Pearson
https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts-2022.html
https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts.html
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What students will learn |
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BTEC Tech Award in PERFORMING ARTS Level 1/Level 2 This is a vocational course with practical delivery of performing arts, with a specific focus on dance. This course will be taught through participation in workshops and classes with a focus on dance technique, understanding the role of a dancer, professional dance companies, choreographers, and the performing arts industry. This course will provide students with a real flavour of the professional industry, and they will train in dance preparing them for the next steps ahead.
Within this course, students will study three components: Component 1: Exploring the Performing Arts (internally assessed) This component will teach students the requirements of being a dance performer across a range of dance styles. They will develop their understanding of dance techniques, styles, and key elements by examining practitioners’ work and the processes used to create dance performance. Students will be introduced to a range of performance styles and professional practice from established dance practitioners or companies. They will explore the role of a dancer, the creative intention behind the work, how a choreographer works, what happens during the rehearsal process, and the relationship between the performers and the audience. Students will watch and discuss through dance appreciation and keep a log of their work. Component 2: Developing Skills and Techniques (internally assessed) In this component, students will develop dance performance skills and techniques from existing repertoire from a professional dance company or choreographer. They will take part in workshops and classes where they will develop technical, interpretative and performance skills through rehearsal and performance processes. They will learn set repertoire from professional dance works and will be able to learn the set dance for performance. Students will develop their own performing arts skills and techniques, by reproducing professional performance. They can work in groups exploring the professional repertoire that will be shown as a performance. Students will review and reflect on their process and performance. Component 3: Performing to a Brief: Externally Assessed In this component, students will have the opportunity to respond to a brief using the stimulus given whilst working as part of a group. They will develop original ideas for a workshop performance and will apply skills and techniques to communicate their creative intentions to an audience for a final performance. Component 3 is an external assessment and provides the main synoptic assessment for the qualification. This component builds directly on Components 1 and 2 and enables students to build on their prior learning and connect and develop dance skills further to prepare them for the future. It requires students to apply their knowledge of how to respond to a stimulus, creative processes, choreography skills, technical ability and to apply their performance skills and techniques in response to a stimulus. The response to a brief provided by Pearson will have a specific intended audience. This unit prepares students for the roles of dancers and performers when working for a choreographer and company, and for the exciting opportunities of creating and performing to different audiences. |
Through prior learning students will have developed their technical ability, creative and choreography skills, understanding of dance appreciation and will be ready to take their performance skills to an advanced level. For those aspiring to study dance further, dance can offer all types of opportunities that engages with both community, educational and professional dance, working with dance specialists, professional dance companies, theatre and performing arts. We will explore these areas in dance, look and study professional dance repertoire and works through dance appreciation. Students will build on contemporary dance technique and a range of styles. Their choreography and performance skills will be developed to a higher level to prepare them for the next step in dance.
Students will have the opportunity to develop sector-specific knowledge and skills in a practical and professional learning environment by taking the Pearson BTEC Tech Award in Performing Arts (Dance Approach). |
How students are assessed (including ongoing/formative + key dates if helpful)
Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts
1 - Exploring the Performing Arts: 36 Guided learning hours - Internally assessed and externally moderated
The Pearson Set Assessment for Component 1: Exploring the Performing Arts will be completed in approximately 12 hours of supervised assessment.
60 marks. December/January and May/June
2 - Developing Skills and Techniques in the Performing Arts: 36 guided learning hours - Internally assessed and externally moderated. The Pearson Set Assignment will be completed in approximately 15 hours of supervised assessment.
60 marks. December/January and May/June
3 - Responding to a Brief: 48 guided learning hours – Externally-assessed synoptic. The three components focus on the assessment of applied knowledge, skills, and practices. These are all essential to development and progression; it is important that students aim to achieve all components to gain the qualification. Component 3 is the external assessment, comprising 40% of the total guided learning hours. This component will be taught and assessed at the end of the course. The brief task is set and marked by Pearson, and completed under supervised conditions. Students will be given the set task in January, 12 weeks before the supervised assessment period, to enable the process and development, creative ideas, and rehearsals for the workshop performance. The set task will be completed in 3 hours.
60 marks
Help discuss and reflect on professional dance works by watching these with them; ask them to share and show their choreography and dance ideas with you. If you can, take them to see theatre and dance live to understand the different roles in the industry and to observe how performers carry these out. Provide opportunities to take part in dance classes and workshops. Encourage your child to get involved with extra-curricular clubs in school, to watch and take part in the school shows and productions, and to help the performing arts team.
Other than standard (Pencil case, HB pencils, pencil sharpener; rubber, coloured pencils, black or blue biros, or ink pen and cartridges, short ruler, reading book – and charged iPad)
Dance clothing:
Dance leggings or trousers, black leotard, t-shirt, jumper, long sleeve top, socks, and indoor trainers, barefoot, dance grips, water bottle
Homework is not set on a regular basis in Dance due to the practical nature of the subject – although pupils are often asked to: read specific articles or books; watch and analyse professional dance; research choreographers and companies; practise dance repertoire; work on their techniques; rehearse choreography; create dance movement for ideas.
Dance club takes place in the Drama studio on Tuesday 3-4pm after school
There is also an opportunity to be involved in the school production, which is open to all pupils, and pupils can work backstage as part of the crew or as part of the cast.
Auditions are held at the start of the year for pupils who wish to be a part of the cast; please do speak to any member of the Drama, Dance or Music department if you have any questions.
We encourage students to read articles, and to watch dance performances and research the choreographer’s work, which will widen their understanding of dance across genres.
Tufnell, Miranda, & Crickmay, Chris (1990). Body, Space, Image. London. Dance Books Ltd.
Scheff, Helen, Sprague, Marty, Mcgreevy-Nichols, Susan (2005). Experiencing Dance, From Student to Dance Artist. United States of America: Human Kinetics.
Buckroyd, Julie (2000). The Student Dancer. London: Dance Books Ltd.
Adair, Christy (1992). Women and Dance: Sylphs and sirens. London: Macmillan
Minton, C. Sandra (1997). Choreography: A basic approach using improvisation. 2nd Edition. Leeds: Human Kinetics
Bremser, M. 1999. Fifty Contemporary Choreographers. London, RoutledgeAdshead, J.1994. Dance History an introduction. London and New York, Routledge
Jordan, S. 1992. Striding out: aspects of contemporary and new dance in Britain. London, dance books.
Mackrell, J. 1997. Reading Dance. London, Michael Joseph
Lee, Rosemary (2001). ‘Dancing Nation: Four People, Four Stories, Four Communities’. Foundation For Community Dance, BC Publications, United Kingdom
https://www.companychameleon.com/
Trips to watch live dance are run when opportunity allows.
There will also be opportunities for pupils to work creatively and collaboratively with cross-Trust groups at Comberton and Melbourn.
Cambourne Village College
Sheepfold Lane, Cambourne
Cambridge CB23 6FR
Tel: 01954 284000
Email: thecollege@cambournevc.org
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Cambourne Village College is an academy of The Cam Academy Trust, a company limited by guarantee and registered in England and Wales with company number 0749 1945.
The registered office is at Comberton Village College, West Street, Comberton, Cambridgeshire, CB23 7DU
