Unit 2: Preparation, Performance and Production - Scheme ...



Scheme of work

Guided learning hours (GLH): 30

Number of lessons: 15

Duration of lessons: 2 hours

Learners should spend lesson time and non-supervised time working on assignments.

NB: Although this unit is not designed to be co-delivered with other units, it is designed to draw on the experience learners have gained from other units. The units it relates to will depend on the discipline they choose. As such, no specific referencing has been included in this scheme of work.

|Lesson |Unit content* |Activities |Resource checklist |

|1 | Introduction to the unit |Teacher presentation to introduce the unit: outline the unit, the |Specification for this unit (learning aims,|

| | |nature of the learning aims and the number of assignments that learners|unit content) from Pearson |

| | |will be expected to complete. Distribute the assignment brief(s). |Centre-devised assignment. Alternatively, |

| | |Paired activity: learners to read and discuss case studies of a BTEC |use the authorised assignment from Pearson.|

| | |Performing Arts student and a stage manager at a regional theatre, and | |

| | |prepare answers to the questions. | |

|Learning aim A: Take part in the preparations for a live performance |

|2 |Take part in preparations in a defined performance or production role. |Small group or paired activity: introduce the concept of a production |Digital camera |

| |To carry out preparatory work, all learners will: |timeline. Learners should discuss each stage in turn and order them to |Photo or computer printer (if possible) |

| |attend and contribute to scheduled sessions |create a timeline of the production process. Learners photograph their |Production logbooks |

| |develop material |timeline. | |

| |carry out research or development work in response to ideas that arise |Teacher presentation: outline and discuss stages of the production | |

| |out of the production process |process. Learners compare the stages outlined in the slides with their | |

| |listen and respond to direction and instructions |own timeline. | |

| |demonstrate team-working skills |Learners photograph their amended timeline. | |

| |demonstrate personal management skills |Homework activity: learners begin their production log by creating a | |

| |adhere to safe working practices at all times |flowchart showing the stages of the production process. | |

| |be willing to try things out | | |

| |demonstrate rehearsal discipline | | |

| |give constructive and positive feedback. | | |

|3 |Explore and develop performance material |Teacher presentation: outline the performance piece to be tackled (for |Details of the performance piece, e.g. |

| |Learners are required to develop a performance piece from any of the |a devised piece, outline the themes or issues that will be the basis of|script, score, starting point for devised |

| |following: |the piece). |piece, music for dance piece |

| |an existing work |Individual activity: learners record their initial thoughts about the |Materials to be used in research activity, |

| |a piece of repertoire from an existing theatre or dance company |piece. |e.g. information about the theme, genre, |

| |a stimulus or stimuli. |Class discussion: learners discuss the key features of the performance |historical context |

| |Learners will take part in activities that explore and develop |piece. |Production logbooks |

| |performance material. Learners will need to: |Small group research: provide learners with a set of materials to help | |

| |explore the performance piece |them research the performance piece (see resource checklist column for | |

| |take part in practical activities to explore and develop ideas for the |details). Learners use the materials provided to research the | |

| |piece |performance piece. | |

| |make decisions about roles and responsibilities |Class discussion: discuss learners’ research findings. | |

| |consider how the piece will be staged |Homework activity: learners continue their research into the | |

| |consider how production elements will be used. |performance piece, independently recording their findings in their | |

| | |production logbook. | |

|4 |Explore and develop performance material |You will need to consider if the performance piece will be staged in a | |

| |Learners will take part in activities that explore and develop |traditional or non-traditional venue. | |

| |performance material. Learners will need to: |Traditional venue activity: if the performance piece is to be staged in| |

| |consider how the piece will be staged. |a traditional venue, learners to consider different types of staging. | |

| | |Class discussion: lead a discussion on the nature of the venue. | |

| | |Excursion: if possible, learners should visit the performance space to | |

| | |be used. | |

| | |Class discussion: lead a discussion or exploration of how the piece | |

| | |might be staged. | |

| | | | |

| | |Non-traditional venue activity: if a non-traditional space is to be | |

| | |used: | |

| | |Class discussion: lead a discussion on the nature of the venue. | |

| | |Excursion: if possible, learners should visit the performance space to | |

| | |be used. | |

| | |Class discussion: lead a discussion or exploration of how the piece | |

| | |might be staged. | |

| | |Class activity: discuss different roles and responsibilities, and to | |

| | |help inform what role learners would like to take on. | |

| | |Homework activity: learners come up with ideas for the staging of their| |

| | |site-specific performance. | |

|Assignment 1 |

|5–6 |Explore and develop performance material |Main planning sessions: |Production logbooks |

