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KS3: MYP Drama

Intent

Students will study drama in KS3 on a carousel with dance and music. Throughout each year they will study two topics over a 12 week period. The students will be taught how to use research and their own understanding, to develop a range of performance skills. This will then allow our pupils to creatively rehearse and develop a final performance, which they will watch back and critically review. The topics are designed to support students that select drama at key stage 4, as well as develop students’ performance skills and confidence. The topics that the students will explore will allow them to look at a range of theatrical practices as well as devising their own work. These are fundamental skills required for KS4 Drama.

Curriculum outline

In year 7 students will learn a range of theatrical techniques building the foundations required to create and perform throughout KS3. Students will begin to develop their devising skills by creating performances inspired by a range of stimuli and applying the skills they learn each lesson. By the end of year seven students will be able to create original content, explaining how they have used a range of skills to finalise an artistic intention. 

In year 8 students will continue to develop their skills through the lens of physical theatre. Students will be able to explain and justify the skills needed to perform within the style, allowing students to work creatively. Students will continue to develop their devising techniques to create a piece of physical theatre that has a clear narrative. Students will then apply all the skills they have learnt from Year 7 and the start of Year 8 to create a piece of scripted drama. Students will take an existing piece of work and apply a range of skills to make it their own performance. By the end of year 8 students will be confident in devising their own material as well as developing scripted drama.

In year 9 students will continue to develop their understanding of how skills are used to create a piece of drama that is influenced by a practitioner. Students will take an existing piece of drama and create a performance inspired by their chosen practitioner. This will allow students to think creatively when working with a piece of script. Students will then apply all the skills they have developed throughout KS3 to create their own piece of theatre. Students will work collaboratively to demonstrate how to devise a piece of theatre. By the end of Year 9 students will be able to apply theatrical skills and techniques to create their own devised piece, and perform scripted drama. Students will have the required skills needed to continue the development at Key Stage Four.

Schedule of learning

Introduction to drama and Telling Stories – Fuel Bag

Inquiry Question: How do actors and performers communicate meaning?

  • Criteria A- How does subject-specific terminology aid communication to an audience?
  • Criteria B- Practically explore ideas, for example, through trying out theatre-specific skills (movement, gesture, voice, expression, delivery)
  • Criteria C- Rehearse and perform own or an existing piece of theatre
  • Criteria  D- Consider the impact of the performance on the audience.

From Page to Stage

Inquiry Question: How do performers develop relationships between the actors on stage and the audience?  

  • Criteria A- Discuss methods of recording and communicating ideas about theatre and theatre-making (creating, directing, designing, performing)
  • Criteria B- Finalise an artistic intention in line with the statement of inquiry. (The artistic intention should justify artistic choices, such as choice of techniques, style, interpretation.)
  • Criteria C- Apply theatrical skills (as creators, directors, designers, performers).
  • Criteria D- Consider the extent to which their creation/performance achieved their artistic intention.

Schedule of learning

Physical Theatre

  • Criteria A- Discuss the practices, or approaches, and artworks of artists and theatre companies.
  • Criteria B- Practically explore ideas, for example, through trying out theatre-specific skills (movement, gesture, voice, expression, delivery).
  • Criteria C- Rehearse and perform an existing piece or devised piece of theatre.
  • Criteria D- Reflect on their acquisition and development of theatre techniques.

Scripted Drama

  • Criteria A- Discuss methods of recording and communicating ideas about theatre and theatre-making (creating, directing, designing, performing)
  • Criteria B- Finalise an artistic intention in line with the statement of inquiry. (The artistic intention should justify artistic choices, such as choice of techniques, style, interpretation.)
  • Criteria C- Apply theatrical skills (as creators, directors, designers, performers).
  • Criteria D- Consider the impact of the performance on the audience.

Schedule of learning

Stanislavski vs Breckt

  • Criteria A- Investigate the practices, or approaches, and artworks of artists and theatre companies.

  • Criteria B- Experiment with different theatre processes, styles and methods to explore and communicate ideas.

  • Criteria C- Apply theatrical skills (as creators, directors, designers, performers).

  • Criteria D- Reflect the acquisition and development of theatre techniques.

