Lobel
Unit 1 Performance workshop
• At what point in the storyI started
is byitdoing
being
monologuesung?
shows – BALL and Other Funny Stories About
Cancer – which were both memoir performances. These were
• What has just happened
to
the
character?
quite conventional
in their
presentation.
I worked with a director
Activity: W
Listen to a so
the compose
the meaning
Good examp
and planned movement, staging, lighting, costume, etc and
Because my work was about illness (I had cancer
• What does he/sheperformed
wantin theatres.
or hope
for at this point?
when I was 20), I also performed these autobiographical works at
‘Hopelessly D
medical schools, helping doctors to understand the patient’s
perspective. At first, this was a strange career move – I hadn’t
expected to be a medical school lecturer – but performing for
universities took me all over the USA, Canada, Europe,
and to London, which is now my home.
• What is he/she feeling?
‘Wishing You
The Phantom
• Who else is on stage?
I have been greatly influenced by the
live art scene in London, and my work has changed as a
result. Now I am rarely in front of an audience but, rather, find myself
playing with them, dancing with them, interacting with them very directly and
often asking them to do much of the artistic work for me.
‘Soliloquy’ fro
Activity: Presentation
‘Gethsemane
There is so much preparation for each performance – organising, rehearsing, marketing,
setting up, coordinating different people – and I like that all the preparation leads to one final
performance. It’s sometimes hard to stay motivated when there are distracting YouTube videos
to watch, or my friends ask me to go and have coffee with them. If I worked in a more typical
environment, it might be easier to concentrate.
I started as a theatre director, directing plays in university, and then gradually decided that I
Now,
taking into account all the information you
wanted to create my own work and perform it myself. I had a brilliant solo performance mentor in
university, Holly Hughes, and suddenly I found myself writing monologues, just as she does.
have
gathered, consider how you are going to
For a little while, I directed plays and performed solo work. I preferred just to create in
my own time, to produce on my own schedule, and feel less pressured by other
present
the song in terms of vocal performance
people. The skills necessary for good directing helped me with the solo
work I do today – I care very much about how an audience views
and use of
movement
and gesture. Consider how
the piece, how I craft a story or image, and how I
communicate with collaborators.
the character would
act and react during the song.
Are their any changes in mood eg reflective
then
ut it!
Think abo
angry? How will you show
Discussthese
the meaningschanges?
of terms like ‘monologue show’, ’memoir
performance’, ’autobiographical works’ and ’installations’.
Brian sayssong,
that it is can leaving
be hard to stay motivated
working alone.
Write out the lyrics to your
a double
• What do you think the advantages of working alone might be?
• What are the opportunities/challenges of creating theatre that
space between each line.
asks the audience to do much of the artistic work?
What life experiences have influenced Brian’s work?
Use the gaps between •the
lines to write
information about what the character is thinking
and feeling during the song.
19
What kind o
through sing
ix
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BTEC’s own resources
BTEC’s own resources
Just checking
Just checking
1 Do you know the responsibilities of your role? Make sure you know from the beginning of the
process what you are required to do.
2 Have you contributed to the development of group and personal rehearsal schedules? By
taking an active role in the planning of work, you can have a direct and positive influence on
others.
When you see this sort of activity, take stock! These
quick activities and questions are there to check
your knowledge. You can use them to see how
much progress you’ve made or as a revision tool.
3 Have you conducted research for your role? You should consider whether it is relevant, and
how you can use it effectively in the performance work.
4 Have you kept a logbook of your development as a performer? A logbook can provide you
with reminders of performance decisions including blocking or character traits, as well as
tracking work in progress.
5 Were the performances at the standard you wanted? You should be demonstrating your
physical, vocal, acting and musical skills (depending on the content of the production) to the
best of your ability. You can also consider how you communicated with other performers, the
production team, and the audience.
6 Is there anything you would do differently in the rehearsal and performance process? Think
about your self-discipline, your professionalism or meeting your own rehearsal schedule.
Edexcel’s assignment tips
Assignment tips
• Design a rehearsal schedule that will allow you and others the time and opportunities to create a strong
performance piece.
At the end of each chapter, you’ll find hints and tips to
help you get the best mark you can, such as the best
websites to go to, checklists to help you remember
processes and really useful facts and figures.
• Try to make the work as vocationally relevant as you can.
• Set yourself achievable goals for developing your own role.
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• Find positive and encouraging methods of working successfully as a group.
• Be clear in what you want to achieve with your research.
• Try to get feedback as often as possible from your director/choreographer.
L2-Product with no spine:
• Develop a performer’s log that helps you chart your development.
• Ensure you develop clear and effective methods of communicating with the performance and production
teams.
• Take the opportunity to showcase your skills and what you have learnt in your performances.
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Have you read your BTEC Level 3 National Study
Skills Guide? It’s full of advice on study skills,
putting your assignments together
and making the
PERFORMING
3
most of being a BTEC Performing ArtsARTS
learner.
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It will help you to:
Understand the best way for you to learn
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Cope with assessments
•
Manage your time
•
Get the most from work experience
•
Work in a team
•
Use resources
•
Find, organise and interpret your information
•
Make a presentation
•
Get the very most out of your BTEC
LEVEL
3
L3-Product with spine:
With plenty of activities and case studies to improve your
understanding, your Guide will be a valuable companion as you
work through the course.
Ask your tutor about extra materials to help you
through your course. The Tutor Resource Pack
which accompanies this book contains interesting
videos, activities, presentations and information
about the Performing Arts sector.
Includes:
•
A full sample assignment with advice on how you can
improve your grade
•
Lots of easily-digestible tips and ideas to help you on your
way
•
Write-in skills building section where you can practice
essential personal, learning and thinking skills and
functional skills.
