12 1 A2: Practitioners’ Consider creative skills, such as writing scripts and composing songs by a playwright or responsibilities and skills songwriter. Explore organisational skills used to put on a performance by a director or choreographer. 13 1 A: Examine professional GLH support for Assignment 1 Learning aim A, Component 1 (example assignment practitioners’ work p.10 of spec) A2: Practitioners’ roles, Written report, presentation, blog or other similar evidence demonstrating understanding responsibilities and skills of the key features of a range of live and/or recorded dance, acting or musical theatre performances. 14 1 B: Explore the Assignment 1 submission Learning aim A, Component 1 – interrelationships between Set H/W research tasks for Learning aim B, Component 2. constituent features of existing performance material Term 2 1 1: Exploring the B: Explore the Feedback assignment 1 Performing Arts interrelationships between Explore and participate with the practical processes used in performance including: constituent features of responding to stimuli to generate ideas for performance material existing performance material exploring and developing ideas to develop material B1: Processes used in discussion with performers performance setting tasks for performers sharing ideas and intentions. 2 1 B1: Processes used in Raise awareness of forthcoming Assignment 2 with brief overview Learning aim – performance (example assignment p.11 of spec, assessment guidance p.38) B, Component 1 Explore and participate with the practical processes used in performance, including: teaching material to performers developing performance material organising and managing rehearsals refining and adjusting material to make improvements
12 1 A2: Practitioners’ responsibilities and skills Consider creative skills, such as writing scripts and composing songs by a playwright or songwriter. Explore organisational skills used to put on a performance by a director or choreographer. 13 1 A: Examine professional practitioners’ work A2: Practitioners’ roles, responsibilities and skills GLH support for Assignment 1 Learning aim A, Component 1 (example assignment p.10 of spec) Written report, presentation, blog or other similar evidence demonstrating understanding of the key features of a range of live and/or recorded dance, acting or musical theatre performances. 14 1 B: Explore the interrelationships between constituent features of existing performance material Assignment 1 submission – Learning aim A, Component 1 Set H/W research tasks for Learning aim B, Component 2. Term 2 1 1: Exploring the Performing Arts B: Explore the interrelationships between constituent features of existing performance material B1: Processes used in performance Feedback assignment 1 Explore and participate with the practical processes used in performance including: responding to stimuli to generate ideas for performance material exploring and developing ideas to develop material discussion with performers setting tasks for performers sharing ideas and intentions. 2 1 B1: Processes used in performance Raise awareness of forthcoming Assignment 2 with brief overview – Learning aim B, Component 1 (example assignment p.11 of spec, assessment guidance p.38) Explore and participate with the practical processes used in performance, including: teaching material to performers developing performance material organising and managing rehearsals refining and adjusting material to make improvements
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