Devising Drama

  • Criteria A- Discuss performance and production elements, and how they work together to communicate ideas and feelings and impact an audience.
  • Criteria B- Finalise an artistic intention in line with the statement of inquiry. (The artistic intention should justify artistic choices, such as choice of techniques, style, interpretation).
  • Criteria C- Apply theatrical skills (as creators, directors, designers, performers).
  • Criteria D- Consider the extent to which their creation/performance achieved their artistic intention. consider the impact of the performance on the audience.

Assessment

For each topic, across key stage three, students will carry out research, rehearse, perform and evaluate their own or another individual’s work.

Criteria

How this is assessed

1.1

To know and identify performance skills. (Facial expressions, Use of voice, Energy and focus, Levels, Body language, Audience, Gesture).

1.2

To apply Performance skills in performance.

1.3

To understand how performance skills communicate meaning to an audience.

1.4

To know what makes a successful rehearsal.

1.5

To know the key elements of storytelling.

1.6

To understand and explain what makes an effective performance.

1.7

To understand how to review a performance.

Criteria

How this is assessed

1.1

To know, identify and explain how performance skills can be used in a variety of different ways (Facial expressions, Use of voice, Energy and focus, Levels, Body language, Audience, Gesture).

1.2

To apply performance skills associated with a style of performance.

1.3

To analyse how specific performance skills communicate meaning to an audience.

1.4

To know and demonstrate what makes a successful rehearsal.

1.5

To understand how structure is used in a performance.

1.6

To creatively explore what makes an effective performance.

1.7

To understand how to critically review a performance.

Criteria

How this is assessed

1.1

To know, identify and explain how professional performances use performance skills (Facial expressions, Use of voice, Energy and focus, Levels, Body language, Audience, Gesture).

1.2

Effectively use technical and performance skills during a rehearsal process.

1.3

Understand the approaches taken by professionals to generate ideas for performance material, and consider how an audience interprets the material.

1.4

To demonstrate how technical skills are performed, and how a performer can improve their ability to perform a performance skill.

1.5

To demonstrate a confident  and disciplined approach to the preparation of performance skills used to create a stylistic performance.

1.6

To effectively use performance skills to express stylistic qualities of the repertoire during performance.

1.7

In-depth review of application of skills used in a performance or rehearsal process, with actions and targets in order to develop a performer’s skills.

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

Resources

KS3: MYP Dance

Intent

Students will study dance in KS3 on a carousel with drama and music. Throughout each year they will study one topic over a 12 week period in Year 7 and 8 and two topics over two 6 week periods. The topics are designed to support students that select dance at key stage 4. In addition  students will develop confidence in performance skills, create choreography, and explore different styles and practitioners from around the world.

Curriculum outline

Year 7 students will look at choreography and performance from around the world. Pupils will explore technical skills based on cultural dances and develop communication and collaboration skills. In Year 8 pupils investigate how society has impacted dance, this will encourage students to broaden their creative-thinking skills as well as further improve their communication and collaborative skills. Finally in Year 9, students will undertake two modules. The first will focus on contrasting ballet styles while the second will encourage students to compare the impact of significant choreographers and their work on the performing arts. This prepares students for KS4 BTEC demands such as exploring the performing arts, developing skills and techniques and responding to a brief. This is an opportunity for all students to refine their creative-thinking skills in addition to mastering their collaborative and communication skills.

 

Schedule of learning

Around the World in 80 Days

Inquiry Question: How do styles of dance disciplines vary around the world?

African

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Travel, Strong, Size of Movement
    E- Phrasing
    M- Confidence
    P- Alignment
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria (Technical, Expressive, Mental and Physical Skills) based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Bhangra

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Elevation, Fast, Directions
    E- Spatial awareness
    M- Movement memory
    P- Coordination
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Capoeira

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Weight transfer, Flowing, Spatial
    E- Sensitivity to other dancers
    M- Commitment
    P- Balance
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Can Can

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Floor work, Direct, Patterns
    E- Projection
    M- Concentration
    P- Stamina
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Schedule of learning

Lets do the Time Warp Again!

Inquiry Question: How have social contexts changed and been changed by different dance styles?