Distributed by Heinemann on
behalf of
Study Skills Guide
•
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ARTS
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Your Study Skills Guide is designed to help you develop the
skills you will need to successfully complete your BTEC National
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A02_BNPA_SB_6787_FM.indd 10
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Credit value: 10
1
Performance
Workshop
This unit is about creating performance work. It will allow you to explore the
process of making theatre and to try out different ideas in practical
workshop situations.
You may decide to create work that combines a number of performing arts disciplines, such as
acting, dance and music performance, or you may prefer to work in a single area. You might decide
to experiment with multimedia, such as video and audio, or work in a more traditional manner.
Whatever you decide to do, this unit gives you the opportunity to try out ideas, take risks and create
work that you have ownership of. You will take part in sessions where you explore and interpret
different ideas for performance work. You will then develop chosen ideas and shape them into two
separate performance pieces, which will be performed in a workshop setting. You will also have
the chance to review your ideas and the pieces created in light of the performances undertaken.
For the purposes of this unit, a workshop is an informal performance, perhaps for an invited
audience, that is designed to allow performers to try ideas out in a supportive setting. It may use
only minimal costumes and items of set.
Learning outcomes
After completing this unit you should be able to achieve the following learning
outcomes:
M01_BNPA_SB_6787_U01.indd 1
1
Be able to interpret ideas for performance material
2
Be able to apply ideas creatively
3
Be able to take part in workshop performances
4
Understand the workshop process in light of performance.
1
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BTEC’s own resources
Assessment and grading criteria
This table shows you what you must do in order to achieve a pass, merit or distinction, and where
you can find activities in this book to help you.
To achieve a pass grade the
evidence must show that you are
able to:
show a response to source material
P1 through research and practical
workshops, recognising obvious
possibilities as performance
material
Assessment activity 1 page 7
develop and shape workable ideas
P2 Assessment activity 2 page 14
To achieve a merit grade the
evidence must show that, in
addition to the pass criteria, you
are able to:
show considered responses to
M1 source material, exploring its
more creative possibilities as
performance material with insight
and attention to detail
Assessment activity 1 page 7
develop and shape the most
M2 workable ideas
Assessment activity 2 page 14
perform with a level of skill
perform with a level of skill that
showing engagement with the
material and communicating ideas
to an audience
Assessment activity 3 page 15
handling of the chosen medium,
and a degree of engagement
with the material, communicating
ideas to an audience in a focused
manner
Assessment activity 3 page 15
P3 appropriate to the chosen medium M3 shows a degree of control in the
evaluate the potential of the
P4 work in artistic, professional and
vocational terms with recognition
of the strengths and weaknesses of
the work.
Assessment activity 4 page 18
evaluate the potential of the
M4 work in artistic, professional and
vocational terms, with considered
judgements about what worked
well and/or less well.
Assessment activity 4 page 18
To achieve a distinction grade
the evidence must show that, in
addition to the pass and merit
criteria, you are able to:
D1 show a range of detailed
responses to source material,
in which the possibilities as
performance material are explored
in a perceptive and comprehensive
manner
Assessment activity 1 page 7
develop and shape the most
D2 creative ideas
Assessment activity 2 page 14
perform with a sense of flair,
D3 confidence and assured control
of the chosen medium, showing
consistent focus and engagement
with the material and clear and
responsive communication to an
audience
Assessment activity 3 page 15
evaluate the potential of the
D4 work in artistic, professional and
vocational terms with strengths
and weaknesses clearly identified
and judgements fully justified and
thoughtfully expressed.
Assessment activity 4 page 18
2
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Unit 1 Unit
Performance
Workshop
1 Performance
Workshop
How you will be assessed
This unit will be assessed by an internal assignment that will be designed and marked by the
staff at your centre. You will be assessed on your ability to:
•
•
•
•
respondtodifferentstartingpointsandsourcematerial
developandshapeworkableideasforperformancepieces
performthepiecesdeveloped
assessthesuccessandpotentialofworkinlightofperformances.
The evidence you produce during your work on this unit may include:
• aprocessportfolio
• videoclips/sequencesofpracticalwork,rehearsalsandworkshopperformances
• awrittenororalevaluationoftheworkcreated.
Effie, 17-year-old drama
learner
This unit was really interesting and the things we did were very diverse.
It made me think about how performances are developed and how
they can grow out of very different starting points.
Before we began working we formed ourselves into a performance
company. We talked about the kind of performance work we would
undertake and decided on some overall aims for the work.
The first piece we developed was based around a series of sounds. We thought of ways to
interpret the sounds with body movements and created a piece of physical theatre. I wasn’t
sure at first but I stuck with it and after a while I began to feel more comfortable with the
work. We decided to create a piece that allowed the audience to move around and come
and go as they wished. In the end we were really pleased with the results. Some of the
audience loved it, some weren’t so sure, but I am really glad to have had the experience of
creating something so different to anything I’d been involved with before.
The second piece was much more traditional. We worked on an extract from Oh, What a
Lovely War. Although this is a piece based on World War I, we wanted to make the work
relevant to the many conflicts that are going on in the world at the moment. We did a lot of
research into World War I and much of what I discovered was really shocking.
At the end of the unit we assessed the success of the two performance pieces and we voted
on which we would like to develop into a full scale performance. Oh, What a Lovely War was
chosen and we are now going to put on a full production for Unit 14: Musical Theatre
Performance. I think this musical tackles some really important issues and I am really looking
forward to working on it again.
Over to you
• W
hatisyourexperienceofdevelopingperformancesfromdifferentstartingpoints(iein
previous drama or dance courses you have undertaken or in out of school/college activities)?
• Whatkindofstartingpointsaregoodforcreatingdramaordancepieces?
3
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BTEC’s own resources
1.1 Be able to interpret ideas for
performance material
Warm up
Forming your own performance
company
During this unit, you will be required to
work as a performance company. Before
you begin, discuss as a group the things
your company hopes to achieve and, with
the help of your tutor, compile a short list
of aims and objectives. For example, your
1.1.1 Sources
Where does the process of creating a piece of theatre
begin? A scripted piece may begin with an idea by
a writer. Although the director and the performers
will have an important input into the interpretation of
the piece, the writer’s original concept will generally
remain unchanged. If a piece of theatre has been
devised, it will have been developed by a company of
performers working with a director.
