Welcome to the Performing Arts department
Phase 3 (Years 9, 10 and 11)
Phase 3- Year 9
The first year (year 9) is wholly focussed on skills building in preparation for completion of coursework in year 10 and 11. Within the first term we focus on developing practical skills through a series of vocal and physical workshops. As well as this, students take part in a number of workshop performances, developing their knowledge of key practitioners and styles. We look at: Stanislavsky and Naturalism, Brecht and theatre in Education, Frantic Assembly and Physical Theatre, Mark Wheeler and Verbatim, Musical Theatre. For each style studied, students focus on pre-existing repertoire, analysing how the job roles have contributed to their success in preparation for completion of Component 1 in year 10.
During term two, the focus moves to Component 2 where students complete skills audits, target setting and self evaluations in order to demonstrate their development of performance skills over time. Alongside this, students work in groups to stage an extract from a script in the appropriate style to perform at the ‘Speech and Drama Festival’,
The third term focusing on introducing students to the final element of the course; performing in response to a brief (Component 3). Within this project students work in groups to devise a 15 minute performance for a chosen target audience, using a chosen type of staging and in the style of their choice. Students will also develop their written skills through completion of the 3 self-evaluation tasks required for this component.
Phase 3 – Year 10
In year 10, students begin by completing their first piece of coursework, Component 1: Exploring the Performing Arts. Through studying three pieces of pre-existing repertoire from Musical Theatre, Verbatim theatre and Physical Theatre students create a written report / presentation exploring the key themes and development techniques to ensure the shows success. Students also explore key practitioners and job roles that make the piece successful and how they interlink. Students will complete a number of practical workshops for this component exploring the material through workshops and performances and writing about the exercises in their report/presentation.
In term two students complete Component 2: Developing Skills and Techniques in the PErforming arts. Throughout this component students are assessed on their practical contributions to workshops and rehearsals as well as their logbook, evaluating their development of skills through skills audits, long term and short term SMART targets and self-evaluations. With a focus on physical theatre, students work in a group to stage a given script in order to perform as a workshop style performance out of lesson time to an open audience. The final element of this course is the completion of a self evaluation, students will watch past videos of themselves and evaluate how they have progressed since the beginning of this project.
The final term culminates in a second mock ‘Component 3: Performing to a brief’. Firstly, students will take part in a series of workshops, developing their skills in devising theatre. They will then work in groups to stage a 15 minute performance based on a brief provided by the exam board. They will rehearse the performance and complete two hours writing up about their development and refinement of ideas under controlled conditions. They will perform the piece in front of their target audience and complete a final evaluation under controlled conditions.
Phase 3 – Year 11
The first term of year 11 focuses developing and improving skills in ‘Component 3: Performing to a brief’. The focus and teaching of this term depends on the strengths and weaknesses of the cohort as identified from their mock in year 10, for example, if characterisation was a weakness, there will be a focus on developing characterisation skills through practical workshops.
In term two and three students receive their externally assessed brief. They will work in groups to devise and stage a 15 minute workshop performance based on the scenario and stimuli provided within the brief. They will rehearse the performance and complete two hours writing up about their development and refinement of ideas under controlled conditions. They will perform the piece as a ‘workshop’ performance and complete a final evaluation under controlled conditions.
- Students have all of the resources shared in lessons posted onto their Google Classroom – the is an excellent revision tool for them.
- Youtube is an excellent source to watch clips of the plays we are studying or to get acting tips and techniques, e.g. accents, facial expressions, etc.
Where Performing Arts can lead to:
Many students who study BTEC Performing Arts go onto continue their studies through BTEC Level 3 Performing Arts at sixth form or college, some chose to study A-level in Drama and Theatre. Many further this with a Performing Arts Based course at university or training at a Performing Arts School.
Students may pursue a career in the Performing Arts industry, be it performing on cruise ships, securing acting roles on stage or screen.
Other students may pursue work in media, journalism or other creative arts.
Many students use drama to help them in a range of different careers such as Politics, Law, Medicine, Teaching and many others.
Performing Arts can open many doors as it teaches skills that are fully transferable in all avenues of life and highly desired by employers.