UNIT 1 Qu. 4 WORKSHEET 1 INTRODUCTION to YOUR LETTER

UNIT 1 Qu. 4 – WORKSHEET 1 – INTRODUCTION TO YOUR LETTER

Letter Introduction

How would you introduce a letter? Have a look at these below pick one and expand on it with details about yourself.

Dear Sir,

I am writing to apply for a place at your dance school (say why you want to go to that school).

Dear Madam,

I saw your advert in my local newspaper for auditions for a place at your school. (Say what you want to do in the future and why this school is ideal for you)

Dear Madam,

I am a 15/16 year oldBtec dance student and I would like to apply for a place on your dance course. (Why?)

Dear Sir,

Please find enclosed a letter of application for consideration. I would like to go to your dance school because......

Answer these questions below in full sentences (check your spellings and read it back to yourself)

Pick one from above or have a go yourself below – either way make a start below:

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What do you know about ‘The theatre School’ or the course from the advert?

UNIT 1 Qu.4 – WORKSHEET 2 – SKILLS AND POTENTIAL

1. What dance experience did you have before you started your Btec?

If none give a short positive reason why you wanted to do dance and take this course.

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2. What have you done on your Dance BTEC that has given you new skills and/or experiences? Classes/workshops/performances/theatre visits. This progression opportunity asks for ‘performance experience). Can you list at least three things below:

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3. What is it that you love about dance? This is where you write about your ‘enthusiasm for dance’ – as written in the exam paper.

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4. What are your dance strengths? Give a short example of when you used them.

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5. What do you want to do in the future within the dance world? (Think about the application)

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6. If you haven’t already said – why do you want to do THIS course at THIS Theatre School?

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UNIT 1 Qu.4 – WORKSHEET 3 – THE THEME OF YOUR DANCES

Introduce your two dance pieces. E.g I have created/I am presenting/ I have rehearsed two contrasting solos for your consideration. Give them a name/title and quick description (could be styles/music/costume)

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Describe three movements from your first solo and say why the movements came from the starting point 'discovery'. This could also be how you have used space, a costume, lighting etc. (refer the grid you have been completing)

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Describe how the 2nd piece is different/contrasting from the first piece.

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Describe one phrase of movement that you feel clearly is about discovery.

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What skills are you showing in your solos that you want the Theatre School to see? E.G. Styles? Rhythm? Performance skills? Musicality?

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UNIT 1 Qu.4 – WORKSHEET 4 – THE GRID

Discovery / Solo one / Solo two
Style? Are they different styles
Music? How are you using it?
Tempo? Rhythm?
Meaning?
Describe the Movements used
Skills used – what are your showing ‘off’ in an audition?
What ideas came from the theme of discovery?
How are they different from each other?

UNIT 1 Qu.4 – WORKSHEET 4 – FINISHING YOUR LETTER

Signing off a letter. Have a look at these ideas below and pick one, remember don't repeat anything you have already said in your answers.

Ideas:

Thank you for your time I hope to hear from you soon.

Yours sincerely,

I would really like to be considered for your school and I hope to hear from you soon.

Yours faithfully,

I am a hardworking student and I would be an asset to your school

Yours faithfully,

Pick one or create your own here:

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Answer all these questions in full sentences then check your spellings and read it back to yourself. You can take out the questions and hopefully you will have a letter of application. READ IT TO YOURSELF – THEN OUT LOUD TO SOMEONE ELSE – to make sure it makes sense.

UNIT 1 Qu. 4 – CREATING YOUR SOLOS

1. The Theatre School want you to perform 2 solos that are contrasting around the idea of ‘DISCOVERY’. First look up discovery (in a dictionary) and give a definition below:-

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2. To get some ideas for your solos - Make a list of discoveries that have been made in history:

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You may add to this on the back of the paper.

3. What else could you discover during your dance? Could it be a prop? A costume? Lights?

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Remember it is an audition piece so must show your skills too.

You can create your solos – or you may create just one of them – or your tutor can create one – or you may already know one. You must make sure that whatever you do – it is danced with confidence, shows off skills, that both solos are different in some way and that it is about DISCOVERY.

Before you perform your solo you must say these things to camera.

