Unit 3: Acting Skills - Scheme of work (Version 1 Sept 14)



Scheme of work

This scheme of work is provided to help you make the most of your planning time. Customise this by adding your own activities/lesson ideas to the ‘Activities’ column.

Guided learning hours (GLH): 60

Number of lessons: 30

Duration of lessons: 2 hours

You can run this unit weekly across a year, or teach it in one term. Either way, the unit needs 60 hours. The 60 hours includes: lesson time, workshops, rehearsal time outside of lessons, dress and technical rehearsals on stage, and performance time.

If you are teaching this unit as part of the Certificate, Extended Certificate or Diploma, please be aware that this unit should be completed before the optional units are delivered. However, you could revisit some of the activities outlined in this scheme of work to use as starter activities when delivering the optional units.

This unit works best delivered through several assignments that all cover all of the assessment criteria, to give learners the opportunity to develop throughout the course.

|Lesson |Unit content* |Activities |Resources |

|Learning aim A: Explore and develop your acting skills and review your own practice |

|Learning aim B: Use your acting skills within rehearsal and performance |

|1 |Develop technical acting skills |Teacher presentation: outline and introduce the unit, explain how it will be assessed. Tutor |Print-outs of some poetry |

| |The use and control of voice, including: |to give out Assignment. |Logbooks – one for each |

| |articulation |Class discussion: discuss the meaning of the technical language terms referred to opposite, |learner |

| |projection |including definitions and examples. | |

| |breath control |Teacher-led activities: | |

| |learning lines |Breathing and mouth exercises. | |

| |pitch, inflection and modulation |Use of poetry for articulation. | |

| |tone and vocal colour |Use of poetry to develop different uses of tone and inflection to communicate different | |

| |phrasing |meanings. | |

| |pace |Use of poetry for projection practice, ideally in a large space or outdoors. | |

| |use of pause. |Individual/homework activity: learners to keep track of their own progress, using their | |

| | |logbooks. | |

|2 |Develop technical acting skills |Class activity: learners to watch video clips of actors in training carrying out a range of |Monologues |

| |The use of voice as a skill and technique, including: |exercises to help motivate them to develop their acting skills. Ideal topics to cover include |Logbooks – one for each |

| |articulation |exploring expression, breathing and pushing sound forward. |learner |

| |projection |Teacher-led activities: | |

| |breath control |Breathing and mouth exercises. | |

| |learning lines |Use of monologues for articulation. | |

| |pitch, inflection and modulation |Use of monologues to develop different uses of vocal colour to develop characterisation. | |

| |tone and vocal colour |Use of monologues for breath control practice and projection. | |

| |phrasing |Individual/homework activity: Learners to keep track of their own progress, using their | |

| |pace |logbooks. | |

| |use of pause. | | |

|3 |Develop technical acting skills |Teacher-led activities: |Duologues |

| |The use of voice as a skill and technique, including: |Breathing and mouth exercises. |Logbooks – one for each |

| |articulation |Use of duologues for learning lines. |learner |

| |projection |Use of duologues to develop and play with pace and use of pause. | |

| |breath control |Use of duologues for articulation and projection. | |

| |learning lines |Class activity: learners to discuss physical and mental preparation for performance listen to | |

| |pitch, inflection and modulation |help them prepare for their presentations in the next session. | |

| |tone and vocal colour |Individual/homework activity: Learners to keep track of their own progress, using their | |

| |phrasing |logbooks. | |

| |pace | | |

| |use of pause. | | |

|4 |Piece 1: Duologues or monologues |Rehearsal session: learners should spend session time and non-supervised time working on this |Duologues and monologues |

| | |piece. |Logbooks – one for each |

| | |Learners rehearse for the presentation of a monologue or duologue to achieve the practical |learner |

| | |criteria. | |

| | |Individual/homework activity: Learners to keep track of their own progress, using their | |

| | |logbooks. | |

|5 |Piece 1: Duologues or monologues |Performance session: learners spend session rehearsing and then performing their duologues and|Duologues and monologues |

| | |monologues |Video-recording equipment |

| | |Learners provide feedback for their peers’ performances, and self-review. | |

| | |The session should be recorded. | |

|6 |Feedback session for Piece 1 |Individual activity: learners to reflect on and make notes on their own performance and that | |

| | |of others in their group, recording roles and responsibilities. | |

| | |Group activity: lead a group review of the assignment. | |

| | |Teacher-led feedback: one-to-one feedback with learners. Focus on what they need to do to | |