Whether a piece of theatre is written by a playwright
company might wish to create work which
“educates as well as entertains”.
Use your list of aims and objectives to
come up with an artistic policy or mission
statement. You may also like to come up
with a name for your company.
sitting alone at a computer or is devised by a group
of performers working in collaboration, many of
the processes they will go through are the same.
However a piece of theatre is created, it has to begin
somewhere. It has to have a starting point.
The initial idea or source material for a piece of theatre
must be strong. It must present a range of possibilities
to those working on the piece. It should inspire and
intrigue. It could be shocking, memorable or simply
suggest a possible story.
Case study: Issue-based theatre
Many performance
companies use political
and social issues as a
basis for their work.
Red Ladder is a
company founded over 40 years ago. The
company’s aim is to create theatre that contributes
to social change and global justice.
Age Exchange creates reminiscence performance
work. The themes of the plays that they create are
related to the connection between past and
present and the exchange of values, culture and
knowledge between generations.
Cardboard Citizens is a company that aim to
change the lives of people without a home
through exposure to theatre and performing arts.
For more information on these companies, go to
the Hotlinks section on page ii and follow the
instructions there.
Over to you
• Insmallgroups,undertakesomefurtherresearch
into the work of these companies and/or any
other issue-based performance companies you
can find.
• Investigatethetypeofworktheycreate(eg
drama, dance, multimedia) and the issues their
productions have addressed.
• Shareyourfindingswiththeothersinyourclass
through an informal presentation.
• Asaclass,brainstormideasforapieceof
theatre to tackle a current issue.
4
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Unit 1 Performance Workshop
Themes
Visual
Sometimes the starting point for a piece of
performance may be a theme, subject or issue that
a writer or a theatre company wishes to explore. For
example, a company may decide to examine the
place of rituals in modern Western society. From
this starting point, the members of the company
will undertake research. They may gather a range of
source material that has relevance to the subject – for
example, information about birth and death rituals
in comparative religions, stories about ritualistic
behaviourbytheyoung(suchasstagandhenparties),
music used in ceremonies, etc.
Visual starting points for performance pieces can inspire
many different types of work. A company may begin
with a photograph, painting or piece of sculpture.
Textual
Sometimes the starting point for a performance may
be a piece of text, which is used as source material.
This could be a traditional script, a musical score
or a piece of dance notation. However, other forms
of written source material could be used, such as a
poem, a short story, a biography or a news article. For
example, a company might use a letter written by a
soldier from the front line in World War I as a starting
point for a piece of theatre that explores what life is
like for those at home when soldiers go to war.
In 1937 the German Luftwaffe attacked the Spanish
town of Guernica. The massive air raid killed and injured
hundreds of civilians and became a major incident of
the Spanish Civil War. Pablo Picasso began painting his
mural, Guernica, two weeks after the attack. The piece
examines the tragedies that war inflicts on ordinary
people and has become an iconic anti-war symbol.
Victory over Japan Day, also known as V-J Day marked
the surrender of Japan towards the end of World War
II. During the celebrations in New York on 14th August
1945, photo journalist Alfred Eisenstaedt captured
an image that was to become one of the most iconic
of the 20th century. Often known as V-J Day in Times
Square, the photograph is of an American sailor kissing
a young woman during the celebrations.
In 1945 American troops captured the island of
Iwo Jima from Japan. The battle, in which over
20,000 Japanese soldiers died, was immortalised by
photographer Joe Rosenthal who received a Pulitzer
Prize for his picture Raising the flag on Iwo Jima, which
shows marines raising the American flag on Mount
Suribachi. The photograph was later used as the
model for the US Marine Corps Memorial at Arlington
National Cemetery.
Activity: Images of War of the
Mid 20th Century
Divide into three groups and select one of the
images: Guernica, V-J Day in Times Square or
Raising the flag on Iwo Jima. Discuss the view of
‘war’ depicted/explored in the image.
• Developasilentdramaticsequenceinresponse
to your chosen image. The piece should be
constructed from a series of still images, at least
one of which must reflect an aspect of the visual
stimulus used. You should consider how to
move from one image to the next.
• Shareanddiscussyoursequencewiththeclass.
V-J Day in Times Square
For more information on this topic, go to the
Hotlinks section on page ii and follow the
instructions there.
5
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BTEC’s own resources
Aural
Music, sound and media can be used to very good
effect when developing dance and drama work. Music
or sound recordings could be used to develop ideas
for movement based pieces. A documentary on an
issue or historical event might be used as the starting
point for a piece of drama.
Activity: Traffic Sounds
In small groups, choreograph a short dance or
physical theatre piece on the theme of transport.
Begin by finding a ‘soundtrack’ for your piece.
You could make a recording of traffic noise, use a
sound effects CD or download a sound file from
the internet. Use travelling and turning as your
main movement actions.
Share and discuss your piece with the class.
Activity: Finding source material
Divide into pairs and do some research to find a
piece of source material that you feel presents
opportunities for dramatic exploration. As a class,
you may decide to focus on materials linked to
a particular theme or simply allow each pair a
free choice. However, you should make sure that
materials gathered include at least one item from
each of these categories:
• textualmaterial–forexample,apieceof
creativewriting(poetryorprose),aletter,a
diary entry, an historical account of an event or
a newspaper article
• visualmaterial–forexample,apainting,
photograph, piece of sculpture, artefact or
piece of costume
• auralmaterial–forexample,apieceofmusicor
a sound effect.
Remember, the source material needs to be
interesting and intriguing. Don’t settle for
something that doesn’t inspire you. Keep looking!
