GCE Performing Arts AS Unit 1 and 2

AS 1 Developing Skills and Repertoire Students will: develop one discipline (Performance or Production); apply this discipline in a performance context; work individually and in groups of between 2 and 9; and explore two contrasting extracts of repertoire.

AS 1 Developing Skills and Repertoire (cont.) Students will: research their discipline: style and genre, skills required; assess their current skill level: skills audit; research two contrasting extracts of repertoire; develop an action plan (strategies to improve skills); complete a risk assessment; engage in ongoing self-evaluation and record progress; and present the two contrasting extracts of repertoire (10-20 minutes).

AS 1 Developing Skills and Repertoire (cont.) Assessment Evidence Each student must produce a portfolio of work consisting of:  a summary of research (in 3 sections) (1 word-processed side of A4 paper per section);  a skills audit (2 word-processed sides of A4 paper);  a record of work (10 word-processed sides of A4 paper);  a risk assessment (2 word-processed sides of A4 paper);  a recording of performances/presentations that include three stages of skills development for each extract of repertoire (10-20 minutes in total per student); and  an evaluation (3 word-processed sides of A4 paper).

What is a Skills Audit? A Skills Audit includes four basic elements: a)a list of the skills needed for your chosen discipline b)experience to date in these skills c)current level of ability in these skills d)areas for development in these skills

How do I start?  Start with an introductory paragraph, summarising your experience to date in the Performing Arts in general and your chosen discipline specifically.

You can create a table Skills needed to be an… My experience using these skills My current skill level Areas for development:

a)a list of the skills needed for your chosen discipline  Using the research you have completed and referring to the learning outcomes you will list the skills needed in the first column.

 Reflect on the experience you have had using these skills.  You can include experience outside of exam classes and school e.g. participation in amateur dramatics, workshops, church and social groups, work experience  Complete the second column. b) experience to date in these skills

c) current level of ability in these skills You need to make a judgement on whether your skill level in these areas is:  HIGH Little development needed  MEDIUM Some development needed  LOW Development needed Complete the third column and give reasons summarising why you feel this is your current skill Level.

 Once you have completed the audit, pick out the skills you feel need to be most developed.  Complete the Areas for Development section of the table.  You will focus on developing these skills through working on the two contrasting extracts of repertoire. d) areas for development in these skills

AS 1 Developing Skills and Repertoire (cont.) Assessment Evidence Each student must produce a portfolio of work consisting of:  a summary of research (in 3 sections) (1 word-processed side of A4 paper per section);  a skills audit (2 word-processed sides of A4 paper);  a record of work (10 word-processed sides of A4 paper);  a risk assessment (2 word-processed sides of A4 paper);  a recording of performances/presentations that include three stages of skills development for each extract of repertoire (10-20 minutes in total per student); and  an evaluation (3 word-processed sides of A4 paper).

Assessment Criteria for an Action Plan Band 4: ‘fully developed action plans reflecting thorough understanding of self management and working with others’

 understanding of self management relates to – managing and regulating self; planning work and completing within deadlines; evaluating strengths and weaknesses; reviewing progress, setting goals and targets.  working with others relates to – working collaboratively; listening actively and sharing opinions; negotiating and compromising; giving and responding to feedback; taking personal responsibility for work with others and evaluating their own and others contribution to the group.

Possible Headings for Risk Assessment  Venue  Performance/Production  Hazards  Persons at Risk  Risk Factors – (rate the likelihood of the risk and the severity of possible outcomes)  Control Measures  Action to be taken  Reassessment/review

AS 2: Planning and Realising a Performing Arts Event Pre-release stimulus material Students will: interpret the stimulus to create a performing arts event drawing on existing material; and work in groups of between 2 and 9 (minimum of 1 performer per group).

AS 2: Planning and Realising a Performing Arts Event Students will: agree the venue, target audience, style, form and genre; analyse a range of live or recorded performing arts events; select two ideas for experimentation; implement one of these ideas in their own event; analyse and evaluate the process of planning, experimentation and rehearsal; and present the event to an audience and the external examiner (10-40 minutes).

AS 2: Planning and Realising a Performing Arts Event Assessment Evidence Each student must produce a supporting document under controlled conditions: Time: a maximum of two hours Supervision: a teacher formally supervises the examination Word limit:Section 1 – 600 words Section 2 – 1200 words Section 3 – 600 words

AS 2: Planning and Realising a Performing Arts Event Assessment Evidence (cont.) Section 1 Response to the pre-release stimulus material Section 2 Developing the performing arts event Section 3 - a rationale for their choice of one idea implemented in the event - an evaluation - a summative statement

Administration  Instructions to Teachers Unit AS 1  Candidate Record Sheet (Unit AS 1) (Submission of samples of work to CCEA by specified date in CCEA Calendar of Events)

Administration Unit AS 2  Examination Record Sheet (Unit AS 2) (to be returned to CCEA by 28 February)  Supporting Document (Unit AS 2) (to be submitted to CCEA by specified date in CCEA Calendar of Events)  Statement of Authenticity/Coversheet (for Supporting Document)

Administration Joint Teaching Arrangements/Consortiums If you are delivering this course in collaboration with another centre or you are teaching students from your own and/or other centres, the lead centre must complete the following form and submit it to CCEA: Form JCQ/CCA Application for Centre Consortium Arrangement for centre-assessed work (Unit AS 1) (to be submitted to CCEA by end January every year for Summer series examinations)

Subject Microsite

CCEA Contacts Subject Officer (Teresa Livingstone)  ext 2296  Specification Support Officer (Nola Fitzsimons)  ext 2235 