| | |improve in their next project. | |

|7 |Develop technical acting skills |Class activity: learners to watch videos to characterisation exploration through movement and |Music |

| |The use and control of movement, including: |expression skills to help motivate them to develop their movement skills. |Logbooks – one for each |

| |balance |Class activities: learners to use a selection of activities to explore and develop their |learner |

| |coordination |performance, e.g.: | |

| |movement memory |use of music to evoke emotion and enable the learner to become self-aware of the change in | |

| |spatial awareness |their own and others’ body language | |

| |weight placement |use of music and improvisation to promote focus and control | |

| |focus and control |improvisations using mime and music to explore pace, energy, dynamics and facial expressions. | |

| |relaxation |Individual/homework activity: learners to keep track of their own progress, using their | |

| |pace, energy and dynamics |logbooks. They should particularly focus on the knowledge and skills they have acquired. | |

| |gesture | | |

| |facial expression | | |

| |trust. | | |

|8 |Develop technical acting skills |Class activity: learners to watch videos of acting exercises to help motivate them to develop |Nursery rhymes |

| |The use and control of movement, including: |their acting skills. Ideal topics to cover include exploring movement, the mood of a scene and|Children’s stories |

| |balance |matching movement with vocal skills. |Logbooks – one for each |

| |coordination |Class activity: learners to use a selection of activities to explore using storytelling |learner |

| |movement memory |stimuli (perhaps nursery rhymes and children’s stories) to promote and explore use of: | |

| |spatial awareness |gesture | |

| |weight placement |mime | |

| |focus and control |remembering moves and blocking | |

| |relaxation |spatial awareness | |

| |pace, energy and dynamics |coordination | |

| |gesture |pace, energy and dynamics. | |

| |facial expression |Individual/homework activity: learners to keep track of their own progress, using their | |

| |trust. |logbooks. | |

|9 |Develop technical acting skills |Class activity: learners to use a selection of activities to look at improvisation and the |Logbooks – one for each |

| |The use and control of movement, including: |physicalisation of objects and emotions (physical theatre) to explore: |learner |

| |balance |balance |Music |

| |coordination |coordination | |

| |movement memory |blocking | |

| |spatial awareness |weight placement | |

| |weight placement |focus and control | |

| |focus and control |relaxation. | |

| |relaxation |Learners may use their body to recreate vehicles or household objects or natural environments | |

| |pace, energy and dynamics |using mime, music and improvisation. | |

| |gesture |Individual/homework activity: learners to keep track of their own progress, using their | |

| |facial expression |logbooks. | |

| |trust. | | |

|10 |Piece 2: Storytelling |Teacher: project tasks that use one of the following as a stimulus: |Logbooks – one for each |

| | |storytelling of well-known or original stories |learner |

| | |physical theatre | |

| | |movement. | |

| | |Class activity: facilitate a discussion about devising and learning lines. | |

| | |Learners should work in groups and spend session time and non-supervised time working on this | |

| | |piece. | |

| | |Individual/homework activity: Learners should keep track of their development through recorded| |

| | |sessions/rehearsals, logbooks, research into the outlined performance genres, and | |

| | |self-assessment of their own and the group’s work. | |

|11 |Piece 2: Storytelling |Teacher-led rehearsal session: |skills checklist |

| | |Learners should spend session time and non-supervised time working on this assignment. |Logbooks – one for each |

| | |Learners should keep track of their development through recorded sessions/rehearsals, |learner |

| | |logbooks, research into the outlined performance genres, and self-assessment of their own and | |

| | |the group’s work. | |

|12 |Piece 2: Storytelling |Teacher-led rehearsal session: |Productions |

| | |Learners should spend session time and non-supervised time working on this assignment. |Logbooks – one for each |

| | |Learners should keep track of their development through recorded sessions/rehearsals, |learner |

| | |logbooks, research into the outlined performance genres, and self-assessment of their own and | |

| | |the group’s work. | |

|13 |Piece 2: Storytelling |Performance session: learners spend session rehearsing and then performing their work. |Video-recording equipment |

| | |Learners provide feedback for their peers’ performances. | |

| | |The session should be recorded. | |

|14 |Feedback session for Piece 2 |Individual activity: learners to reflect on and make notes on their own performance and that | |

| | |of others in their group. | |

| | |Group activity: lead a group review of the assignment. | |

| | |Teacher-led feedback: one-to-one feedback with learners. Focus on what they need to do to | |

| | |improve in their next project. | |

|15 |Piece 3: Naturalistic performance |Teacher: select a naturalistic script for Piece 3 as the performance style/genre. |Script |