Your name:______

Your learner number:______

Your centre name:______

You centre number: ______

Progression opportunity number: (This one with two solos about discovery is QUESTION 4)

Options: Say : DANCE. You can even say the title you have given the piece here too. (If it links to discovery I suggest you do)

Your skills – You Tick the boxes

Physical skills / Needs Improvement / Satisfactory / Good / Very
Good / Excellent
Posture and alignment
Flexibility
Strength
Balance
Body awareness
Co-ordination
Use of extension, contraction, rotation
Ability to reproduce movement accurately
Whole body participation and/or isolation
Application of dynamic range
Interpretive skills / Needs Improvement / Satisfactory / Good / Very
Good / Excellent
Working with the music and use of phrasing - musicality
Demonstrating use of emphasis and facial expression
Projection/Focus
Range of dynamics

So what skills do you think you are showing ‘off’ best in your two audition pieces?

UNIT 1 Qu.4 – WORKSHEET 2 AND 3 – EXAMPLE ANSWERS

1. What dance experience did you have before you started your Btec?

If none give a short positive reason why you wanted to do dance and take the course.

2. What have you done on your btec that has given you new skills and/or experiences? Classes/workshops/performances/theatre visits

On my btec course we have taken classes in contemporary and jazz dance regularly. We also had a workshop from a visiting Jazz teacher that taught us a musical theatre routine. We performed our skills dance to a group of invited people in our dance studio and we are preparing for an end of term show that will be performed in the school theatre. I am learning three dances each in a different style.

3. What is it that you love about dance?

4. What are your dance strengths? Give a short example of when you used then.

I am very quick at picking up new movement and also paying attention to corrections. I work well in groups and I get on well with all the other dancers in my group. I have good posture and I am quite flexible. I listen to music and can hear the rhythm and I project my dance out to an audience.

5. What do you want to do in the future within the dance world? (Think about the application)

I would like to go on to dance in musical theatre where I can use my acting and singing skills alongside my dance skills. I am learning tap outside of school and I enjoy the jazz classes we have in school.

6. Introduce your two dance pieces. E.g I have created/I am presenting/ I have rehearsed two contrasting solos for your consideration. Give them a name/title and quick description (could be styles/music/costume)

7. Describe three movements from your first solo and say why the movements came from the starting point 'discovery'. This could also be how you have used space, a costume, lighting etc. (refer the the grid you have been completing)

In the first solo I am discovering what my shadow looks like on the back wall. I make shaped with my arms using the rhythm of the music first as a macho man but I also explore moving away from the shadow.

8. Describe how the 2nd piece is different/contrasting from the first piece.

The second piece is a contrast as it is on a different style, which is led by the music. It uses isolations of my hips and head so it has jazz dance moments. I perform this to the front as the other solo is performed facing the back. This 2nd solo also travels across the stage where the first solo is quite on the spot.

9. Describe one phrase of movement that you feel clearly is about discovery.

10. What skills are you showing in your solos that you want the school to see?

I have a strong sense of rhythm and I am projecting out to the audience more in the 2nd piece as this faces the front. The shapes that I make with my body are clear.

Dear Madam,

I saw your advert in my local newspaper for auditions for a place at your school. (Say what you want to do in the future and why this school is ideal for you)

I am a hardworking student and I would be an asset to your school

Yours faithfully,

Dear Madam,

I saw your advert in my local newspaper for auditions for a place at your school. I would like to apply for a place at your theatre school so that I can further train in dance as I would like to dance in musical theatre shows when I leave.

I have been in a youth dance company for 2 years and we train in contemporary dance every week. I have performed at the UDance platform alongside other youth companies. I have also done workshops with several visiting professionals including Rambert Dance Company and street dance. I have also been in the school dance club for four years where we choreograph our own group pieces for assembly. On my btec course we have taken classes in contemporary and jazz dance regularly. We also had a workshop from a visiting Jazz teacher that taught us a musical theatre routine. We performed our skills dance to a group of invited people in our dance studio and we are preparing for an end of term show that will be performed in the school theatre. I am learning three dances each in a different style.

