BTEC First Performing Arts Unit 3 Performing Arts ... · Unit 3 Performing Arts Production Process ... along with answers to questions in the ... and the technical and administrative
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This unit gives learners the chance to understand the processes that are undertaken to take a show from an initial idea to the first night of the performance. It will allow learners to develop a range of skills through their contribution to the planning and production of a public performance.
This unit is an optional unit for the BTEC Level 2 Extended Certificate in Performing Arts and a mandatory unit for the BTEC Level 2 Diploma in Performing Arts.
The activities included in the student book and teacher/tutor resource pack allow learners to perform production roles, such as technician, administrator or designer. Depending on the size of the group you are working with, this could be organised in a number of ways. A large group, for example, may be divided into teams. If working as part of a smaller group, learners may need to multitask, as would be the case in a small-scale theatre company.
On completion of this unit learners will have covered the following learning objectives:LO1 Know how to carry out planning requirements for a performing arts productLO2 Be able to take part in the developmental process for a performing arts productLO3 Understand the purpose of the planning and preparation process in the creation of a performing
arts product.
Unit content gridThe scheme of work for this unit (page 3) links to the following:
All of these resources can be found on the accompanying CD-ROM, along with answers to questions in the Student Book. All resources are fully editable.
Links to other unitsUnit 3 links to a number of other units, as shown below, and provides a lot of opportunities to cross-reference and combine assignment work.
BTEC First Performing ArtsUnit 3 Performing Arts Production Process
AssessmentThis unit should be assessed through a centre-devised assignment or set of assignments that involve the organisation and planning of a performing arts event. The learner is assessed on their contribution to a project. Learners need to demonstrate that they can work as part of a team to make decisions about what needs to be done and to put the plans into action. Depending on the time frame for the production, teachers may wish to design a single brief or a series of staged briefs.
As this unit is likely to be delivered over a number of weeks (or even months), it is important that milestone assessment points are built in to any assignment to allow learners to review their progress and make improvements to their performance.
When assessing learners for this unit teachers/tutors should take into consideration all evidence generated through the range of activities and tasks undertaken during all phases of the project. Whereas some evidence can easily be generated in paper form e.g. lists, descriptions and explanations of equipment and materials required (P2/M2/D2), other more ephemeral activities, such as team working and effective communication (P3/M3/D3) may need to be evidenced through a range of different forms such as:
planning documentation, e.g. schedules
examples of communication, e.g. memos, emails and/or letters
video recordings of meetings and other planning activities
teacher/tutor or peer observations.
Teacher/tutors should refer to the assessment guidance included in the unit specification for further information about assessing the evidence generated.
How to deliver this unitThe unit can be delivered in a number of contexts. For example, learners could undertake the planning and organisation of an extra-curricular performance event, such as a school musical or showcase performance. The unit could equally be applied to the planning and organising of a production of a children’s show that is toured round local primary schools.
The unit should be delivered in a way that provides learners with a realistic vocational experience. They should be encouraged to reflect industry practice as they undertake tasks and activities. The student book includes WorkSpace case studies that will allow learners to compare their own practice with that of professional companies.
Teachers/tutors are encouraged to further the vocational context of activities by ensuring that this unit culminates in a performance for a public audience. The facilities should be appropriate to the scale of the production, and the technical and administrative requirements of the jobs learners are undertaking need to be as close as possible to those of a professional theatre company.
AS1 Audience profileLook at the following examples of performing arts productions and discuss the type of audience each might attract. In each case, consider the following factors to produce an audience profile for the show.
Age-range (whether a production might attract a family audience, teenagers, retired people, etc.)
Gender (males, females or both sexes interested)
Social and economic (e.g. people’s income, types of career, etc.)
Location (where they live)
Racial and cultural (ethnic, religious background)
Interests (hobbies, taste, preferences).
Production Venue Audience
A traditional end-of-the-pier show featuring a range of variety acts.
A seaside theatre in Yorkshire.
Cinderella – a pantomime featuring a reality TV star and an actor from EastEnders.
A sports centre in Tamworth.
Open-air performance of Shakespeare’s A Midsummer Night’s Dream.
The grounds of Durham Castle.
Bollywood Spectacular, an evening of dance and music.
A regional theatre in Wolverhampton.
The Caucasian Chalk Circle by Bertolt Brecht.
The National Theatre, London.
A touring production of an Agatha Christie murder mystery.
An arts centre theatre near Leeds.
An evening of urban and street dance featuring ex-contestants from Britain’s Got Talent.
A concert hall in Newcastle upon Tyne.
Feminist physical theatre work inspired by the paintings of Salvador Dali.
AS2 Production job roles1. Choose and research a production role that particularly interests you. Try an Internet search or use the
National Theatre’s website as a starting point. Many production roles are listed in the Jobs section of www.nationaltheatre.org.uk
2. Write a job description of one A4 page for a role you are interested in.
3. Create an advertisement for the job you would like to do in your own production project. It should be no more than 100 words.
