Task 1 (slides) – 25th October 2024

Task 2 (Development Plan)– 29th November 2024

Summative

Task 1- Presentation - 15th November 2024

Task 2 – Portfolio/Padlet Page – 31st January 2025

Please make sure you complete these as this module moves VERY fast and I will need next lesson to complete something different.

Read the assignment briefs and answer the following questions (add answers to a padlet page/word doc/platform of your choice):

What are the assessment dates?

What are the tasks?

What are the tasks asking you to do?

If you did Level 3 here last year, what module is this similar too?

Task:

On a platform of your choice, identify your desired career pathway after completing your Higher Education. Be specific here, do not just put 'Performer'.

What skills (think both performance and transferrable) do you need to be able to pursue this career?

Make an extensive list.

Rate yourself against all these skills; on a scale of 1 - 10, how good are you at the skills identified.

What gaps has this highlighted for you?

What targets could you set yourself to work towards?

Task 1 Presentation Career Goals (Slides)– 18th October 2024

Task 2 Health, Safety and Wellbeing & Sustainable Career– 20th December 2024

Summative Submission

Task 1 Presentation Career Goals – 15th November 2024

Task 2 Health, Safety and Wellbeing - 31st January 2025

Task 3 Masterplan - 31st January 2025

Please make sure you complete these as this module moves VERY fast and I will need next lesson to complete something different.

Read the assignment briefs and answer the following questions (add answers to a padlet page/word doc/platform of your choice):

What are the assessment dates?

What are the tasks?

What are the tasks asking you to do?

Task:

On a platform of your choice, identify your desired career pathway after completing your Higher Education. Be specific here, do not just put 'Performer'.

Analyse that future career goal by answering a selection the following questions; pick at least 2 questions from each subheading.

1. Skills and Suitability for the Job

• What are your current strengths as a performer/artist?

• What areas do you need to develop to be competitive in your chosen field?

• What specific skills are required for the role(s) you are aiming for (e.g., acting, choreography, directing, etc.)?

• Do your skills align with the requirements of your desired role? If not, how can you address this gap?

• What personal qualities or attributes do you possess that would make you successful in the performing arts industry?

2. Qualification and Training Routes

• What formal qualifications (e.g., degrees, diplomas, certificates) are essential for the career path you're pursuing?

• Are there industry-recognised courses or training programs that would benefit you?

• What types of ongoing professional development or training (workshops, masterclasses, etc.) are important to stay current in your field?

• What mentors, networks, or communities are available to support your growth in the performing arts?

3. Barriers to Entry and Challenges

• What challenges or barriers (e.g., financial, geographic, personal) might you face in obtaining the necessary qualifications or training?

• How do you plan to overcome these barriers?

• Are there scholarships, grants, or financial aid programs available to help with the cost of training or education?

• What impact could external factors, such as the economy or technology, have on your chosen career path?

4. Accessibility of the Job

• How competitive is your desired role in the performing arts industry?

• What steps can you take to increase your visibility and chances of securing roles?

• Is the role you are targeting financially accessible in terms of entry-level pay versus living expenses?

• Are there any systemic barriers (e.g., bias, lack of diversity) within the industry that might impact your ability to access certain roles? (Consider your own personal circumstances here).

What the progression route involves:

• filming and sending self tapes to agents/agency's.

• finding agency's that are suitable for you, and finding ones that are taking new recruits/people.

what barriers are there to achieving this progression route:

• you might get turned away or rejected by agency's or agents.

• some agency's/agents have fees to pay if you get accepted, and you may not be able to afford.

• your audition tapes may not be seen at all.

what are the positives:

• you can refilm, and do do overs unlike an in person audition.

• you can do it in your own time when you have the time to do it.

• you can sometimes choose your own material and showcase your strengths.

what opportunities does this open up in the industry:

• If you are accepted by the agent/agency they can help find auditions or closed casting calls.

what are the negatives of this progression route:

• it can be expensive and you may loose more than you gain, a certain percentage of your earnings from roles is then given to the agent/agency that helped you get it.

• You may be dismissed at any point or rejected from the agency right of the bat.

Does this progression route create any boundaries for pursuing a career in the industry:

• you could get into an industry and find not actually getting any jobs.

Demographic Diversity

• Gender: What is the breakdown of male and female employees? Are there any disparities in representation across different roles (e.g., performers, directors, technicians)?

• Race and Ethnicity: What is the racial and ethnic composition of the workforce? Are there any underrepresented groups?

