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Introduction the course, begin preparations for component 1. his component prepares students to understand the requirements of being a performer and designer (in lighting, props, costume, set, makeup or sound) across at least three performances and performance styles. Students will develop a practical understanding of how performing arts work is created. It will look at elements such as roles, responsibilities and the application of relevant skills and techniques and 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. This component will broaden knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material.
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Topics covered this term:
Component 1 - Exploring the Performing Arts
To develop in the performing arts students need a broad understanding of performance work and influences. This component prepares students to understand the requirements of being a performer and designer (in lighting, props, costume, set, makeup or sound) across at least three performances and performance styles. Students will develop a practical understanding of how performing arts work is created. It will look at elements such as roles, responsibilities and the application of relevant skills and techniques and 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. This component will broaden knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material. This component will give an understanding of professional performing arts work and the processes and practices that contribute to the creation of a range of performance styles. It aims to develop transferable skills, such as research and communication, which will support progression to Level 2 or 3 vocational or academic qualifications. This will be a mock component which will be internally assessed but not externally moderated.
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Component 2 - Developing skills and techniques.
The aim of this unit is to develop performing skills and techniques. Students have the opportunity to take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. Students work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance elements of the work. Throughout they will review their own progress and consider how to make improvements. Developing performance skills and techniques will enable students to consider their aptitude and enjoyment for performing arts, helping to make informed decisions about what you study in the future. This unit is internally assessed and externally moderated.
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Component 2 - Developing skills and techniques.
The aim of this unit is to develop performing skills and techniques. Students have the opportunity to take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process. Students work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance elements of the work. Throughout they will review their own progress and consider how to make improvements. Developing performance skills and techniques will enable students to consider their aptitude and enjoyment for performing arts, helping to make informed decisions about what you study in the future. This unit is internally assessed and externally moderated.
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Component 3 - Responding to a Brief
The aim of this component is to give students the opportunity to work as part of a group to contribute to a workshop performance as a performer in response to a brief and stimulus. Students will be given a brief that outlines the performance requirements and asks them to consider the target audience and to start the creative process by using the stimulus included in the brief. Working as part of a group, students will develop ideas for a workshop performance and apply skills and techniques to communicate their creative intentions to the audience. The performance skills will vary depending on features such as the selected performance discipline and the content of the work, the 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. Students 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 is externally assessed.
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