Once you have completed your search present
your choice of source material to the class.
The final pose
Explain your reasons for choosing one type of
material over another. Now, thinking about the
source materials you have selected, respond to the
following questions:
• Whatdoyouthinkisinterestingand/or
memorable about the material?
1. 1. 2 Exploration
Potential source material for performance work needs
to be explored to test its viability for development into
a piece of dance or drama. Performers can employ
several methods to explore and test materials:
• Improvisationcanbeusedtotestthepossibilitiesof
potential source material.
• Carryingoutsomeresearchtofindoutmoreabout
an issue, historic story or theme being explored.
• Producingavisualmindmapofyourthoughtsand
ideas is an excellent way of exploring a number of
possibilities and comparing them.
• Doesthematerialsuggestaparticulartime,
placeand/orcharacter(s)?
• Whatpotentialstoriescometomind?
• Ifascript,musicalscoreorpieceofdancenotation
is being considered, the performers will need to try
out the material to assess its suitability.
• Discussionswillbevitalateachstageofthe
exploration process to consider the potential of
ideas presented to the group.
6
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Unit 1 Performance Workshop
Activity: The bag
Activity: Memoir
This is an activity that will demonstrate how a piece
of source material can be explored to provide
ideas for a story or short piece of drama.
Consider ideas for a monologue based on a
memory you have from your childhood. It could
be your first day at school, attending a family
wedding, or maybe a holiday or school trip.
Your tutor will give you a bag, explaining the
circumstances in which it was found.
Divide into groups and examine the bag and its
contents.
Consider these questions:
Develop your idea into a short monologue or
movement piece lasting for a maximum of two
minutes.
Share and discuss your piece with your class.
• Whoownsthebag?
• Howdiditcometobeseparatedfromits
owner?
• Whereisthebag’sownernow?
Use improvisation to construct a brief story, which
ends at the point at which the bag was separated
from the owner.
Assessment activity 1
Take part in activities to explore a range of source
material in order to get some ideas that you can
develop further into performance work.
Activities may include:
• discussion
• improvisation
• research
• tryingoutmaterials.
Evidence
• aprocesslog
• yourtutor’sobservationrecord.
M4 D1
D4
P4 M1
P1
Grading tips
M1 You should consider a number of
possibilities for the development of the source
material and will be able to do so in a creative
way.
D1 You should explore the source material in
a detailed and insightful way. You will be able
to show that they have considered a number of
possibilities and will not be afraid of rejecting
ideas that are not viable. You should also explain
the reasons for your choices.
PLTS
Functional skills
By researching source material to develop ideas for
performance work, you will be developing your skills
as an independent enquirer.
By developing and shaping ideas for performance
work, you will be developing you skills as a creative
thinker and self-manager.
ICT: By researching potential source material for
performance work, you are using your ICT skills to find
and select information.
English: By discussing ideas for performance work and
evaluating the potential of workshop performances, you
are using your speaking and listening skills.
7
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BTEC’s own resources
1.2 Be able to apply ideas creatively
Once ideas have been explored, a company will need
to begin to shape and develop the work that will later
form a performance.
might begin to develop the structure of a movement
piece by:
Development
• addingansweringphrasestocontrastwiththe
original movement phrases
If a narrative piece is being created, ideas will need to
be developed into a coherent form, called the plot.
This might be done by:
• addingnewmaterialtocreateanA–B–A
structure,wheretheoriginalidea/material(A)is
followedbyadifferentidea/material(B).TheA
section is then repeated.
• decidingwheretheaudiencejoinsthestory
• outliningwhathappensateachstageoftheplot
• consideringhowandwheninformationwillbe
revealed to the audience.
Activity: The structure of a
narrative piece
Consider the material you are working on. If it is a
narrativepiece(ieittellsastory),identifythekey
momentsofthepiece(exposition,risingaction,
climax, falling action, resolution).
Write the story down as a series of brief bullet
points.
Under the direction of your tutor, review your
work and consider movement ideas that could be
combined and developed into a longer piece.
If the piece does not tell a story, for example, a nonnarrative dance piece, then the overall structure of
the piece will still need to be considered. A company
• usingcanon
Form and style
The company will also need to make decisions
regarding the form and style of the piece. It will need
to take into account the potential audience. The nature
of the space in which the piece is to be performed will
also have a bearing on the form and style of the piece.
A black box studio allows a totally blank canvas, and a
company could decide for the piece to be performed
in the round or as a promenade performance. If
the piece is to be performed in a more traditional
proscenium arch theatre, this will present more
constraints.
Some companies use the space itself as the stimulus
for the development of the piece. Site-specific theatre
uses the resources of a given space – be it a disused
factory, a river bank or a shopping centre. In fact, it can
be any space other than a traditional theatre. The
choice of site/space has a particular effect on the
public, as it used to enhance and inform the
production. In site-specific theatre, the conventions of
the ’traditional stage’, including the separation of
audience and performer, are broken down to create a
very different experience for everybody who is involved.
Case study: Grid Iron Theatre Company
This company specialises in presenting shows in
unusual locations. Its first major production, The
Bloody Chamber, was based on a book by Angela
Carter. Staged as a promenade production in
vaults under Edinburgh’s Royal Mile, the audience
were led through the underground passages by
torchlight. Another of their productions, Roam, was
performed in an airport.
8
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Unit 1 Performance Workshop
Forum Theatre
Key terms
Black box studio – a large square room with black walls and
a flat floor
Proscenium arch theatre – a performance space with a stage
set behind an arch which acts like a picture frame
Canon – movements that are repeated by other dancers,
sometimes simultaneously, sometimes following one another
Site-specific – a performance made specially for a particular
venue or place that utilises its features in performance
Forum is an interactive theatre form developed by
Augusto Boal, a Brazilian artist whose work is also
concerned with activism. Forum breaks down the
barriers between performer and audience. Everyone is
encouraged to participate and an audience member
may join the actors on the stage to change the actions
of a particular character and, therefore, affect the
outcome of the piece.
