BTEC First Performing Arts Unit 3 Performing Arts ... · Unit 3 Performing Arts Production Process...

1© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 3 Performing Arts Production Process

Unit overview Credits: 10 Extended cert/Dip

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:

LO1 LO2 LO3

Lesson Plan Lesson plan

Activity Sheets AS1, AS2, AS3, AS4 AS2, AS3, AS4, AS5, AS6 AS2

Student book assessment activities

AA1a, AA1b, AA1c AA2a, AA2b AA3

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 Arts units

Unit D16: Crewing for Stage Performance

Unit D17: Design for Performance

BTEC First Performing Arts



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.


BTE

C F

irst

Per

form

ing

Art

s U

nit

3:

Per

form

ing

Art

s P

rod

ucti

on

Pro

cess

Aca

dem

ic y

ear:

B

road

aim

: N

umb

er o

f w

eeks

: 2

0

Teac

her/

tuto

r(s)

: D

urat

ion

of

sess

ion:

3 h

our

blo

cks*

SB =

Stu

den

t B

oo

k G

uid

ed le

arni

ng h

our

s: 6

0 h

our

s

AS

= A

ctiv

ity

Shee

tC

red

its:

10

R =

Res

earc

h N

S =

No

n-su

per

vise

d in

div

idua

l/te

am s

tud

y ti

me

* 3

ho

ur b

lock

s m

ay b

e d

eliv

ered

ove

r 2

ses

sio

ns.


© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Wee

kO

utco

me/

top

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ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

S

1LO

1In

duc

tion

and

o

utlin

e o

f sc

hem

e o

f wo

rk

and

ass

essm

ent.

Talk

thr

oug

h th

e un

it in

clud

ing

its

pur

po

se,

lear

ning

out

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es a

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sses

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t.

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thr

oug

h st

arte

r st

imul

us.

Faci

litat

e ac

tivity

and

lead

dis

cuss

ion

on

conc

lusi

ons

.

Act

ivity

to

focu

s o

n a

rang

e o

f per

form

ing

art

s ev

ents

hap

pen

ing

reg

iona

lly.

Lear

ners

list

en t

o in

put

fro

m t

each

er/t

uto

r.

Star

ter

stim

ulus

act

ivity

: Ho

w m

any

peo

ple

d

oes

it t

ake?

Act

ivity

: Wha

t’s o

n in

yo

ur re

gio

n?

SB In

tro

duc

tory

pag

es a

nd

‘Ho

w y

ou

will

be

asse

ssed

’ se

ctio

n, p

age

3.

SB W

arm

-up

: Ho

w m

any

peo

ple

do

es it

tak

e?, p

age

4.

SB A

ctiv

ity: W

hat’s

on

in y

our

re

gio

n?, p

age

8.

Bro

chur

es a

nd fl

yers

for

loca

l ev

ents

.

PLTS

: Ind

epen

den

t E

nqui

rer

– re

sear

chin

g

pro

duc

tions

2LO

1G

ettin

g s

tart

ed

on

your

pro

ject

.

Dis

cuss

ion

of w

hy p

erfo

rmin

g a

rts

even

ts

have

sp

ecifi

c ta

rget

aud

ienc

es.

Dis

cuss

ion

of i

dea

s fo

r th

e p

erfo

rman

ce

pro

ject

co

verin

g:

Intr

od

uctio

n o

f cen

tre-

dev

ised

ass

ignm

ent.

Act

ivity

to

set

up

ind

ivid

ual p

rod

uctio

n fil

e an

d p

rovi

de

out

line

det

ails

of p

rod

uctio

n b

eing

pla

nned

.

Lear

ners

list

en a

nd c

ont

ribut

e to

dis

cuss

ion.

Act

ivity

: Aud

ienc

e p

rofil

eA

ctiv

ity: M

arke

ting

to

tar

get

aud

ienc

es.

Lear

ners

list

en t

o in

put

fro

m t

each

er/t

uto

r an

d c

ont

ribut

e to

dis

cuss

ion.

Lear

ners

wo

rk in

div

idua

lly t

o s

et u

p t

heir

pro

duc

tion

file.

Det

ails

of w

hat

to in

clud

e ar

e g

iven

in t

he S

B p

age

3.

AS1

: Aud

ienc

e p

rofil

e

SB A

ctiv

ity: M

arke

ting

to

ta

rget

aud

ienc

es, p

age

7.

Cen

tre-

dev

ised

ass

ignm

ent

brie

f.

F1: P

rod

uctio

n o

verv

iew

pro

fo

rma.