| |Use acting skills in the preparation for the performance of a |Class activity: facilitate a discussion about auditioning. |Logbooks – one for each |

| |published work to an |Class activity: learners to discuss exploring characterisation. |learner |

| |audience, including: |Class/group/paired activities: learners to use exercises to help them explore scenarios such | |

| |learning dialogue |as: | |

| |learning blocking and stage directions |auditioning; learning dialogue | |

| |interpreting and developing a character appropriate to the |casting; interpreting character | |

| |context of the extract |scene or extract selection. | |

| |receiving and giving constructive and |Individual/homework activity: learners to keep track of their own progress, using their | |

| |positive feedback |logbooks. Learners to research piece. | |

| |using exploratory dramatic techniques. | | |

|16 |Develop technical acting skills |Group/paired activity: provide support to help learners explore their character’s voice using:|Script |

| |The use of voice as a skill and technique, including: |clarity and articulation |Logbooks – one for each |

| |articulation |projection |learner |

| |projection |breath control | |

| |breath control |remembering lines | |

| |learning lines |pitch, inflection and modulation | |

| |pitch, inflection and modulation |tone and vocal colour | |

| |tone and vocal colour |phrasing | |

| |phrasing |pace | |

| |pace |use of pause. | |

| |use of pause. |Individual/homework activity: learners to keep track of their own progress, using their. | |

|17 |Develop technical acting skills |Group activities: suggest exercises to provide support while learners explore their |Script |

| |The use and control of movement, including: |character’s movement and body language using: |Logbooks – one for each |

| |balance |balance |learner |

| |coordination |coordination | |

| |movement memory |remembering moves | |

| |spatial awareness |spatial awareness | |

| |weight placement |weight placement | |

| |focus and control |focus and control | |

| |relaxation |relaxation | |

| |pace, energy and dynamics |pace, energy and dynamics | |

| |gesture |gesture | |

| |facial expression |facial expression. | |

| |trust. |Individual/homework activity: learners to keep track of their own progress, using their. | |

|18 |Use acting skills in the preparation for the performance of a |Teacher-led activity: learners explore their characters using exercises covering naturalistic |Script |

| |published work to an |techniques such as: |Logbooks – one for each |

| |audience, including: |given circumstances |learner |

| |learning dialogue |Stanislavski’s ‘magic if’ | |

| |learning blocking and stage directions |use of imagination and the suspension of disbelief. | |

| |interpreting and developing a character appropriate to the |Individual activity: ask learners to fill in their logbook to review their progress. | |

| |context of the extract |Teacher-led activity: learners may explore their characters using exercises covering | |

| |receiving and giving constructive and |naturalistic techniques such as: | |

| |positive feedback |sensory memory | |

| |using exploratory dramatic techniques. |emotional memory | |

| | |focus and concentration. | |

| | |Individual/homework activity: fill in logbooks, detailing exercises and reflecting on own | |

| | |contribution. | |

|19 |Use acting skills in the preparation for the performance of a |Teacher-led rehearsals: facilitate rehearsals by focusing on: |Script |

| |published work to an |blocking |Logbooks – one for each |

| |audience, including: |line-learning techniques |learner |

| |learning dialogue |character interaction and relationships | |

| |learning blocking and stage directions |director’s notes as feedback. | |

| |interpreting and developing a character appropriate to the |Teacher-led rehearsals: facilitate rehearsals of the text/ scenes or extract by focusing on: | |

| |context of the extract |speed run | |

| |receiving and giving constructive and |the character’s voice | |

| |positive feedback |spatial relationship | |

| |using exploratory dramatic techniques. |diction | |

| | |projection. | |

| | |Individual/homework activity: learners to keep track of their own progress, using their | |

| | |logbooks. | |

|20 |Use acting skills in the preparation for the performance of a |Teacher-led dress rehearsal of text: the use of an invited audience is recommended. |Logbooks – one for each |

| |published work to an |The final rehearsal may focus on: |learner |

| |audience, including: |line knowledge | |

| |learning dialogue |projection | |

| |learning blocking and stage directions |blocking | |

| |interpreting and developing a character appropriate to the |communication of meaning | |

| |context of the extract |characterisation. | |

| |receiving and giving constructive and |Individual/homework activity: learners to keep track of their own progress, using their | |

| |positive feedback |logbooks. | |

| |using exploratory dramatic techniques. | | |

|21 |Piece 3: Naturalistic performance |Performance session: learners spend session rehearsing and then performing their work. |Video-recording equipment |