When developing work, this technique can also be
used as a method of exploring possibilities and
stimulating debate.
Activity: External factors
How will external factors influence the form and
style of the performance work you are planning
to create?
Discuss the following factors:
• thecharacteristicsofthepotentialaudience
• theperformancespace
• timeconstraints
• financialconstraints.
During this stage of the work it will be important to
explore the meaning of the material being developed
and consider how the meaning will be communicated
to the audience.
Forms and techniques
If you are developing a piece of theatre, you may wish
to use and apply different drama forms and
techniques. For example:
A street performer interacting with a member of
the audience
• thought-tracking – allowing a character to speak
their thoughts out loud at a key moment in the piece
• narrating – speaking a commentary over a scene
• cross-cutting – inserting flash-forward or flash-back
moments
• hot-seating – exploring a character in more detail
through questioning.
Applying the chosen medium and/or media
The work a company is creating may be based purely
within one performance medium eg dance or drama.
However, many performance companies use a number
of different media to bring their work to life.
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BTEC’s own resources
Case study: Music, movement, drama and other
Here are some examples of how some companies
use different media:
theatre. They do this by combining music, dance
performance, mime and puppetry in a new way.
• Dreamthinkspeak
Visit the sites of these companies to find out more
about their work. To do this, go to the Hotlinks
section on page ii and follow the instructions there.
The company gives equal emphasis to the use
of space, light, image, film, sound and text when
creating live performance.
• Green Ginger
This company expresses a very clear commitment
to puppetry and make use of various tools and
effects when performing to audiences. Their
performances aim to recreate the surreal and
the absurd.
• Dodgy Clutch
Discuss your own experience of the ways in which
music, dance, drama, and other media, such as
sound or video recording, can be combined in
performance.
Think of productions you have taken part in or
seenrecently(suchasmusicaltheatreproductions,
concerts, plays and visual arts installations). How
were the different media combined? What was the
overall effect?
Dodgy Clutch produce new work on visual
Combining dance and music alongside drama in
performance work is nothing new. There is a long
tradition of musicals in Western theatre, which have
their roots in the operetta of the late 19th and early
20th century. Brechtian theatre makes use of music in a
different way, with clearly defined songs that comment
on the story rather than adding weight to the action
and/or emotions of the characters.
In more recent years, video, film and recorded sound
have made an impact on theatre, with companies using
video projections alongside traditional scenery. For
example, XL Video worked with the Little Britain Live
production team to create video backdrops for its
stage show. The use of projected backdrops rather
than conventional stage sets allowed for quick and
seamless transitions between locations. The company
has also produced projections for West End
productions of the musicals The Woman in White and
Sunday in the Park with George.
Activity: Experimenting with
recorded material
Working in groups, explore ways in which recorded
sound and/or video could be used in a live piece.
Experiment with using sound or video in one of the
pieces you are currently working on. If you have
the facilities, you could record sound or images for
your piece. If not, try sourcing some pre-recorded
material.
For more information on XL Video go to the Hotlinks
section on page ii and follow the instructions there.
Key terms
Operetta – a short, amusing opera
A lot of inspiration comes only from watching TV
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Unit 1 Performance Workshop
1.2.2 Rehearsal
As the work being developed begins to come together,
a company will move into the rehearsal stage of the
project. A positive and focused rehearsal period is vital
to the success of any performing arts work. The basic
skills required for either a scripted or a devised piece
are largely the same.
Activity: The director and the
performers
As a class, consider these questions.
• Whatistheroleofthedirector?
• Whatistheroleoftheperformer?
• Howdotheserolesdifferwhenworkingona
devised or scripted piece?
See Unit 5&7: Rehearsing and Performing for
more information about how to make the most
of your rehearsal process and technique.
Each rehearsal is likely to have a similar overall
structure, beginning with some kind of warm-up and
usually ending with the sharing and reviewing of work –
making a decision. What happens in-between may vary
greatly from company to company and from rehearsal
to rehearsal.
Simon McBurney is one of the co-founders of
experimental theatre company Complicite. In an
interview on the company’s website Simon notes that
Complicite’s rehearsals sometimes lack structure, while
at the same time having some sort of unplanned
discipline. For more information and to read the full
interview, please go to the Hotlinks section on page ii
and follow the instructions there.
Rehearsal etiquette certainly demands self-discipline
on the part of the actor. Company members should
always arrive on time, and they should learn lines and
moves by required deadlines. Other rules may include
a neutral dress code.
Trust and mutual respect is also vital in the rehearsal
room. Performers must feel able to exercise creativity
without fear of failure or embarrassment. The rehearsal
process often involves trying out ideas and taking risks.
Therefore, performers must be honest with each other
and be able to take direction and criticism. Professional
relationships within the company must be encouraged,
so that members do not feel that they are in
competition with each other but rather they are
working together towards a common goal.
Identifying and applying the required skills
The process of rehearsal requires a number of skills on
the part of the performer. There are the more obvious
performance skills that will need to be applied to the
work being rehearsed, but there are also other skills
and qualities, such as trust and reliability, which are just
as important.
Activity: Rehearsal skills and rules
Working in pairs, discuss what you think the
required skills are for a performer in rehearsal.
Make a list of skills you feel are most important.
Share your conclusions with the rest of the class,
collating all of your lists as a large mind map.
Afterwards, draw up a list of rehearsal room rules
for the company.
Distribute the list so every company member has
a copy and post a large copy on the rehearsal
room wall.
Did you know?
Most theatre companies treat the rehearsal
period as an intensely private process and rarely,
if ever, let observers in.
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BTEC’s own resources
Activity: Your own skills analysis
Complete a skills analysis in which you list and
describe the skills you can bring to the work you
are rehearsing and performing.
Begin by thinking of the performance skills you
have to offer, such as acting, dance or music
performance skills.