Charleston

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Travel, Fast, Spatial design, action/ reaction
    E- Facial Expression
    M- Confidence
    P- Posture
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria (Technical, Expressive, Mental and Physical Skills) based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Jive

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Elevation, Direct, Pathways, Lead and Following
    E- Sensitivity to other dancers
    M- Concentration
    P- Coordination
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Disco

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Turn, Sudden, Directions, Accumulation
    E- Projection
    M- Movement memory
    P- Extension
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Street

  • Criteria A- Research
    Students will be introduced to the dance style, its origins and the characteristics of the style.
  • Criteria B- Skills
    T- Use of different body parts, Abrupt, Levels, Formations
    E- Spatial awareness
    M- Commitment
    P- Isolation
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria based on their final performance in lesson 3. This will then be uploaded to the final homework quiz.

Schedule of learning

Dancing Queens (and Kings!)

Battle of the Ballets

Inquiry Question: How can dance styles be adapted and reimagined? 

  • Criteria A- Research
    Students will be introduced to the work of Matthew Bourne and the Ballet Rambert. They will be encouraged to look at their defining characteristics and compare how each interprets the ballet dance style.
  • Criteria B- Skills
    T- Action, Dynamic, Spatial, Relationship, Rhythmic and Timing
    E- Emotions, Space, Music and Other Dancers
    M- Movement Memory, Commitment, Concentration and Confidence
    P- Stance, Mobility, Coordination and Movement
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3 and 6.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria (Technical, Expressive, Mental and Physical Skills) based on their final performance in lesson 3 and 6. They will also get the chance to develop their own critiques of each style using subject-specific terminology. This will then be uploaded to the final homework quiz.

What’s in a Name?

Inquiry Question: How can individual choreographers impact dance?

  • Criteria A- Research
    Students will be introduced to the work of two famous choreographers. They will be encouraged to look at their defining characteristics and compare the impact each had on the world of dance.
  • Criteria B- Skills
    T- Action, Dynamic, Spatial, Relationship, Rhythmic and Timing
    E- Emotions, Space, Music and Other Dancers
    M- Movement Memory, Commitment, Concentration and Confidence
    P- Stance, Mobility, Coordination and Movement
  • Criteria C- Choreography and Performance
    All students shall get the chance to choreograph their own counts which fit to the style before performing this in lesson 3 and 6.
  • Criteria  D- Evaluation
    Completing evaluation using TEMP criteria (Technical, Expressive, Mental and Physical Skills) based on their final performance in lesson 3 and 6. They will also get the chance to develop their own critiques of each style using subject-specific terminology. This will then be uploaded to the final homework quiz.

Assessment

Students will explore work practically, developing performances, that they will develop, rehearse and evaluate in order to achieve the MYP grades. 

Students will learn about each dance style and its origins, they will be assessed on this through google quizzes in order to meet criteria A. Students will develop, rehearse and perform a piece of choreography in order to meet criterias B and C. Students will include evaluations of their skills in order to meet criteria D.

Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.

Resources

KS4: BTEC Performing Arts Tech Award

Intent

The drama department has developed this curriculum to develop the skills that students have learnt at key stage three. Students will continue to focus on their confidence and ability to speak, perform and present publicly. Students will draw on their skills from English in order to think critically as well as analyse and evaluate a range of professional and their own work. Our curriculum is designed to encourage students to work collaboratively and independently to become successful problem solvers.

Curriculum Journey

Students will continue to develop their performance skills, through devising, script work and exploration of different styles of theatre. Students will work towards creating a number of different performances that will be performed to staff, pupils and parents. Current year 11 students are working on the AQA GCSE specification. But from September 2024 all KS4 Drama students will complete the BTEC Performing Arts Tech Award specification. This is to ensure students have the best opportunity if they decide to continue their development, and choose drama at KS5.

Careers and Next Steps

Drama can give you a number of transferable skills that many other subjects cannot. These are useful and relevant in whatever career path you decide to choose, whether it is related to Drama or not. It teaches you presentation and teamwork skills and it helps in developing your confidence and empathy with others. If you wish to continue studying Drama at a higher level, then studying GCSE Drama will prepare you for higher education such as Drama at KS5, or supporting your process into a dedicated performing arts college.