• Age: What is the age distribution of employees? Are there any age-related biases or discrimination?

• Sexual Orientation: What is the representation of LGBTQ+ individuals in the workforce? Are there any policies or initiatives in place to support LGBTQ+ employees?

• Disability: Are there any employees with disabilities? Are there accommodations in place to ensure equal access and participation?

Socioeconomic Diversity

• Income: What is the income distribution of employees? Are there any disparities based on race, ethnicity, gender, or other factors?

• Education: What are the educational backgrounds of employees? Are there any barriers to entry for individuals from diverse socioeconomic backgrounds?

• Geographic Origin: Where do employees come from? Are there any geographic biases in hiring or promotion?

Cultural Diversity

• Cultural Background: What are the cultural backgrounds of employees? Are there any opportunities for employees to share their cultural perspectives and experiences?

• Language: Are there any language barriers for employees? Are there any language training or support programs in place?

• Religious Beliefs: Are the religious beliefs of employees accommodated? Are there any policies or practices in place to ensure religious tolerance?

  
  

Diversity and Inclusion Initiatives

• Policies and Procedures: Are there any policies or procedures in place to promote diversity and inclusion? Are these policies enforced effectively?

• Training and Development: Are there any training or development programs in place to educate employees about diversity and inclusion?

• Mentorship and Sponsorship: Are there any mentorship or sponsorship programs in place to support employees from diverse backgrounds?

• Employee Resource Groups: Are there any employee resource groups or affinity groups for employees from diverse backgrounds?

• 
  

By asking these questions, you can gain a better understanding of the diversity of a workforce within the performing arts industry and identify areas where improvements can be ma

Presentations next week

Live presentations: FS014

• Freddie

• Nikola

• Max

• Amelia

  
  

Recorded Presentations (see PowerPoint above for help with recording your voice over)

• Emily

• Esther

• Maisie

• Jack

• Ace

• Maddi

• Charlie

• Billy

• Matt

FS011 a, b & c available for those that want to record their voice overs today.

Level 4s:

If you are finished with your PowerPoint you can:

• Write a script for your recording/live presentation

• Record your presentation

• Look at the assignment brief and identify what you need to do for task 2 and the formative and summative hand in dates

• Begin creating your development plan (artistic and commercial skills to update) that must be completed by the unit deadline.

  • What are you going to work on & how?

Level 5s

If you are finished with your PowerPoint you can:

• Write a script for your recording/live presentation

• Record your presentation

• Look at the assignment brief and identify what you need to do for task 2 and the hand in date

• Begin researching into Health, Safety and Wellbeing within the performing arts

  • How should a performer keep healthy in the performing arts industry?

  • How do you personally keep healthy in the performing arts industry?

Dates:

15th November 2024: (Next week) Assessments

22nd November 2024: Motion Capture workshop (EITHER dance or acting taking part in the morning)

29th November 2024: Level 4 Development Plan Deadline

22nd November 2024: Motion Capture workshop

Morning Session in MoCap: Actors (dancers in lesson as normal with me)

Afternoon Session in MoCap: Dancers (actors in lesson with Cat looking at task 2 for THIS class)

29th November 2024: STAFF DEVELOPMENT DAY - COLLEGE CLOSED TO LEARNERS (Level 4 Development Plan Deadline)

6th December: Input on task 2

13th December: Potential trip TBC (actors / level 6)

20th December: Study session/1:1s for task 2

CHRISTMAS

10th - 31st January - Level 4 finishing task 2; Level 5 starting task 3.

22nd November 2024: Motion Capture workshop

Morning Session in MoCap: Actors (dancers in lesson as normal with me)

Afternoon Session in MoCap: Dancers (actors in lesson with Cat looking at task 2 for THIS class)

29th November 2024: STAFF DEVELOPMENT DAY - COLLEGE CLOSED TO LEARNERS (Level 4 Development Plan Deadline)

6th December: Input on task 2

13th December: Potential trip TBC (actors / level 6)

20th December: Study session/1:1s for task 2

CHRISTMAS

10th - 31st January - Level 4 finishing task 2; Level 5 starting task 3.

This may also help with P3.

What are the most common physical injuries experienced by performers in dance, theatre, and live music, and how do these vary by discipline?
(Example: Ballet dancers often face repetitive stress injuries, while stunt performers may deal with acute trauma.)

How do working hours and schedules in the performing arts industry contribute to mental health challenges such as anxiety, depression, or burnout?
(Example: West End performers often face grueling 8-show weeks, leading to exhaustion.)

