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 nature of the learning aims and the number of assignments that learners will be expected to complete. Distribute the assignment brief(s).
● Paired activity: learners to read and discuss case studies of a BTEC Performing Arts student and a stage manager at a regional theatre, and prepare answers to the questions. / ● Specification for this unit (learning aims, unit content) from Pearson
● Centre-devised assignment. Alternatively, use the authorised assignment from Pearson.
Learning aim A: Take part in the preparations for a live performance
2 / Take part in preparations in a defined performance or production role.
To carry out preparatory work, all learners will:
● attend and contribute to scheduled sessions
● develop material
● carry out research or development work in response to ideas that arise out of the production process
● listen and respond to direction and instructions
● demonstrate team-working skills
● demonstrate personal management skills
● adhere to safe working practices at all times
● be willing to try things out
● demonstrate rehearsal discipline
● give constructive and positive feedback. / ● Small group or paired activity: introduce the concept of a production timeline. Learners should discuss each stage in turn and order them to create a timeline of the production process. Learners photograph their timeline.
● Teacher presentation: outline and discuss stages of the production process. Learners compare the stages outlined in the slides with their own timeline.
● Learners photograph their amended timeline.
● Homework activity: learners begin their production log by creating a flowchart showing the stages of the production process. / ● Digital camera
● Photo or computer printer (if possible)
● Production logbooks
3 / Explore and develop performance material
Learners are required to develop a performance piece from any of the following:
● an existing work
● a piece of repertoire from an existing theatre or dance company
● a stimulus or stimuli.
Learners will take part in activities that explore and develop performance material. Learners will need to:
● explore the performance piece
● take part in practical activities to explore and develop ideas for the piece
● make decisions about roles and responsibilities
● consider how the piece will be staged
● consider how production elements will be used. / ● Teacher presentation: outline the performance piece to be tackled (for a devised piece, outline the themes or issues that will be the basis of the piece).
● Individual activity: learners record their initial thoughts about the piece.
● Class discussion: learners discuss the key features of the performance piece.
● Small group research: provide learners with a set of materials to help them research the performance piece (see resource checklist column for details). Learners use the materials provided to research the performance piece.
● Class discussion: discuss learners’ research findings.
● Homework activity: learners continue their research into the performance piece, independently recording their findings in their production logbook. / ● Details of the performance piece, e.g. script, score, starting point for devised piece, music for dance piece
● Materials to be used in research activity, e.g. information about the theme, genre, historical context
● Production logbooks
4 / Explore and develop performance material
Learners will take part in activities that explore and develop performance material. Learners will need to:
● consider how the piece will be staged. / You will need to consider if the performance piece will be staged in a traditional or non-traditional venue.
Traditional venue activity: if the performance piece is to be staged in 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
Learners will take part in activities that explore and develop performance material. Learners will need to:
● make decisions about roles and responsibilities
● consider how production elements will be used.
Learners will take part in preparations in a defined performance or production role. Learners may undertake one or more of the following roles:
● performance
● production – design, technical or construction. / Main planning sessions:
● These sessions should be spent making decisions about the specific production elements that will be used in the performance and the roles and responsibilities that each learner will undertake.
● Learners can make notes about the decisions they make in their production logbooks. / ● Production logbooks
7–13 / Learners undertaking a performance role
Learners should develop, practise and rehearse skills and techniques appropriate to their performance role, as follows:
● vocal skills and techniques
● movement skills and techniques
● 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. / Teacher-led rehearsals and preparation:
● As director and/or production manager, facilitate rehearsals and other preparations so learners are able to carry out the plans drawn up in lessons 5 and 6.
● Learners whose role is performing will spend the majority of this time in rehearsals.
● Learners undertaking production roles will do activities that may include designing, making or technical work.
● Production meetings: all learners should have an overview of the complete process. Brief but frequent production meetings should be held, especially where learners are working on different aspects of the production. These meetings will ensure that everyone has a sense of the entire production.
● Group and individual activities (evidence collection): learners to document the work they do and record the decisions they make. These should be attached to their production logbooks.
End of lesson 13
● Teacher-led discussion: Facilitate a discussion about what learners can expect in their performance. / ● Production logbooks
Learning aim B: Demonstrate performance or production skills and techniques in a performance
14–15 / Throughout the performance process, all learners will:
● listen and respond to direction and instructions
● demonstrate team-working skills
● adhere to safe working practices at all times.
Learners undertaking a performance role
Learners should develop, practise and rehearse skills and techniques appropriate to their performance role, as follows:
● vocal skills and techniques
● movement skills and techniques
● 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. / Production week:
● Teacher-led activities: lead activities culminating in production week. This may include supervising the get-in and fit-up, and running technical and dress rehearsals.
● Group activities: depending on the roles undertaken, learners will take part in the get in, fit-up, technical and dress rehearsals and the performance(s) itself.
● Group and individual activities (evidence collection): learners to document the work they do and record the decisions they make. These should be attached to their production logbooks. / ● Production logbooks
TOTAL: 30 hours
*See the specification for full details of unit content.
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© Pearson Education Ltd 2014.