Try to be detailed in your descriptions – you could
write things like “as an actor I have strong vocal
skills”.
Also think about ‘soft skills’, such as reliability, the
ability to listen and establish good relationships with
others, being able to come up with ideas, etc. Also
list and describe skill areas you would like to develop.
When you have completed your skills analysis,
share it with a partner. Does your partner agree
with your views about yourself?
When performers are in rehearsal for a particular piece
of theatre, they may need to develop new skills. These
might include:
Practising and refining skills
The rehearsal period is a time for practising, improving
and refining the performance skills required for the
piece the company is working on. If this involves a
performer having to practise a new skill, time will need
to be set aside to allow them to work on it. Specialist
practitioners may be drafted in to work with the
performers.
A good way to organise the time that is available to
develop new skills and refine existing ones is to set a
series of targets for improvement.
Any targets set should be SMART. This means they
should be:
S – Specific: targets should be designed to address specific
skills that need to be developed and improved.
M – Measurable: the performer should design targets in a
way that will allow them to measure their progress towards
them and their eventual achievement.
A – Achievable: targets should be achievable. It is important
that the performer is realistic about what can be achieved in
the time available.
• learningtospeakwithadifferentregionalaccent
R – Relevant: targets should be relevant to the skills that
have been identified.
• learninganewphysicalskill,suchasridinga
unicycle or stilt walking
T – Time bound: appropriate, specific timescales should be
set for the achievement of the skills.
• learninganewdancestyle,suchatap
• learningtoworkwithprops,suchaspuppets
• learningstagecombattechniques.
It is vital that any new skills are identified early in the
rehearsal process to allow performers time to develop
and perfect them.
Activity: New skills
As a group, discuss any new skills that will need
to develop for the performance piece you are
working on.
Activity: Personal action plan
Devise a personal action plan for the rehearsal
period that identifies:
• newskillsortechniquesthatneedtobe
practised
• existingskillsthatneedtobeimprovedand
refined.
Set yourself SMART targets that will help you to
complete the work in time for the performances.
Identify what these skills are and which performers
will need to perfect them.
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Unit 1 Performance workshop
Learning lines and/or moves
A secure knowledge of the material is vital for a
successful performance. Making sure lines and/or
moves are learnt is an essential requirement of the
rehearsal process.
Learning lines
Many performers worry about not being able to
remember lines. However, there are a number of tips
for the memorisation of text:
• repeatinglinesoutloud–sayingthelinesoverand
over out loud is better than reading and repeating
in your head
• practisingwithapartner–askapartnerto‘playthe
other parts’
• breakingitdown–breaklongscenesintosmaller
sections and practise a section at a time
• thinkingaboutthemeaning–ensureyoufully
understand what you are saying.
Learning moves
Reproducing movement phrases accurately is a skill
that performers must master. There are a range of
methods that will help you remember moves and
reproduce them:
• usingwordandphrases–eggivingnamesto
different types of movements, counting, using
dialogue or the lyrics of a song to provide you
with cues
• watching–observingcloselyassomeoneelse
performs a movement phrase then copying and
repeating the phrase a number of times
• feeling–rememberinghowamovementfeelsin
the body.
Giving and taking instructions
It is important that each rehearsal ends with a
discussion and target-setting for the next rehearsal.
Depending on the style of piece being rehearsed this
may be a formal process, with the director or
choreographer giving notes or a more informal session,
in which company members share their thoughts and
discuss how the work is progressing.
Activity: Responding to feedback
It is vital that you use the rehearsal process to
refine the work and make adjustments in the light
of your own and others’ views.
At the end of each rehearsal, record all the notes
relevant to your role in the piece. Next to each of
the relevant points, write the things you need to
do to act on these notes.
Time management
Rehearsals will always head towards a specific
performance date or opening night that cannot be
moved. It is essential, therefore, that the time available
for rehearsal is organised to ensure that the show will
be ready for the first public performance.
Time management during the rehearsal period should
address:
• thewayinwhichtimeisusedineachindividual
rehearsal
• thewayinwhichtimeisusedoverthewhole
rehearsal period.
Each rehearsal should have:
• definedaimsandobjectives
• aclearstructure,beginningwithawarm-upand
ending with a review of the work undertaken
• anoverallstructuredrawnuptoensurethatall
sections of the piece are ready by the end of the
rehearsal period.
Remember
The more warmed-up you are, the more effective
your rehearsal will be.
Activity: Rehearsal Schedule
As a group, draw up a rehearsal schedule for the
production you are working on, ensuring that time
is used effectively.
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BTEC’s own resources
Assessment activity 2
Take part in activities to develop and shape ideas for a
performance.
You should:
• considerdifferentformsandmediathatcouldbe
used
• thinkofwaystodevelopastructureforthepiece
• considerskillsandtechniquesthatwillbeneeded
in performance
• bepartoftherehearsalprocess.
During these activities identify any constraints and
problems that are likely to be encountered and
consider ways of resolving them.
Evidence
• yourtutor’sobservationrecord
M4 D2
D4
P4 M2
P2
Grading tips
M2 Your contribution to the development
process will show that you understand the
medium in which you are working, eg drama,
dance or physical theatre and can apply your
understanding of the medium to the shaping of
the work. You will also show some foresight in
the consideration of practical constraints you are
likely to come across.
D2 Your contribution will show that you
can work in a creative and thoughtful way of
working. You will be able to identify problems,
suggest viable alternatives and work through
problems to find workable solutions.
• yournotesinaprocesslogdiary.
PLTS
Functional skills
By researching source material to develop ideas
for performance work, you will be developing your
skills as an independent enquirer.
English: By discussing ideas for performance work
and evaluating the potential of workshop performances,
you are using your speaking and listening skills.
If you use texts as a starting point for performance work,
you will be using your reading skills.