Examples of theatre job adverts can be found in the weekly edition of The Stage, or its companion website www.thestage.co.uk
Make sure your advert includes the following:
job title
tasks and responsibilities
previous experience required
qualifications (if applicable)
who to apply to (person, address)
how to apply (what is required)
deadline for application.
4. Place your job description in your production file. This information will be helpful when you come to write your personal action plan later in the project.
Unit 3 Performing Arts Production Process BTEC First Performing Arts
AS3 Describing and explaining materials and equipmentProduce a design, drawing or diagram that is relevant to your role in the production process. Examples might include:
a prop that needs to be made
a costume
an item of set or complete set design
colour designs for painting your set
a make-up design for a character
a design for a poster, flyer, FOH display or press release
a lighting diagram showing lights you intend to use, their position, grouping, etc.
a diagram showing the sound system you are to use, placing of speakers, etc.
Put a copy of your work into your production file.
Unit 3 Performing Arts Production Process BTEC First Performing Arts
AS4 Producing a costings sheetYou will need to decide on how to spend the money within the budget you have been given.
1. As a team, produce costings for the department in which you are involved.
Make a list of items you already have such as materials, tools, paints, costumes, etc. Then make a list of the remaining items you need and research the costs of these items. Shop around – look for the cheapest prices, discounts, etc. If it seems that the materials you need will come to more than your budget you will need to think about ways you can cut costs. You cannot spend more money than you have in your budget.
2. Present your final costings to the rest of the company at your next production meeting.
AS5 Health and safety 1. All companies must make provision for first aid. Find out about the first-aid provisions in your centre.
Who are the trained first-aid staff and how can they be contacted in an emergency?
2. By law, all organisations must have an accident-reporting system. Find out from your teacher/tutor, or health and safety officer, what the system is for reporting accidents in your centre, and what the accident report form contains.
3. Theatre staff must have safety clothing and equipment for various tasks. For instance, whenever there is work to be done at height, such as rigging stage lighting using a tallescope, anyone working in the proximity must wear a hard hat.
Find other examples of theatre activities during the production process where you think special safety clothing or equipment might be required. List the activities and suggest the appropriate specialist clothing or equipment.
4. Portable Appliance Testing (PAT) is the regular safety test carried out on all theatre electrical equipment. Any electrical equipment being hired in, such as lighting or a smoke machine, should be PAT tested, and checks must be made to make sure this has taken place.
Find out who normally carries out PAT testing on electrical equipment at your centre or theatre. What qualifications do they have for this? Find out how to identify that equipment has been tested.
5. Carry out a risk assessment, either as an individual or as part of a team, for your area of responsibility in your production.
Use the template on the following page or develop one in your team. The important thing is to be able to identify all potential hazards and report and plan accordingly.
AS6 Logging communication methods Consider the communication methods that you are using in this project. Tick those you have used or will use and indicate the people you will communicate with.
Communication Methods Which will I use? Who will I use these to communicate with?
Student book answersCase study: Aladdin – props list page 9
1. Why is it important to include a description of each item?
To ensure that the correct type of prop is found.
2. Who will Mick need to contact with regards to the ‘bloomers’?
Mick will need to contact someone from the costume department to ensure the bloomers are made.
Case study: Production meeting agenda page 14
1. What information might Laurie and Mick provide in their progress report?
Laurie and Mick are likely to tell the group what items of the set are completed, and how those that are not yet complete are progressing i.e. when they are likely to be finished. They may also wish to discuss any problems that have arisen since the previous meeting.
2. What does AOB mean?
Any other business. This agenda item is usually included at the end of the list to allow for any additional matters not on the agenda to be discussed.
WorkSpace Big Hat Theatre Company production schedule page 19
1. Why do you think there are so many meetings included in the production schedule?
Meetings at the beginning of the production period are essential as there are so many things that need to be discussed and agreed in these early days.
2. What do you think the following terms mean:
Read through – an early rehearsal where the performers sit in a circle and read the play aloud.
Costume call – performers try on their costumes and ‘parade’ them onstage to allow the costume team to check them.
Props – short for ‘properties’ these are small, portable items used in performances e.g. books, newspapers, umbrellas, telephones, etc.
Photo call – key moments of the show are run to allow still photos to be taken for publicity purposes.
Final run in rehearsal space – the last time the performers run a rehearsal in the rehearsal room before moving into the venue for the technical and dress rehearsals.
Marketing materials – items such as posters, leaflets and press releases that are used to advertise the production.
1. What are the key things that need to be decided when beginning to plan a performing arts production?
type of performance being staged
venue
target audience
look or design concept.
dates of the performances
money allocated to the production.
2. What is a production schedule?
A timeline that sets out the important dates and deadlines for the project.
3. What are production meetings and why are they important?
Regular meetings of all those involved in the production process. They are important because they ensure that everyone understands what they need to do and allow progress to be tracked.
4. What is a production noticeboard?
A noticeboard that allows members of the production team to exchange information between meetings.
5. What happens during the fit-up?
The lights are rigged and focused. Sound equipment is installed. The set is moved into place.
6. What is a technical rehearsal?
A rehearsal where the show is run to allow the technical team and stage crew to practise their cues. It also allows the performers to get used to working with the lighting and sound cues.