| | |Learners provide feedback for their peers’ performances. | |

| | |The session should be recorded. | |

|22 |Feedback session for Piece 3 |Individual activity: learners to reflect on and make notes about their own performance and | |

| | |that of others in their group. | |

| | |Group activity: lead a group review of the assignment. | |

| | |Teacher-led feedback: one-to-one feedback with learners. Focus on what they need to do to | |

| | |improve in their next project. | |

|23 |Assignment 1 |Teacher input: Introduce Assignment 1 and facilitate for the following activities to take |Assignment brief |

| |Use authorised assignment briefs from Pearson. Alternatively, |place: |Script |

| |use adapted or centre-devised assignment briefs. |auditioning; learning dialogue |Logbooks – one for each |

| | |casting; interpreting character |learner |

| | |scene or extract selection. | |

| | |Individual/homework activity: learners to keep track of their own progress, using their | |

| | |logbooks. | |

|24 |Assignment 1 |Group/paired activity: learners to explore their character’s voice using: |Script |

| |Use authorised assignment briefs from Pearson. Alternatively, |clarity and articulation |Logbooks – one for each |

| |use adapted or centre-devised assignment briefs. |projection |learner |

| | |breath control | |

| | |remembering lines | |

| | |pitch, inflection and modulation | |

| | |tone and vocal colour | |

| | |phrasing | |

| | |pace | |

| | |use of pause. | |

| | |Individual/homework activity: learners to keep track of their own progress, using their | |

| | |logbooks. | |

|25 |Assignment 1 |Group/paired activity: learners to explore their character’s movement and body language using:|Script |

| |Use authorised assignment briefs from Pearson. Alternatively, |balance |Logbooks – one for each |

| |use adapted or centre-devised assignment briefs. |coordination |learner |

| | |remembering moves | |

| | |spatial awareness | |

| | |weight placement | |

| | |focus and control | |

| | |relaxation | |

| | |pace, energy and dynamics | |

| | |gesture | |

| | |facial expression. | |

| | |Individual/homework activity: learners to keep track of their own progress, using their | |

| | |logbooks. | |

|26 |Assignment 1 |Teacher-led activity: learners may explore their characters using exercises such as: |Script |

| |Use authorised assignment briefs from Pearson. Alternatively, |use of imagination and the suspension of disbelief |Logbooks – one for each |

| |use adapted or centre-devised assignment briefs. |applying research findings to the role/character. |learner |

| | |Teacher-led activity: learners may explore their characters using exercises and techniques | |

| | |such as: | |

| | |sensory memory | |

| | |emotional memory | |

| | |focus and concentration. | |

| | |Individual/homework activity: remind learners to fill in their logbook to review their | |

| | |progress. | |

|27 |Assignment 1 |Teacher-led rehearsals: facilitate rehearsals of the text/scenes or extract by focusing on: |Script |

| |Use authorised assignment briefs from Pearson. Alternatively, |blocking | |

| |use adapted or centre-devised assignment briefs. |line-learning techniques | |

| | |character interaction and relationships | |

| | |director’s notes as feedback. | |

| | |Teacher-led rehearsals: facilitate rehearsals of the text/scenes or extract by focusing on: | |

| | |speed run | |

| | |the character’s voice | |

| | |spatial relationship | |

| | |diction | |

| | |projection. | |

| | |Individual/homework activity: remind learners to fill in their logbook to review their | |

| | |progress. | |

|28 |Assignment 1 |Teacher-led rehearsals of text: the use of an invited audience is recommended. |Video-recording equipment |

| |Use authorised assignment briefs from Pearson. Alternatively, |The final rehearsal may focus on: |Logbooks – one for each |

| |use adapted or centre-devised assignment briefs. |line knowledge |learner |

| | |projection | |

| | |blocking | |

| | |communication of meaning | |

| | |characterisation. | |

| | |Record the performance. | |

| | |Individual/homework activity: learners to keep track of their own progress, using their | |

| | |logbooks. | |

|29 |Assignment 1 |Performance session: learners spend session rehearsing and then performing their work. |Video-recording equipment |

| |Use authorised assignment briefs from Pearson. Alternatively, |Learners provide feedback for their peers’ performances. |Assignment that you have |

| |use adapted or centre-devised assignment briefs. |The session should be recorded. |designed for this unit |

|30 |Feedback session for Assignment 1 |Individual activity: learners to reflect on and make notes about their own performance and | |

| | |that of others in their group. | |

| | |Group activity: lead a group review of the assignment. | |

|TOTAL = 60 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 3: Acting Skills

BookTitle

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