Assessment

Internal Assessment

External Assessment

Year 10

Components One and Two are assessed by the student’s teacher and moderated by an examiner. Students are assessed on the following three areas: 

  • The development of core knowledge and understanding of a range of performance/ production styles, and the key features that contribute to these such as practitioners’ roles, responsibilities, skills and techniques.
  • The development and application of skills such as practical and interpretative, rehearsal and performance/ production in acting, dance, musical theatre and/or production through workshops and classes 
  • Reflective practice through the development of skills and techniques that allow learners to respond to feedback and identify areas for improvement using relevant presentation techniques, for example a logbook.

Year 11 September 2023

Component one is assessed in a 1 hour and 45 minute written exam. The exam is split into three sections. 

  • Section A will assess students’ understanding of staging techniques and the roles and responsibilities of people in the industry. 
  • Section B assesses students’ knowledge and understanding of the characteristics and context of a whole play. Explores ideas for how the play may be interpreted practically.
  • Section C Students must learn how to analyse and evaluate the work of live theatre makers (performers and/ or designers).

Component Three is assessed by an external examiner. students must perform or create realised designs for two extracts from one play which contrasts to the set play studied in Component 1.  They must develop their ability to interpret texts, create and communicate meaning and realise artistic intention in text-based drama.

Year 11 September 2024

Component Three: Responding to a Brief requires learners to apply performances or production skills and techniques in response to a brief and stimulus, developing group workshop performance for a selected audience.

The external assessment is based on a key task that requires students to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way.

Module 1: An Introduction to the performing arts industry

Inquiry question: How is theatre made?

  • Criteria A:  practically Investigate how professional performance or production work is created 
  • Criteria B: Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work

Module 2: Developing Skills and Techniques in the Performing Arts

Inquiry question: How is theatre made with the audience in mind?

  • Criteria A: Use rehearsal or production/design processes
  • Criteria B: Apply skills and techniques in performance or realisation 
  • Criteria C: Review own development and application of performance or design skills.

Module 3: Component 1 – Exploring the Performing Arts

Inquiry question: What is the purpose of theatre?

  • Criteria A: How is a professional performance or production work created
  • Criteria B:  Demonstrate understanding of the skills, techniques and approaches used by professionals to create performance/production work.

Module 4: Component 1 – Developing Skills and Techniques in the Performing Arts

Inquiry question: What is the role of an actor or designer?

  • Criteria A: To be able to  use a rehearsal or production/design processes.
  • Criteria B: Apply skills and techniques in performance or realisation.
  • Criteria C: Review own development and application of performance or design skills.
  • Deadline 1st May 2024

Module 5: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief
  • Deadline 1st May 2024

Module 6: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

Module 1: Component Three – Texts in practice (Mock)

Inquiry question: How are scripts interpreted?

  • Criteria A: To explore the setting and context of a theatrical text. 
  • Criteria B: To create and communicate meaning.
  • Criteria C: Realise artistic intention in text-based drama. 
  • Component one: Evaluation of a live performance.

Module 2

Inquiry question: How do live performances create meaning?

  • Criteria A: I can identify the themes and contexts of a play.
  • Criteria B: I can identify a range of theatrical skills used in a live performance.
  • Criteria C: I can justify how different performance skills can create meaning to an audience.

Module 3: Component 1 – Blood Brothers

Inquiry question: Has Blood Brothers changed how we view society today?

  • Criteria A: Explore how meaning is interpreted and communicated 
  • Criteria B: To consider the roles and responsibilities of theatre makers in contemporary professional practice
  • Criteria C: To embed the social, cultural and historical contexts of Blood Brothers. 
  • Inquiry Question: How do live performances create meaning? 
  • Criteria A: I can identify the themes and contexts of a play.
  • Criteria B: I can identify a range of theatrical skills used in a live performance.
  • Criteria C: I can justify how different performance skills can create meaning to an audience.

Module 4: Component 3 – Texts in practice

Inquiry question: How are scripts interpreted?

  • Criteria A: To explore the setting and context of a theatrical text. 
  • Criteria B: To create and communicate meaning. 
  • Criteria C: Realise artistic intention in text-based drama.

Module 5: Component 1 – Evaluation of a live performance

Inquiry question: How do live performances create meaning?

  • Criteria A: I can identify the themes and contexts of a play.
  • Criteria B: I can identify a range of theatrical skills used in a live performance.
  • Criteria C: I can justify how different performance skills can create meaning to an audience

Module 1: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

Module 2: Component 3 – Responding to a Brief (Mock)

Inquiry question: How does theatre change the world

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

.

