Introduction

Component 1 - 3 Assessments

Revision Resources

Component 1: Exploring the Performing Arts

Component in brief - Learners will develop their understanding of the performing arts by examining the work of performing arts professionals and the processes used to create performance. 

Introduction -  To develop in the performing arts, you will need a broad understanding of performance work and influences. This component will help you to understand the requirements of being a performer (in acting, dance or musical theatre) and/or designer (in lighting, props, costume, set, makeup or sound) across at least three performances and performance styles. In this component you will develop a practical understanding of how performing arts work is created. You will look at elements such as roles, responsibilities and the application of relevant skills and techniques. You will have the chance to explore practically the work of different professionals to develop an appreciation of the methods they use to explore a theme and communicate to audiences through their work. You will broaden your knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material. This component will give you an understanding of professional performing arts work and the processes and practices that contribute to the creation of a range of performance styles. You will develop transferable skills, such as research and communication, which will support your progression to Level 2 or 3 vocational or academic qualifications. 

Learning outcomes 

A - Investigate how professional performance or production work is created. 

B - Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work. 

Component 2: Developing Skills and Techniques in the Performing Arts

Component in brief - Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers. 

Introduction - Working as a performer or designer requires the application of skills, techniques and practices that enable you to produce and interpret performance work. You will communicate intentions to an audience through a chosen discipline, such as performing or designing in any performance style from acting, dance or musical theatre. In this component, you will develop performing or design skills and techniques. You will have the opportunity to specialise as a performer or designer in one or more of the following disciplines: acting, dance, musical theatre. You will take part in workshops and classes where you will develop technical, practical and interpretative skills through the rehearsal and performance process. You will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance or design elements of the work. Throughout your development, you will review your own progress and consider how to make improvements. Developing performance or design skills and techniques will enable you to consider your aptitude and enjoyment for performing arts, helping you to make informed decisions about what you study in the future. This component will help you to progress to Level 3 qualifications in performing arts or production arts, which look at skills and techniques in more detail. Alternatively, you may want to progress to other Level 3 vocational or academic subject areas. This component has many transferable qualities, for example communication skills and teamwork, which will be valuable whatever you decide to do. 

Learning outcomes 

A - Use rehearsal or production/design processes. 

B - Apply skills and techniques in performance or realisation. 

C - Review own development and application of performance or design skills. 

Component 3: Responding to a Brief

Component in brief - Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or a designer in response to a brief and stimulus. 

Introduction - Live performance can happen in a number of places and for a range of reasons. For example, you may perform in a traditional performance space to an audience to communicate ideas about a particular theme or issue, or you may be part of a touring group that takes a performance to a community setting, such as a local school, to teach a young audience a safety message. In this component, you will have the opportunity to respond to a brief. You will be given a brief that outlines the performance and design requirements and asks you to consider your target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, you will develop your ideas for a workshop performance and apply your skills and techniques to communicate your creative intentions to your audience. The performance or design skills you will use will vary depending on features such as your selected performance discipline and the content of the work, your venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. You will have the opportunity to inform the performance using existing or newly developed skills in performing or designing and adapting them to suit the performance. This component will help you with progression to Level 2 or 3 vocational or academic qualifications. It will also enable you to develop transferable skills, such as communication and teamwork, which will help you to progress to further study.

Exam Board - Pearson BTEC

Course Leader - Lauren West

Progression beyond year 11

Progress onto further education courses to develop a career in acting, stage management, set design, production, sound and lighting or even develop a career in teaching.