| |Learners will take part in activities that explore and develop |These sessions should be spent making decisions about the specific | |

| |performance material. Learners will need to: |production elements that will be used in the performance and the roles | |

| |make decisions about roles and responsibilities |and responsibilities that each learner will undertake. | |

| |consider how production elements will be used. |Learners can make notes about the decisions they make in their | |

| |Learners will take part in preparations in a defined performance or |production logbooks. | |

| |production role. Learners may undertake one or more of the following | | |

| |roles: | | |

| |performance | | |

| |production – design, technical or construction. | | |

|7–13 |Learners undertaking a performance role |Teacher-led rehearsals and preparation: |Production logbooks |

| |Learners should develop, practise and rehearse skills and techniques |As director and/or production manager, facilitate rehearsals and other | |

| |appropriate to their performance role, as follows: |preparations so learners are able to carry out the plans drawn up in | |

| |vocal skills and techniques |lessons 5 and 6. | |

| |movement skills and techniques |Learners whose role is performing will spend the majority of this time | |

| |dance skills and techniques |in rehearsals. | |

| |singing/musical skills and techniques. |Learners undertaking production roles will do activities that may | |

| | |include designing, making or technical work. | |

| |Learners undertaking a production role |Production meetings: all learners should have an overview of the | |

| |Learners should develop and apply skills and techniques appropriate to |complete process. Brief but frequent production meetings should be | |

| |their role as follows: |held, especially where learners are working on different aspects of the| |

| |Technical skills |production. These meetings will ensure that everyone has a sense of the| |

| |lighting, sound. |entire production. | |

| |Construction skills |Group and individual activities (evidence collection): learners to | |

| |costume, set, props, masks, make-up. |document the work they do and record the decisions they make. These | |

| |Design skills |should be attached to their production logbooks. | |

| |costume – developing and shaping ideas |End of lesson 13 | |

| |set – developing and shaping ideas |Teacher-led discussion: Facilitate a discussion about what learners can| |

| |props – developing and shaping ideas |expect in their performance. | |

| |masks – developing and shaping ideas | | |

| |make-up – developing and shaping ideas. | | |

|Learning aim B: Demonstrate performance or production skills and techniques in a performance |

|14–15 |Throughout the performance process, all learners will: |Production week: |Production logbooks |

| |listen and respond to direction and instructions |Teacher-led activities: lead activities culminating in production week.| |

| |demonstrate team-working skills |This may include supervising the get-in and fit-up, and running | |

| |adhere to safe working practices at all times. |technical and dress rehearsals. | |

| | |Group activities: depending on the roles undertaken, learners will take| |

| |Learners undertaking a performance role |part in the get in, fit-up, technical and dress rehearsals and the | |

| |Learners should develop, practise and rehearse skills and techniques |performance(s) itself. | |

| |appropriate to their performance role, as follows: |Group and individual activities (evidence collection): learners to | |

| |vocal skills and techniques |document the work they do and record the decisions they make. These | |

| |movement skills and techniques |should be attached to their production logbooks. | |

| |dance skills and techniques | | |

| |singing/musical skills and techniques. | | |

| |Learners undertaking a production role | | |

| |Learners should develop and apply skills and techniques appropriate to | | |

| |their role as follows: | | |

| |Technical skills | | |

| |lighting, sound. | | |

| |Construction skills | | |

| |costume, set, props, masks, make-up. | | |

| |Design skills | | |

| |costume – developing and shaping ideas | | |

| |set – developing and shaping ideas | | |

| |props – developing and shaping ideas | | |

| |masks – developing and shaping ideas | | |

| |make-up – developing and shaping ideas. | | |

|TOTAL: 30 hours |

*See the specification for full details of unit content.

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BTEC Level 3 National Children's Play, Learning and Development

Teaching and Assessment Pack

Unit X [TITLE]

BTEC First Performing Arts

Unit 2: Preparation, Performance and Production

BookTitle

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