1. Initial Skills Audit Dance, Drama & Music – 3 Stage Audit. Give yourself a number 1 is high, 5 if low. Use the cover sheet to tell you what to write;try to include the technical words.Beg=Y10 Sep Mid=Y10 Jul End= Y11Jan
  1. Performing arts skills brainstorm – previous experiences & areas of strengths. What do you want to get out of the PA course, which skills do you want to develop & HOW do you plan to do this?
  1. Open Evening Brief –
  2. Planning = brainstorm of ideas to get from brief to producing piece. THOROUGH detail & developed
  3. Rehearsal process – How have you developed your performance in lesson & rehearsals upto the final piece
  4. Performance skills & link observations of professionals. What do you need to learn from those performances and use in your own performance on open evening?
  5. Teacher Mark sheet
  6. Evaluation –Introduction to brief, evaluate your work during process (improvising movement, working as group, coming up with ideas, rehearsal and adding performance skillsetc) Open evening final performances (what went well/could have been improved & audience feedback, Observations from watching video (mark yourself + 1 other person).
  1. Skills Development – What exercises did you do? What was the point? How can you use it in the future to improve your skills & performance? How do professionals use it in the Performing Arts industry. What can you learn from them and use in your own working practise?
  2. Vocal Warm-up (lying on floor breathing, locate diaphragm & engage stomach muscles,breathing, face & tongue warm-ups, articulation – vowels & tongue twisters, hum & mmmmaaaah sirens)
  3. Use of voice – volume, tone, pitch, pace, pause, diction, accent. Coming home late scenario in accent
  4. Using accents – Received Pronunciation & phonetic alphabet, script work
  5. Emotional memory – Stanislavsky, Sense training (imagine favourite food – visualise, smell, feel, taste, bite, texture). Emotional memory – bullying. Bird (pretend, add detail to believe) why didn’t it work???, Envelope containing letter, Amazing present. Research Stanislavsky & his method. How can you use it to improve own acting skills?
  6. Lighting (Non-Performance Job Role) Types of lights, effects can get, how to us our lighting desk
  7. Music editing – Sound Forge
  8. Audience Configurations (stage layouts)
  9. Vocal Workshop
  10. Make up – Stage, Horror, Animals/character.

Checklist 2

Technique 1

  • Annotated exercises – key technique points and an improvement target for each
  • Health and Safety sheet & why it’s important to a dancer + how you will use it
  • Choreographic process (annotated) with planning notes
  • Baseline assessment from video with improvement areas
  • Lyrics and SoundForge annotated to know structure & changes in music
  • Key principles of contact work (annotated) & how you will use
  • Video evaluation notes
  • Evaluation of performance

Work Related Learning (audience & trips)

  • Chelsea’s Choice – what was it, message, evaluate acting & what you can learn.
  • Theatre in Education Companies – what are they? How would you get into it? What can you learn?
  • Burton College Performance – what was it, range of styles, evaluate dancing & what you can learn
  • Slava Snow Show – what was it, evaluate & what you can learn
  • Punk Rock – what was it, evaluate & what you can learn

Monologues and Black & Gold

  • Karina Dance unit& Evaluation of Unite
  • BURTON COLLEGE TOUR

  1. Monologues - Thought tracking
  2. Units of Action
  3. Developing characters
  4. Rehearsal Methods
  5. Sharing of monologues
  6. Monologues Selection +/-
  7. Roll on the wall
  8. Character development & hot seating
  9. Monologues – rehearsal process
  10. Monologues – use of voice
  11. Monologues – movement skills
  12. peer guidance
  13. PERFORMANCE Mark
  14. Evaluation

  • Write up of Origins workshop
  • Y11 Evaluation of performance

Summer Concert – Style Study Brief

  • Skills development of exploration sessions (Bob Fosse, Christopher Bruce &Matthew Bourne sessions)
  • Initial Skills audit – what are your strengths & who inspires you?
  • Research – Arts discipline you are choosing, Style? Practitioner you will study? General style or specific piece?
  • Research notes into the choice of above
  • Planning ideas – style of practitioner & how you will represent it in your work.
  • Sharing feedback & response of how you will develop ideas from comments
  • Ideas & plans for style study
  • Process log of each session (www, ebi, contributions & targets for next session)
  • WWW/EBI Cards & what can learn from peer feedback
  • Teacher Mark
  • Evaluation of the process of making up the dance – use question guide
  • Evaluation of performance

Careers in Performing Arts sessions – annotated handouts, research of courses, Careers website research, local opportunities as well others eg BOA. University courses. Content & requirements

Solo performance – Summer holiday homework

  • Audit Skills
  • Planning ideas
  • Selection of piece (monologue/song/style/music to dance to etc)
  • Rehearsal & development
  • Any practise performances & feedback from family
  • Performance in first lesson back – Teacher Mark
  • Evaluation of rehearsal process & performance

Mock Exam

  • Initial response to brief
  • Individual planning idea & +/-
  • Selection of idea & job roles (what is your job role & responsibilities? Current skill level, what do you need to do in order to successfully complete your job? Checklist of jobs with date deadlines)
  • Planning ideas & selection of ideas, carrying out non-performance job role.
  • 4 page evaluation answering unit 2 evaluation of process questions
  • Performance evaluation

Final Brief

  • Initial ideas
  • Proposal
  • Evaluation of ideas
  • Planning & Research - characters, scene subjects, dances/songs/scenes, non-performance roles & how you can take ideas from professionals
  • Development of the piece – what have you contributed? How has it helped? Ideas to develop further.
  • Evaluate as we go along – changes & why they are good? Do you agree?

Skills Development
Candidates identify their initial skills level with thorough critical awareness and perceptivelyidentify strengths and areas forimprovement.
They plan an innovative programme which develops a thorough range of skills, processes and techniques and follow it effectively and creatively.
They show a thorough exploration of other skills and techniques and perceptively select and use them imaginatively.
Candidates have a thoroughunderstanding of rehearsal and practice methods and health and safety, using them with consistent attention to detail
Planning & Research
Candidates show a thoroughcritical awareness and understanding of the planning process and offer suggestions, which are perceptive and innovative.
They demonstrate an ability to carry out thorough, well-focused and effective research in response to the tasks or briefs.
Materials are thoroughlyresearched and selected. Suggestions offer perceptive and innovative responses for the planned work.
There is a high degree of insight and sensitivity in communicating and co-operating with the group.
Responsibilities for planning and research are carried out perceptively
Contextual understanding of work-related aspects
Candidates show a thoroughunderstanding of planning, scheduling and rehearsing, as used in the performing arts industry.
There is a thoroughunderstanding of roles and responsibilities in a wide range of performance spaces and venues.
Candidates confidentlylink working practices and creatively to their own work
Evaluation
Candidates show a thoroughevaluation of their contribution to planning and research in preparation for performances.
They show a detailedcritical analysis of their work and that of others in relation to the practical activities.
Candidates use comments and feedback from others in a discriminating and perceptive way to inform and improve their work

For Band 2 (B-C) replace ‘thorough’ with ‘good’

For Band 3 (C-D) replace with ‘reasonable’

Remember that you can write up any extra bits that you do such as participation in Dance Co or School Shows etc. You may decide to focus work in other subjects on Performing Arts – such as in careers – this work can also go into your portfolio.