By developing and shaping ideas for performance
work and solving problems undertaken in the
development process of the work, you will be
developing you skills as a creative thinker and
self-manager.
By working as a performance company to develop
and shape ideas for performance work, you will be
developing your skills as a team worker.
1.3 Be able to take part in
workshop performances
1.3.1 Presentation
The work undertaken in this unit will lead to two separate
workshop presentations of the work developed and
rehearsed. Your workshop performances may include
solo and ensemble work. They may involve live
presentations of your work, as well as recorded elements.
They may also involve singing, dancing and/or acting.
Activity: Gathering responses to
your work
As you approach the time when you will present your
work, you should begin to think about how you will
evaluate the success of your workshop performances.
You could:
• designanaudiencequestionnaire
• arrangeafocusgroupmeetingwithmembers
of the audience
• a
skaprofessionalpractitionertoattendoneof
your workshops and give you feedback afterwards.
As a group, you could:
• discussideasforgatheringresponsestoyourwork
• deviseanymaterialsrequiredegquestionnaires.
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Unit 1 Performance Workshop
Key terms
Ensemble – the performing group
1.3.2 Performance skills
As with any other performance workshop, you will have
to make use of and apply a number of performance
skills appropriate to the medium you are working in.
Use of body
Whether a performer is taking part in a dance, a piece
of physical theatre or performing an acting role in a
play, the use of movement, facial expression and
gesture is likely to be central to the success of the
performance. It is essential to use the body as an
expressive instrument to communicate with the
audience. In a drama piece, the body is used to
physically bring to life the character. In a dance piece,
you will use your body to perform accurate and
expressive movements.
Vocal work
Using your voice in a confident manner will be a vital
element in many types of performance. Performers
must make sure they project words accurately and that
they can be clearly heard by the audience. Vocal work,
whether spoken or sung, must be expressive in order
to communicate the meaning of the material.
Communication with an audience
Communication with the audience is central to the
success of any performance piece. In all performances
clear communication will be essential to the audience
making sense of what they see and hear. In some types
of performance, where the barriers between audience
and performer are less obvious, performers may also
need to interact with members of the audience.
Communication with other performers
An actor, dancer or singer must always be aware of
relationships with other performers. In dance work, this
will include the use of spatial awareness. In drama
work, verbal and physical communication with other
characters in the piece will be required.
Assessment activity 3
Take part in workshop performances of the
work developed and rehearsed, demonstrating
performance skills appropriate to the medium and an
engagement with the material.
Evidence
• therecordingsoftheperformance
M4 D3
D4
P4 M3
P3
Grading tips
M3 Your work during the workshop
performances should show control in the
handling of the performance skills you use. You
should also show a good level of commitment to
the performance work being undertaken.
D3 Your work during the workshop
performances should show a confident use of
skills, and should also be well focused.
PLTS
Functional skills
By taking part in performances, you will be
developing your skills as a team worker.
English:Iftheworkshoppiece(s)youperforminvolves
the performance of lines, you will be using your
speaking and listening skills.
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BTEC’s own resources
1.4 Understand the workshop process
in light of performance
The work created in this unit will be performed in a
workshop situation. The workshops will provide your
company with the opportunity to try out pieces in
front of a live audience. Professional shows often go
through changes as a result of preview performances.
In the case of workshop performances, the review
and evaluation process will determine how the piece
might be developed into a full-scale performance
piece. Sometimes, the decision might be made not to
develop the piece further.
work may be judged by reactions during the workshop
performances, and through discussions and/or
questionnaires.
Remember
Taking constructive criticism on board will help to
make your performance better. Listening to
constructive criticism gets easier the more you do it.
Cathie Boyd is the artistic creator of Theatre Cryptic.
In an interview published on the company’s website,
she describes how Theatre Cryptic adopts a threestage approach to the creation process. She explains
that the director and the visual artists, composers and
performers spend up to four weeks talking, reviewing
ideas and consulting on different aspects of a project.
At the end, they record an agreed version of the
performance, but only for their internal use. For more
information on this topic and to read the full interview,
go to the Hotlinks section on page ii and follow the
instructions there.
Reviewing and evaluating work is a vital part of the
creative process. Learning to do this objectively and
dispassionately is a skill all performers must develop,
just as they must work on their ability to take criticism
professionally, rather than personally.
The art of constructive criticism does not merely
involve a statement of what went well or less well.
Where a problem is identified, the reviewer should try
to provide insights that can take the work forward. For
example, saying “scene three was boring, I didn’t see
the point of it” does not provide any useful information
for the performers or the director.
In contrast, the following feedback presents a number
of possibilities that could be explored: “Scene three
seemed to drag. Some of the speeches were very long
and complicated and I think this is why the actors had
difficulty keeping the momentum going. I think this
may be why the audience found it difficult to follow.”
In reviewing your work, you will need to examine the
processes of creation and rehearsal undertaken, as
well as the final pieces. Audience responses to the
Do you think they like what they hear?
Activity: The journey
As a class, discuss the ’journey’ your performance
company has been on while working on this unit.
What have been the highs and the lows?
Did the company manage to achieve its aims and
objectives?
Use your discussions to create an advice sheet for
learners undertaking this unit in the future. Try to
include as many ideas of things that would work
in the future and, similarly, other things that might
not work.
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Unit 1 Performance Workshop
1. 4.1 Artistic and professional
When reviewing the workshop process you should
consider the following artistic and professional aspects
of the work you have undertaken.
A company might begin to evaluate their work by
considering the following:
Activity: Word bank
In groups, create a bank of useful words and
phrases that can be used when writing an
evaluation of a production or process.
Effectiveness
How effectively did the company work during the
development and rehearsal stages?
How effective were the final performance pieces?
Creativity
How imaginative were your ideas and those of the
group?
1. 4. 2 Vocational application
One of the purposes of undertaking a performance
workshop is to consider the viability of performance
work in terms of development into a full scale piece.