I love to dance because it keeps me fit and well as being creative. I enjoy moving to music and I like performing to audiences knowing the hard work has paid off. I also love watching dance at the theatre. I am very quick at picking up new movement and also paying attention to corrections. I work well in groups and I get on well with all the other dancers in my group. I have good posture and I am quite flexible. I listen to music and can hear the rhythm and I project my dance out to an audience. I would like to go on to dance in musical theatre where I can use my acting and singing skills alongside my dance skills. I am learning tap outside of school and I enjoy the jazz classes we have in school.

I have created two solos for the audition the first is called ‘Shadow’ as I discover my shadow on the back wall and the second is called ‘Rhythm’ which is where I encounter a piece of music that makes me want to dance. In the first solo I am discovering what my shadow looks like on the back wall. I make shaped with my arms using the rhythm of the music first as a macho man but I also explore moving away from the shadow. The second piece is a contrast as it is on a different style, which is led by the music. It uses isolations of my hips and head so it has jazz dance moments. I perform this to the front as the other solo is performed facing the back. This 2nd solo also travels across the stage where the first solo is quite on the spot.

One moment in the 2nd piece that is about discovery is where the rhythm of the music is in my head but starts to grow in my hips and my knees. My body is discovering how it wants to move to the music and I stop and look around as if I am not in control of these discoveries. I have a strong sense of rhythm and I am projecting out to the audience more in the 2nd piece as this faces the front. The shapes that I make with my body are clear.

I am a hardworking student and I would be an asset to your school.

Yours faithfully,

UNIT 1 Qu.3

Btec Unit 1 – Question 3 - Rights and responsibilities

Take a look at the list below and circle one that you would like to research further.

Human rights - Your human rights are:

the right to life
freedom from torture and degrading treatment
freedom from slavery and forced labour
the right to liberty
the right to a fair trial
the right not to be punished for something that wasn't a crime when you did it
the right to respect for private and family life
freedom of thought, conscience and religion, and freedom to express your beliefs
freedom of expression
freedom of assembly and association
the right to marry and to start a family
the right not to be discriminated against in respect of these rights and freedoms
the right to peaceful enjoyment of your property
the right to an education
the right to participate in free elections
the right not to be subjected to the death penalty

Forced marriage

Forced marriage is regarded as an abuse of human rights and a form of domestic abuse and, where it affects children and young people, child abuse. It can happen to both men and women. The courts now have powers to prevent forced marriages from occurring or offer protection to those who have been forced to take part in a marriage.

Diversity anddiscrimination

If you think you have been treated unfairly or have been discriminated against because of your age, gender, race, religious beliefs, sexual orientation or disability, there's a wide range of legislation, information and contacts to help you understand and enforce your rights.

Cyberbullying

Cyberbullying is when one person or a group of people try to threaten, tease or embarrass someone else by using a mobile phone or the Internet. Cyberbullying is just as harmful as bullying in the real world. If you see it happening, report it. Don't ignore it.

UNIT 1 Qu.3 Rights and responsibilities

Which one do you want to research further? Remember that you will need to include your answers below in at least two paragraphs in your essay. ______
Is there already a dance piece based on this idea or something that you can use ideas from? Try to take at least one motif from an existing work. (e.g. ‘Ghost Dances’ and ‘Swansong’ by Christopher Bruce, LCP Dance Theatre ‘rights’(taking steps to freedom – human rights around the world)

Watch this:

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Strong gestures, arms and fists give the impression of fighting for rights. Make a motif that uses five strong positions of the body as if deflecting the attacks and or standing ones ground. Describe this motif. Or take five movements from the video link above. You can repeat some of the movements so that ideas come back. ______
Is there a prop that you could use to help with the understanding of your solo piece? E.g. a rope, scarf, knife, chair, book, mask. Make a phrase of movement using this prop. How could you move with it, what does it mean? Describe the movements and the meanings below: ______
Could you leave the prop and move away from it? What could you do that travels and what could that mean? ______
What movements could you list that would show strength? E.g. kicks, strong arms, marching.

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What other movement ideas do you have that would work well with this theme? Try and describe them below ______
Are there any hand/arms gestures or facial expressions, signs or that you could use (silent shouting, screams, pointing, fighting, fists, pushing, ______
When rights are abused what happens? Could you show this in your solo? Could it be one slow, movement, turns, falls, runs, step patterns, floor work. Describe what you used below and what it means. ______10. How is your solo appropriate for an audience of 11-16 year olds?

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