Sche

me

of w

ork

3




4

Wee

kO

utco

me/

top

icC

ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

S

3LO

1Pl

anni

ng t

he

pro

duc

tion

sche

dul

e.

Firs

t p

rod

uctio

n m

eetin

g.

Intr

od

uce

the

Wo

rkSp

ace

case

stu

dy

– B

ig

Hat

The

atre

Co

mp

any

pro

duc

tion

sche

dul

e.A

sk le

arne

rs t

o c

om

ple

te a

sso

ciat

ed

que

stio

ns in

gro

ups.

Pro

duc

tion

mee

ting

(tea

cher

/tut

or

to

faci

litat

e).

Lear

ners

list

en t

o in

put

fro

m t

each

er/t

uto

r an

d c

ont

ribut

e to

dis

cuss

ion.

Lear

ners

co

nsid

er q

uest

ions

in p

airs

. Fee

d

bac

k an

swer

s to

gro

up. P

rod

uce

an o

utlin

e tim

elin

e fo

r th

eir

pro

duc

tion.

Take

par

t in

initi

al p

rod

uctio

n m

eetin

g t

o

agre

e p

rod

uctio

n sc

hed

ule.

NS:

Writ

e up

no

tes

fro

m m

eetin

g in

p

rod

uctio

n fil

e.

SB W

ork

Spac

e: B

ig

Hat

The

atre

Co

mp

any

pro

duc

tion

sche

dul

e.

SB A

sses

smen

t ac

tivity

1a,

p

age

6.

F2: P

rod

uctio

n m

eetin

g

min

utes

pro

form

a.

P1/M

1/D

1

4LO

1R

ole

s an

d

resp

ons

ibili

ties.

Allo

catio

n o

f lea

rner

role

s w

ithin

the

p

rod

uctio

n te

am.

Teac

her/

tuto

rs m

ay w

ish

to re

fer

to w

ork

un

der

take

n in

Uni

t 1

for

info

rmat

ion

abo

ut

job

role

s.

Lear

ners

co

ntrib

utin

g t

o d

iscu

ssio

n an

d

neg

otia

ting

role

s.

R: L

earn

ers

und

erta

ke re

sear

ch in

to

req

uire

men

ts o

f the

ir al

loca

ted

job

role

.

Lear

ners

co

mp

lete

per

sona

l act

ion

pla

n.

AS2

: Pro

duc

tion

job

role

s.

SB A

sses

smen

t ac

tivity

1b

, p

age

7.

F3: P

erso

nal a

ctio

n p

lan

pro

fo

rma.

P1/M

1 /D

1

PLTS

: Tea

m W

ork

er –

w

ork

ing

as

a te

am t

o

neg

otia

te ro

les.

PLTS

: Sel

f Man

ager

–

man

agin

g s

elf i

n o

rder

to

co

ntrib

ute

to t

he

pla

nnin

g o

f a p

rod

uctio

n.

5LO

2C

ons

ider

ing

mat

eria

ls a

nd

equi

pm

ent.

Lear

ners

iden

tifyi

ng t

he m

ater

ials

and

eq

uip

men

t as

soci

ated

with

ow

n ro

le.

Co

nsid

erin

g t

he a

pp

rop

riate

ness

of m

ater

ials

an

d e

qui

pm

ent

in li

ght

of t

he d

esig

n co

ncep

t fo

r th

e p

rod

uctio

n.

Wo

rkin

g in

div

idua

lly o

r w

ith m

emb

ers

of

thei

r te

am (a

s ap

pro

pria

te t

o ro

le) l

earn

ers

cons

ider

the

kin

ds

of e

qui

pm

ent

and

m

ater

ials

ass

oci

ated

with

the

ir o

wn

role

.

Lear

ners

read

and

dis

cuss

the

Cas

e st

udy:

A

lad

din

– p

rop

s lis

t an

d c

om

ple

te q

uest

ions

.

Lear

ners

co

ntin

ue d

iscu

ssio

n to

iden

tify

app

rop

riate

mat

eria

ls a

nd e

qui

pm

ent

in li

ne

with

the

nee

ds

and

des

ign

conc

ept

of t

he

pro

duc

tion.

NS:

Lea

rner

s w

ork

ind

ivid

ually

or

with

m

emb

ers

of t

heir

team

to

dev

elo

p id

eas

for

mat

eria

ls a

nd e

qui

pm

ent

and

pre

par

e fo

r a

pre

sent

atio

n o

f the

ir id

eas

at a

pro

duc

tion

mee

ting

.