To what extent do employers provide access to mental health support or counseling services for performers dealing with job-related stress?
(Example: Some theatre companies offer wellness programs, but accessibility and stigma can still be barriers.)

How does the industry's reliance on freelancers or self-employed performers affect their access to education or support programs for maintaining a healthy lifestyle?
(Example: Freelancers may lack institutional support for health education or wellness programs.)

How does the precarious nature of employment in the performing arts (e.g., gig work or short contracts) affect access to healthcare and insurance for artists?
(Example: Freelance performers may struggle to afford physical therapy for work-related injuries.)

What role does workplace culture play in perpetuating harmful practices, such as tolerating harassment, body shaming, or overworking performers?
(Example: The #MeToo movement in Hollywood and theatre exposed systemic abuses in the industry.)

What initiatives or programs exist to educate performers and employers on best practices for maintaining physical and mental wellbeing, and how effective are these?
(Example: Actors’ Equity Association provides guidelines on health and safety, but enforcement varies.)

How does the irregular schedule of performers, such as late-night rehearsals or shows, impact their sleep quality, and what strategies can be employed to mitigate these effects?
(Example: Touring performers often face disrupted circadian rhythms due to inconsistent schedules.)

What role does nutrition play in sustaining a performer’s physical and mental stamina, and how accessible is tailored dietary support for those in the industry?
(Example: Dancers often require high-calorie yet balanced diets to meet intense physical demands.)

How prevalent is substance use, including smoking and alcohol, among performers, and what are the long-term implications for their physical and vocal health?
(Example: Vocal performers may experience permanent damage to their vocal cords due to smoking or excessive alcohol consumption.)

To what extent do cultural norms in the industry promote or discourage unhealthy habits, such as crash dieting or reliance on stimulants, to maintain performance standards?
(Example: Body image pressures in the dance community have led to disordered eating in some cases.)

What initiatives are in place to address the impact of alcohol and drug use on workplace safety, particularly in live performances or high-risk scenarios?
(Example: The safety of cast and crew in productions involving heavy machinery or pyrotechnics can be compromised by substance misuse.)

Are performers adequately educated on the impact of smoking or alcohol on their long-term physical health and performance capabilities?
(Example: Actors who smoke for stage roles may face vocal and respiratory challenges later in life.)

How do performers balance their physical training with adequate rest and recovery to prevent overtraining and associated injuries or exhaustion?
(Example: Athletes often have structured recovery periods, but performers may lack similar resources.)

What role does hydration and proper energy management play in reducing performance-related fatigue and enhancing stamina during long shows or tours?
(Example: Musicians on extended tours may experience dehydration or exhaustion from travel demands.)

Are adequate safety precautions taken in the design and execution of sets, props, and costumes to avoid accidents or injuries?
(Example: Unsafe set designs have caused falls, such as the case with Spider-Man: Turn Off the Dark on Broadway.)

What measures are in place to protect performers from the long-term effects of environmental hazards, such as stage smoke, pyrotechnics, or amplified sound?
(Example: Musicians in orchestras risk hearing loss due to prolonged exposure to high decibel levels.)

How effective are industry-wide standards or regulations in ensuring the safety of performers during high-risk activities, such as aerial performances or fight choreography?
(Example: The death of Sarah Guyard-Guillot during a Cirque du Soleil performance highlights the importance of safety harness inspections.)

P4 Analyse own health and wellbeing strategies relevant to own career development

D2 Critically analyse the health, safety and wellbeing issues in the wider performing arts industry using specific examples

See post below to help with questions to critically analyse necessary content (this may also help with P3)

[M2 Discuss own areas for development based on an analysis with a clear improvement/maintenance plan] you are likely to reach this criteria in Task 3 (Master Plan) however it has strong links to Task 2 content.

Nikola

Matt

Freddie

These must be uploaded/completed and submitted by the end of today's lesson.

Reminder:

Next week (13th) Actors on a trip so there will be NO TIME in lesson to complete work towards development plan, leaving you only 1 week until Christmas.

Ester

Maisie

Ace

Jack

Billy

& everyone else once the Development Plan is submitted.

Use studio space available or FS011 to generate footage of you working towards your targets.

If you are using this lesson to work towards 'commercial' factors (e.g. Marketing / business licencing etc) then you need to be:

• reading/accessing material

• including links to this on your Padlet page

• Writing a review of what you have learnt

• Linking what this could mean for your future careers.