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A scaffold for Presentation style Portfolio evidence

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A scaffold for Presentation style Portfolio evidence

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A scaffold for an essay style Portfolio evidence

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A scaffold for an essay style Portfolio evidence

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Here is checklist to ensure your portfolio covers all requirements of the five mark grids.

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Low Mark Material accompanying commentary

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Low Mark Material accompanying commentary

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A Musical example.

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Medium Mark Material accompanying commentary

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Medium Mark Material accompanying commentary

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A Dance example but still useful.

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PerfArts_C1_Medium Mark_Learner Work PDF (1)

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High Mark Material accompanying commentary

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High Mark Material accompanying commentary

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A really good example of structuring, either essay style portfolio or slides.

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PerfArts_C1_High Mark_Learner Work PDF (1)

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YouTube full recording of the show - [disguised as a slime video!]

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YouTube full recording of the show - [disguised as a slime video!]

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Use this as a reminder - and to compile screen shots/short clips for your portfolios.

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not a slime tutorial of a show where alice in wonderland takes place on a phone

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Behind the Scenes Video 'The Rabbit Hole' Concept 

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Behind the Scenes Video 'The Rabbit Hole' Concept 

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Damon Albarn on new musical Wonder land - The Andrew Marr Show 2015

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Interview with Damon Albarn (Director) and Actor (Alice)

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Interview with Damon Albarn (Director) and Actor (Alice)

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Damon Albarn wonder.land BBC Breakfast 2015

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Behind the Scenes Video : Creating Projections

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Behind the Scenes Video : Creating Projections

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wonder.land - Behind the Scenes - 59 Productions

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You must site the website in your bibliography [list of resources you have used] at the end of your portfolio.

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London’s Modern Musical Take on _Alice in Wonderland_ Is a Major Fashion Moment

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Wonder.land, the newly opened musical at London’s National Theatre, packs an unexpected fashion punch.

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This resource includes a Cast. 'Music' and 'Creatives' lists of contributing roles to the production;

What? Why? and How? information regarding the following constituent features Set; Costume; Lighting; Sound; Wigs, Hair and Make-up; Puppetry.

Explorative notes on the theatre style;

Suggested moments of focus to support points about use of the above constituent features.

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This pack includes the names of the Cast and other Roles;

A synopsis (plot summary) of the production; rehearsal diaries - really useful for Task 2!

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High Mark Example Accompanying Moderator Report

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High Mark Example Accompanying Moderator Report

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Useful to read this document alongside the example piece of work to link comments in report to the portfolio.

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A Musical Theatre example. Again, lots of useful terminology as Wonder.land is a contemporary musical.

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C1_High_Musical_Theatre_Tasks 1 and 2_Singin in the Rain_2506

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Medium Mark Example Accompanying Moderator Report

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Medium Mark Example Accompanying Moderator Report

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Useful to read this document alongside the example piece of work to link comments in report to the portfolio

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This is an Acting route example. Lots of terminology and references that are useful to guide your own observations about Wonder.land.

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C1_Med Acting_Tasks 1 and 2_Curious_2506

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Low Mark Example Accompanying Moderator Report

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Low Mark Example Accompanying Moderator Report

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Useful to read this document alongside the example piece of work to link comments in report to the portfolio.

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This is a Dance example but can still be used to compare a 'Low', 'Medium' and 'High' mark.

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C1_Low Dance_Tasks 1 and 2_& Juliet_2506

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Task 2 – Exploring performing arts processes

Using the example of work you investigated in Task 1 [Wonder.land], actively explore the techniques,

processes and approaches used in the creation of professional work [Wonder.land] , to produce a

portfolio covering:

• how ideas are generated and developed

• how rehearsal/design processes are used

• the approaches used to create work

• ‘production process’

Key Terminology glossary :

Explore : obtain information

Techniques : a way of completing something. E.g. vocal warm-up exercises/ physical warm-up exercises/stretching.

Processes : a series of actions that lead to an end result.

E.g. repeated choreography rehearsals.

Approaches : a method or strategy.

E.g. a costume designer choosing to mood board/create a presentation/ draw by hand/ use technology to create sketches.

Processes, techniques and approaches used to create work, to include:

o responding to stimulus to generate ideas for performance/design material

o exploring and developing ideas to develop material

o discussion with performers/designers

o setting tasks for performers/designers

o sharing ideas and intentions

o teaching material to performers (if applicable)

o developing performance material/designs and outcomes

o organising and running rehearsals/production process

o refining and adjusting material to make improvements

o providing notes and/or feedback on improvements.

Production process

Processes such as:

o rehearsal

o production

o technical rehearsal

o dress rehearsal

o performance

o post-performance evaluation/review

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Task 1 – Investigation

Investigating a professional performing arts work

Investigate an example of well-known professional performing arts work, covering the

following:

• stylistic qualities of the chosen work

• features, creative intentions and purpose of the work in relation to the

theme: journeys

• influence of other professional, performing arts work and/or styles

• skills required to create professional work

• roles and responsibilities required to create professional work

Key terminology glossary:

Investigate : to observe or study [the production process]

Stylistic qualities : more general features of theatre including :

treatment of an issue/theme [journey]

production elements [costume; lighting; sound; staging; props; technology etc]

form [musical theatre & contemporary theatre]

contextual influence

Features : of general theatre [live acting ; recorded sound and animation; spoke/sung dialogue; End-On stage configuration; collaborative - multiple skilled people working together]

Creative Intentions : using stylistic qualities to communicate something [e.g. grey ill fitting 'real world' costume versus 'bright, well fitted, expensive fabric 'online' costume to communicate how the online world is easily seen as 'better' than the real world]

Purpose : to have an impact on the audience such as educate, challenge views, empower, empathise.

Influence : where ideas have come from such as the original story of Alice in Wonderland as well as current affairs regarding use of online platforms by young people.

Skills : the ability to use knowledge and understanding of a subject to complete a task. These could be 'soft' skills [time management, teamwork, leadership, and self-motivation]; 'technical skills' [plotting and using a lighting desk]; and 'leadership skills' [Relationship building; Agility and adaptability; innovation and creativity; Employee motivation; Decision-making; Conflict management; Negotiation; Critical Thinking]

-performance examples - physical, vocal skills

-non-performance examples - managing and directing the skills to be used by others [director to performer]

Roles : duties and expectations of a job.

-Example performance roles - actor, dancer, singer.

-Example non-performance roles - director, designer, choreographer

Responsibilities : tasks to be completed or overseen.

Examples - rehearsing; performing; contributing to creation and development process; managing self and others.

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

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Here is an example of the Component 1 Assignment Brief. The only thing that will change for your coursework assignment will be the theme.

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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

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

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Here you will find the full specification for the course.