COMPONENT 1 BTEC TECH PERFORMING ARTS (ACTING) KNOWLEDGE ORGANISER

LEARNING AIM A LEARNING AIM B

A write up consisting of the 1) The processes, techniques and approaches used by practitioners
following criteria for EACH of the 1 –Participate in workshop rehearsals in the style of each company
plays: 2 – Recreate short snippets from the play using these techniques
• Key characteristics 3 - Reflect on the roles and responsibilities of an actor and director from these workshops
• Creative intentions and 4- Research the rehearsal time line of each play (from page to stage)
purpose (purpose of the play, 2) The interrelationships between constituent features
target audience, themes, how Interrelationships – the way in which two or more things are linked together
themes are communicated in Constituent features - e.g. the script, performers involved, techniques used in performance and design (e.g. lighting,
the play, context of play sound set) relationship between performer and audience etc
(political, social, historical)
• Synopsis of play Play: Billy Elliot the musical Play: Enter Achilles Play: The Play that goes wrong
• Initial reactions after watching Company: Old Vic Productions Plc Company: DV8 Company: Mischief Theatre
the play Production elements Genre: Musical Theatre Genre: Physical Theatre Genre: Comedy
• Link opinions and theories Synopsis: Set in a British pub, Synopsis: The Play That Goes
Synopsis: Billy Elliot tells the story of a
together with justifications as Wrong follows the antics of the Cornley
boy from a family of coal miners who eight men have their night out.
to why the Polytechnic Drama Society, who are
dreams of becoming a ballet dancer, Blokish fun is balanced on a
director/writer/actor may have trying their very best to stage a
even though his father wants him to knife-edge of tension, where production of a 1920s murder mystery.
made particular choices weakness is exploited and
box. This is not as easy as it sounds with
Rehearsal techniques: violence covers up vulnerability. everything that can go wrong doing just
Roles and responsibilities of an
Magic If- considering how your Rehearsal techniques: that. Despite the setbacks, the actors of
actor/director/various designers
character would react to particular Trust – exercises building trust CPDS struggle bravely to reach the final
THEN specific roles and curtain.
situations between company
responsibilities of an Rehearsal techniques:
Given Circumstance – who, where, Intensive physical warm up
actor/director/designer that are Multi-role play – playing more than one
what, why, when Whole body engagement – using
tailor made for EACH of the plays character
Objectives – what your character wants every part of the body to tell the
Improvisation – performing in an
to achieve, story unrehearsed and spontaneous way
COMPONENT 2 BTEC TECH PERFORMING ARTS (ACTING) Key vocabulary
Naturalism – a style of performance where actors and
Learning Aim A - To develop skills Mark Wheeller designers try to create the illusion that what is
and techniques for performance Mark Wheeller is a writer and part time Executive Director of Arts happening on stage is ‘reality’
at the Oasis Academy Lord’s Hill and director of the Oasis Youth Verbatim – a form of documented theatre in which
Skills workshops that will teach Theatre. Although his name is not well-known outside of schools plays are constructed from the precise words
techniques needed to explore and and colleges, he is one of the most-performed playwrights in spoken by people interviewed about a particular
create short extracts of a play. Britain. He is a champion of young people’s work and theatre in event or topic
education more broadly Levels - the height you perform a movement – low,
Learning Aim B - To apply skills and medium or high.
techniques in rehearsal and Influences: Proxemics - distance between characters to show a
performance relationship
- working class society
Characterisation - creating a character through your
-Theatre in education movement and dynamic choices
Learn 5-15 minutes of script from -Understanding plays Stereotype-
Too much punch for Judy and Use of voice – adapting your voice to suit a character
perform to an audience. Too much punch for Judy: requirement. Volume, tone, pitch pace, intonation
The play is written in a Verbatim style and focusses on the Poulton Freeze Frame - a silent and motionless depiction of a
Learning Aim C – To review own sisters, Jo and Judy. After a night of heavy drinking, the girls argue scene created by actors (plural)
development and performance over who will drive home, with fatal consequences. The play was Hot seating – an in-depth questioning of a character
constructed through interviews with the real life characters, Thought tracking – internal thoughts of a character
Provide a logbook which evidences meaning that some of the lines are the real words of those spoken aloud
your progress from first workshops involved in the tragedy. Physical Theatre– Physical theatre shows that you
through to performance of script. don't have to use words to express ideas. It uses
This will include strengths, targets Skills workshops to include: techniques such as movement, mime, gesture and
and reviews. dance and can be used to explore complex social
Vocal skills, Physical skills, Improvisational skills, Freeze frames, and cultural issues
Evidence needed: teacher Thought tracking, Hot seating, Multi-role playing, Rhythm-Pace- Multi-role playing – an actor plays multiple characters
observations, recordings of Tempo, Stylised car crashes, Movement and Gesture, emotion Rehearsal – a practice of the play
workshops, peer observations, Blocking – deciding where an actor should stand
memory, line learning, physical theatre
target setting, logbooks. during a scene
COMPONENT 3 BTEC TECH PERFORMING ARTS (ACTING) Key vocabulary
Devise a performance in response to a stimulus provided by the exam board. Both parts of the task Target audience – who you will perform to and why
(written and performance) will be completed under supervision. There is a 12 week window for all Performance space – choosing where the performance
parts to be completed. The component is marked out of 60. will take place if not on the stage and why
Assessment objectives Running time – length of the performance
AO1 - Understand how to respond to a brief. Discuss and practically EXPLORE the stimulus Style of work – genre or practitioner who will influence
considering: target audience, performance space, planning and managing resources, running time your work
and style of work. Vocal skills – ability to adapt voice to suit a character
Develop ideas considering: structure of work, style and genre used, skills required, creative Physical skills – movement, gestures, body language,
intentions. facial expressions
Work effectively as a member of the group making an individual contribution and responding to Interpretative skills – presenting yourself to the
the contribution of others. audience and creating emotion
Commitment –how much effort you put in individually
and as a group
AO2 – Select and develop skills and techniques in response to a brief. Demonstrate HOW to select Rehearsal – practicing the performance
and develop skills and techniques that are needed for the performer and whole group and take Blocking – deciding where an actor should stand
part in the rehearsal process. Performance – Showing of the piece of work to the
target audience
AO3 – Apply skills and techniques in a workshop performance in response to a brief Evaluate – identify strengths and areas for improvement
Contribute to a workshop performance using: vocal, physical and interpretative skills. (18 marks) of both the rehearsal and performance
This performance will last Characterisation - creating a character through your
movement and dynamic choices
AO4 – Evaluate the development process and outcome in response to a brief
Evaluate the process and performance. Consider: the brief, stimulus and contribution from other Stimulus
group members. Reflect on: selection of skills used, individual strengths/areas for improvement,
overall and individual contribution to the group, impact of the groups work. Devise
REFLECT
Perform

Evaluate