Modules 3-5: Component 3 – Responding to a Brief

Inquiry question: How does theatre change the world?

  • AO1- Understand how to respond to a brief
  • AO2- Select and develop skills and techniques in response to a brief
  • AO3- Apply skills and techniques in a workshop performance in response to a brief
  • AO4- Evaluate the development process and outcome in response to a brief

KS5: BTEC Performing Arts Tech Award

Intent

To prepare students for further education or career opportunities in Performing Arts. To develop critical thinkers who can reflect, analyse and evaluate progress, always driving for improvement. To develop and apply practical acting and performance skills, based on universally accepted theories and practice, both historical and contemporary. 

Curriculum Journey

In KS3 students develop devising, performance and evaluative skills. In KS4 students apply these skills to practitioners and performance. KS5 deepens students’ understanding and teaches a wider variety of practitioners. Students develop skills to a high level, to progress onto higher education and to prepare students for a career in Performing Arts.

Careers

Some of the careers that are directly associated with performance are: Actor/Actress, Stage Manager, Arts Administrator, Drama/Dance Teacher, Drama Therapist, Television/Theatre/Film Production, Radio Presenter, Playwrights, Author, Producer. 

Other careers where these skills would be transferable are: Youth and Community Worker, Social Worker, Journalist and Management, Theatrical Researcher, Events Planner, Hospitality Coordinator, Marketing and Events Management.

University Pathways

This qualification compliments many degree choices, such as a BA (Hons) in: Theatre Studies, Theatre and English Studies, Performance Studies, Stage Management and Theatrical Studies, Film Studies, Acting and Dance. 

Apprenticeship Pathways

There are a variety of apprenticeships in the Performing Arts industry focused on the production side of the industry. The Performing Arts BTEC will give students the opportunity to gain the required skills for this pathway.

Assessment

Internal Assessment

External Assessment

Unit 19: Acting Styles

  1. Understand acting styles and techniques for performance
  2. Develop acting styles, skills and technique
  3. Apply acting styles, skills and techniques in rehearsal and performance
  4. Review personal development and own performance

Unit 2: Developing Skills and Techniques for a Live performance

  1. Understand the role and skills of a performer
  2. Develop performance skills and techniques for live performance
  3. Apply performance skills and techniques in selected styles
  4. Review and reflect on development of skills and techniques for live performance

Unit 1: Investigating Practitioners’ Work

  • Exam release date 18th March 2024
  • Exam 1st May 2024 (3 hr)

Unit 2: Developing Skills and Techniques for a Live performance

  • Externally set task – 8th January 2025
  • Final submission – May 8th 2025

Modules 1-3 – Unit 19: Acting Styles

Learning Aims:

  • A – Understand acting styles and techniques for performance
  • B – Develop acting styles, skills and technique
  • C – Apply acting styles, skills and techniques in rehearsal and performance
  • D – Review personal development and own performance

Modules 4 and 5: Component 1 – Investigating Practitioners’ Work

Learning Aims:

  • A – Investigating contextual factors
  • B – The relationships between contextual factors, creative intentions and themes
  • C – Critical analysis of the work of performing arts practitioners
  • D – Be able to present conclusions and independent judgements through effecti

Module 6: Unit 2: Developing Skills and Techniques for a Live performance

Learning Aims:

  • A – Understand the role and skills of a performer
  • B – Develop performance skills and techniques for live performance
  • C – Apply performance skills and techniques in selected styles
  • D – Review and reflect on development of skills and techniques for live performance

Module 1 – Unit 2: Developing Skills and Techniques for a Live performance

Learning Aims:

  • A – Understand the role and skills of a performer
  • B – Develop performance skills and techniques for live performance
  • C – Apply performance skills and techniques in selected styles
  • D – Review and reflect on development of skills and techniques for live performance

Modules 2-5 – Unit 3: Group Performance Workshop

Learning Aims:

  • A – Generating and exploring ideas from stimulus
  • B – Develop and realise creative ideas for a group performance in response to stimulus
  • C – Personal management and collaborative skills
  • D – Communicate creative intentions through group workshop performance
  • E – Review and reflect on the effectiveness of the working process and the workshop performance