Unit Title

Group Performance.

This unit will provide learners with the opportunity to work with each other as a team (3 – 5 performers) and interact with each other through taking on a character in a short scene from a play which may be edited and/or devised. They will get an opportunity to perform the extract in an appropriate venue for an audience and discuss with some understanding the potential of working as an acting company. Learners will have an opportunity to research the careers related to Arts Organisations and discuss health and safety issues while working in various locations and environmental issues such as travel, energy efficiencies and sound control.

Assessment Criteria / Entry 1 / Entry 2 / Entry 3
Learners with significant help will: / Learners with some help will: / Learners with little or no help will:
A01
Health and Safety environment and related careers / Understand the implications of the Health and Safety at Work Act (HASAWA) 1974 in relation to this occupational area such as performance space. Have a basic knowledge of the work of an actor and have a basic knowledge of stage lighting and volume control. / Understand the health and safety implications of working in a performance space. Have some knowledge of the work of an actor and have some knowledge of stage lighting and volume control. / Understand the health and safety implications of working in a performance space. Have clear knowledge and understanding of the work of an actor and have a working knowledge of stage lighting and volume control.
Materials and related skills knowledge / Demonstrate basic knowledge of materials, equipment and related skills in the area of drama.
Understand what is meant by performance space. / Demonstrate some knowledge of materials, equipment and related skills in the area of drama.
List appropriate terminology for the performance space, eg. wings, apron, cyclorama.
Make an appropriate basic ground plan. / Demonstrate good knowledge of materials, equipment and related skills in the area of drama.
Identify aspects of the performance space appropriate to the performance; eg exit/entrance, set. Identify on ground plan. Explain the purpose of each.
A02
Career opportunities for small local acting companies / State how acting companies might engage actors using an audition process. Outline a basic audition and rehearsal plan. / Discuss the process of auditioning for a character in a play.
Follow a basic rehearsal plan and work as part of a group / Follow a simple auditioning process for a chosen role.
Complete a rehearsal process as part of an acting company.
Identify a play or musical which learners have read or seen / Identify a short scene from a play or musical to suit the learners allowing each actor a minimum of 3 minutes in character on stage
(eg.‘Our Day Out’, ‘West Side Story) / Have some knowledge of a short scene from a play or musical / Have a clear and detailed knowledge and understanding of a short scene from a play or musical
Working as part of a team.
(3- 5 actors in the group
The length of the performance will depend on the number in the group (3 – 5 minutes) / Identify one important feature of working as part of a team / Identify two important features of working as part of a team / Identify three important features of working as part of a team. Explain their importance.
Perform a role in ONE short scene alongside other characters in the scene
(each performer should have a minimum of 1 minute as a character on stage. The performance, including stage directions and text, may be edited or extended to suit the learners) / Take on ONE role from a chosen scene from the play/musical and develop the character using either appropriate voice or movement or gesture/facial expression;
work with other learners/actors in the scene showing elements of response and interaction. / Develop one aspect of your character for 1 minute while interacting with at least one other actor in the scene. This will be either
·  voice, developing aspects such as using pitch, pace and tone;
·  movement , developing aspects such as using position, shape and pace;
·  facial expression/gesture, developing aspects such as using your eyes, hand(s) or head. / Interact with at least one other actor while performing your chosen character for ONE minute using ONE appropriate skill of either voice, movement or gesture /facial expression.
Add appropriate costume, props and set eg. table/chair, and/or lighting/sound to enhance the performance.
Present the scene for an audience.
Have a basic knowledge of performance space / Have some knowledge of exits/entrances and basic set / Have a clear knowledge of exits/entrances and set; (chairs, rostra etc.)
Performance space and setting to stage the scene
Costume, props, lighting and sound for the performance
Record/review performance / Select a costume for own character.
Record one character from a chosen scene from a play or musical which they have read or seen.
Outline the scene which allows each actor 3 minutes of performance time. / Select a costume for own character and one other. Identify appropriate lighting and sound.
Watch a recording of one’s own performance. Give a simple critique. / Select appropriate costumes for all characters. Identify appropriate lighting and sound. Explain decisions.
Watch a recording of one’s own performance. Give a simple critique. Suggest on one way to improve.
A03
Task Evaluation / Indicate how they have performed in each task. / Indicate how they have performed in each practical task and suggest how they might improve. / Indicate how they have performed in each practical task and show evidence of a basic evaluation.
Final Evaluation / Indicate how they have performed in this unit. / Indicate how they have performed in this unit and suggest how they might improve. / Indicate how they have performed in this unit and produce a basic self-reflective statement about the learning process in this unit.