Here are a few points to take into consideration:
How creatively did you interpret the ideas for
performance work?
Target audience
Clarity of interpretation
• Didthetargetaudiencerespondpositivelytothe
work?
How clearly were the ideas, themes and/or issues
addressed in the performance work interpreted during
the performances?
Execution of vocal and physical performance skills
How effectively were vocal and physical performance
skills used during performance?
Fulfilment of objectives
To what extent did the work presented achieve its aims
and objectives
Audience response
• Wastheworksuitableforitstargetaudience?
Potential for further development
• Couldthesourcematerialsbefurtherdeveloped?
• D
oestheworkhavepotentialfordevelopmentinto
a full-scale performance piece?
Nature of work and possible markets
• Wouldtherebeamarket/audienceforafullscale
production of the work?
Economic viability
How did the audience respond to the work?
• Whatmightthecostofafull-scaleproductionofthe
work be?
Was the response as expected?
• Wouldafull-scaleproductionbefinanciallyviable?
Working relationships
How well did the company work as a team during
rehearsals and performances?
Management of time and tasks
How well did the group use the time allowed for
development, rehearsal and performance?
Activity: Audience response
Collate the responses of audience members
from completed questionnaires and focus group
meetings. Analyse and discuss your findings.
Activity: Personal action plan
review
Review your personal action plan and consider the
following questions:
• Howhaveyoupersonallydevelopedasa
performer? What skills did you develop and/or
improve?
• Whatwereyourcontributionsasamemberof
the company?
• Drawupafurtheractionplanforyour
development over the next 3-6 months.
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BTEC’s own resources
Assessment activity 4
Take part in a de-brief meeting for each workshop
performance undertaken.
You should discuss the strengths and weaknesses of
the work and its potential for further development.
After the meeting, you should complete a written
evaluation that assesses the viability of the work in
artistic, professional and vocational terms.
P4 M4 D4
Grading tips
M4 Your evaluation should discuss the potential
of the work, making reference to specific
examples from the work produced.
• yourlogdiarywithyourownevaluation.
D4 Your evaluation will need to weigh up the
potential of the work and make judgements
about its feasibility in terms of further
development. Comments you make will be
fully supported by well-chosen examples from
the work.
PLTS
Functional skills
By considering strengths and weaknesses of the work
produced and the potential of performance work
for future development, you will be developing your
skills as a reflective learner.
English: By evaluating the potential of workshop
performances, you will be using your writing skills.
Evidence
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e
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a
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S
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o
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Brian Lobel
Unit 1 Performance workshop
performance artist
I started by doing monologue
shows – BALL and Other Funny Stories About
Cancer – which were both memoir performances. These were
quite conventional in their presentation. I worked with a director
and planned movement, staging, lighting, costume, etc and
performedintheatres.Becausemyworkwasaboutillness(Ihadcancer
when I was 20), I also performed these autobiographical works at
medical schools, helping doctors to understand the patient’s
perspective. At first, this was a strange career move – I hadn’t
expected to be a medical school lecturer – but performing for
universities took me all over the USA, Canada, Europe,
and to London, which is now my home.
I have been greatly influenced by the
live art scene in London, and my work has changed as a
result. Now I am rarely in front of an audience but, rather, find myself
playing with them, dancing with them, interacting with them very directly and
often asking them to do much of the artistic work for me.
There is so much preparation for each performance – organising, rehearsing, marketing,
setting up, coordinating different people – and I like that all the preparation leads to one final
performance. It’s sometimes hard to stay motivated when there are distracting YouTube videos
to watch, or my friends ask me to go and have coffee with them. If I worked in a more typical
environment, it might be easier to concentrate.
I started as a theatre director, directing plays in university, and then gradually decided that I
wanted to create my own work and perform it myself. I had a brilliant solo performance mentor in
university, Holly Hughes, and suddenly I found myself writing monologues, just as she does.
For a little while, I directed plays and performed solo work. I preferred just to create in
my own time, to produce on my own schedule, and feel less pressured by other
people. The skills necessary for good directing helped me with the solo
work I do today – I care very much about how an audience views
the piece, how I craft a story or image, and how I
communicate with collaborators.
Think about it!
Discuss the meanings of terms like ‘monologue show’, ’memoir
performance’, ’autobiographical works’ and ’installations’.
Brian says that it is can be hard to stay motivated working alone.
• Whatdoyouthinktheadvantagesofworkingalonemightbe?
• W
hataretheopportunities/challengesofcreatingtheatrethat
asks the audience to do much of the artistic work?
• WhatlifeexperienceshaveinfluencedBrian’swork?
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BTEC’s own resources
Just checking
1 For what purposes are workshop performances used?
2 List and describe some of the sources that might be used as a starting point for a piece of
performances work.
3 What is ‘issue-based theatre’?
4 Describe some of the methods that can be used to develop an idea for a performance piece.
5 How would a company begin to develop the structure of a narrative piece?
6 Describe the external factors that might influence the form and style of a performance.
7 How would recorded media be used in live performance work?
8 What are SMART targets?
9 Why is time management important when developing and rehearsing a performance piece?
10 Why do performance companies gather responses to their work from audiences?
Assignment tips
• Thisunitrequiresyoutodevelop,rehearseandperformintwodifferentworkshopperformances.This
means you can use the skills and experience you gained in the first project to improve your work for the
second project.
• Completeyourprocesslogregularly.Aftereachsession,ifpossible.
• Whenwritingupworkundertaken,remembertoexplainwhydecisionsweremadeandhowtheymight
impact on the work being developed.
• Teamworkisavitalcomponentofthisunit.Beconsideratetootherteammembers,listentoandrespect
their opinions.
• Goodlevelsofmotivationwillberequiredinthisunit.Todowellyoumustcontributefullytothetasks
that have been set, demonstrating that you are fully committed to the work. In group work, make sure
you make a full contribution. Don’t sit back and let others do the work.
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