Share:

Drama & Performing Arts

INTRODUCTION

In Drama & Performing Arts we are committed to delivering engaging schemes of work, combining issue-based drama with creative units in a supportive and inclusive environment. The subject offers all students a positive and varied learning experience through both performing and technical pathways, enabling them to express themselves as both performers and designers.

Students are given the chance to explore a wide range of themes, building on opportunities to collaborate, devise, create, think analytically and evaluate effectively. Students work together to give constructive and respectful feedback to their peers, and gain the confidence to pursue their own ideas and reflect and refine their efforts. Students will also learn from peers and professionals through exciting and challenging performances, both in school and at the theatre.

When it comes to KS4, in order to gain the most out of BTEC Performing Arts, students must enjoy performing, be willing to work as part of a team and understand the merits and necessity of rehearsal outside timetabled lesson time. Whatever the future holds, students of BTEC Performing Arts will emerge with a toolkit of transferable skills, from communicating to problem solving, applicable both in further studies and in the workplace.

KS3

During years 7 and 8, students are offered the opportunity to study drama through rotation during the academic year.

We aim to teach students the skills and techniques necessary to create engaging and thought-provoking theatre and characters. Our objective is to educate them in how to develop their vocal and movement skills, alongside developing effective rehearsal techniques.

Our overall wish is to develop students’ acting and directing skills whilst progressing their confidence, communication skills and ability to work both as team members and leaders. We do this through a range of schemes of work which encourage students to engage with the world around them. This means we cover topics that are historical, political and social. In addition to this, we examine different genres and styles of theatre to broaden students’ knowledge and understanding.

KS4

BTEC Level 1/2 Tech Awards in Performing Arts (Acting)

Beyond Key Stage 3, students have the option to choose the BTEC Level 1 / 2 Tech Award in Performing Arts. This course gives learners the opportunity to develop sector specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance which covers:

  • The development of key skills that prove aptitude in Performing Arts such as reproducing repertoire and responding to stimuli
  • Processes that underpin effective ways of working in the Performing Arts, such as development of ideas, rehearsal and performance
  • Attitudes that are considered most important in the Performing Arts, including personal management and communication
  • Knowledge that underpins effective use of skills, processes and attitudes in the sector such as roles, responsibilities, performance disciplines and styles
  • The development of key skills that prove aptitude in Performing Arts such as reproducing repertoire and responding to stimuli
  • Processes that underpin effective ways of working in the Performing Arts, such as development of ideas, rehearsal and performance
  • Attitudes that are considered most important in the Performing Arts, including personal management and communication
  • Knowledge that underpins effective use of skills, processes and attitudes in the sector such as roles, responsibilities, performance disciplines and styles

BTEC Specification at a glance

Component 1: Exploring the Performing Arts

Aim: get a taste of what it’s like to be a professional actor

Assessment: internally assessed assignments

Weighting: 30% of total course

During Component 1, students will:

  • explore performance styles, creative intentions and purpose
  • investigate how practitioners create and influence what’s performed
  • discover performance roles, skills, techniques and processes

Component 2: Developing Skills and Techniques in the Performing Arts

Aim: develop skills and techniques in acting

Assessment: internally assessed assignments

Weighting: 30% of total course

During Component 2, students will:

  • take part in workshops, classes and rehearsals
  • gain physical, interpretative, vocal and rehearsal skills
  • apply these skills in performance
  • reflect on their progress, their performance and how they could improve

Component 3: Performing to a Brief

Aim: consider how practitioners adapt their skills for different contexts and put this into practice in a performance

Assessment: externally assessed task, where students work in groups of between 3 and 7 members to create a performance based on a set brief

Weighting: 40% of total course

To achieve this aim,  students will:

  • use the brief and previous learnings to come up with ideas
  • build on their skills in classes, workshops and rehearsals
  • review the process using an ideas and skills log
  • perform a piece to their chosen audience
  • reflect on their performance in an evaluation report

ENRICHMENT OPPORTUNITIES

Students will have the opportunity to access a wide range of enrichment activities including clubs, trips to see live performance and performance opportunities. Every year we hold regular shows and live events.

SKILLS AND CAREER OPPORTUNITIES LINKED TO THIS SUBJECT

  • Communication skills – developed through performing and engaging listeners
  • Teamwork – through working in groups, including leader or manager
  • Self-management – physical and mental self-discipline achieved through regular rehearsals
  • Performing under pressure – overcoming nervousness in order to perform well during exams, shows and auditions
  • Planning – organising and working towards a project/performance
  • Critical reflection – giving and receiving criticism, learning from mistakes and striving for improved performance

Actor, Arts administrator, Automation engineer, Box office manager, Broadcast presenter, Choreographer, Chief electrician, Circus performer, Community arts worker, Costume designer, Dancer, Drama therapist, Education outreach manager, Events organiser, Dresser, Fight director, Fine artist, Flyperson, Foley artist, Followspot operator, Hair & make-up artist, Lighting designer, Lighting technician, Lighting desk programmer, Marketing manager, Media researcher, Milliner, Mould maker, Music producer, Musical director, Pattern cutter, Primary school teacher, Production manager, Props maker, Radio presenter, Runner broadcasting/film/video, Seamstress, Scenic designer, Scenic artist, Secondary school teacher, Set designer, Set builder (carpenter / welder), Sound engineer, Sound designer, Special effects technician, Stage manager, Talent agent, Television floor manager, Television presenter, Theatre director, Theatre manager, Theatrical producer, Wardrobe master / mistress, Wig maker, Writer, Youth theatre worker.