SB W

arm

-up

: Lis

ts, l

ists

and

m

ore

list

s, p

age

9.

SB C

ase

stud

y: A

lad

din

–

pro

ps

list,

pag

e 9.

Teac

her/

tuto

rs m

ay w

ish

to p

rovi

de

lear

ners

with

ap

pro

pria

te d

esig

n b

riefs

.

SB A

sses

smen

t ac

tivity

1c,

p

age

10.

AS3

: Des

crib

ing

and

ex

pla

inin

g m

ater

ials

and

eq

uip

men

t.

AS4

: Pro

duc

ing

a c

ost

ing

s sh

eet.

P2/M

2/D

2

PTLS

: Tea

m W

ork

er –

w

ork

ing

as

par

t o

f a t

eam

to

co

nsid

er e

qui

pm

ent

and

mat

eria

ls re

qui

red

.

PTLS

:Sel

f Man

ager

–

man

agin

g s

elf i

n o

rder

to

co

ntrib

ute

to t

he

pla

nnin

g o

f a p

rod

uctio

n.




5

Wee

kO

utco

me/

top

icC

ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

S

6LO

2Pr

esen

tatio

n/p

rod

uctio

n m

eetin

g.

Pro

duc

tion

mee

ting

/pre

sent

atio

n to

ag

ree

idea

s fo

r m

ater

ials

and

eq

uip

men

t.

Lear

ners

tak

e p

art

in a

pro

duc

tion

mee

ting

in

whi

ch t

eam

s/in

div

idua

ls p

rese

nt t

heir

idea

s fo

r d

iscu

ssio

n.

NS:

writ

ing

up

no

tes

fro

m m

eetin

g in

p

rod

uctio

n fil

e.

SB A

sses

smen

t ac

tivity

1c,

p

age

10.

F4: I

den

tifyi

ng m

ater

ials

and

eq

uip

men

t p

ro fo

rma.

P2/M

2/D

2

PLTS

: Tea

m W

ork

er

– ta

king

par

t in

tea

m

mee

ting

s

7LO

2Pr

epar

ing

for

rehe

arsa

ls.

Mea

surin

g t

he p

erfo

rman

ce s

pac

e.M

arki

ng o

ut t

he re

hear

sal s

pac

e.

Prep

arin

g re

hear

sal s

ched

ule

and

any

oth

er

req

uire

d d

ocu

men

tatio

n fo

r th

e re

hear

sal

per

iod

, e.g

. the

pro

mp

t co

py.

Lear

ners

sho

uld

mea

sure

the

per

form

ance

sp

ace

in t

he v

enue

bei

ng u

sed

for

the

per

form

ance

and

pro

duc

e a

scal

e d

raw

ing

o

f the

sta

ge

or

per

form

ance

are

a. T

hey

sho

uld

the

n us

e th

e d

raw

ing

to

mar

k o

ut t

he

rehe

arsa

l ro

om

flo

or.

Lear

ners

read

and

dis

cuss

the

Cas

e st

udy:

Pr

od

uctio

n m

eetin

g a

gen

da,

and

co

mp

lete

q

uest

ions

.

Lear

ners

read

and

dis

cuss

the

Cas

e st

udy:

B

ig H

at –

pro

duc

tion

notic

ebo

ard

, and

set

up

th

eir

ow

n p

rod

uctio

n no

ticeb

oar

d.

Lear

ners

sho

uld

wo

rk a

s a

gro

up t

o p

rod

uce

a re

hear

sal s

ched

ule

for

the

sho

w. T

hose

w

ork

ing

in t

he s

tag

e m

anag

emen

t te

am

sho

uld

pro

duc

e a

pro

mp

t co

py

for

use

in

rehe

arsa

ls.

SB A

ctiv

ity: M

arki

ng o

ut t

he

per

form

ance

sp

ace,

pag

e 11

.

Tap

e m

easu

res.

Gra

ph

pap

er.

Tap

e fo

r m

arki

ng o

ut fl

oo

r.

SB C

ase

stud

y: P

rod

uctio

n m

eetin

g a

gen

da,

pag

e 14

.

SB C

ase

stud

y: B

ig H

at –

p

rod

uctio

n no

ticeb

oar

d,

pag

e 15

.

P2/M

2/D

2

PLTS

: Tea

m W

ork

er –

co

ntrib

utin

g t

o re

qui

red

ac

tiviti

es a

s a

team

m

emb

er.

8–1

4LO

2Th

e p

rod

uctio

n p

hase

.

Taki

ng p

art

in t

he d

evel

op

men

t p

roce

ss fo

r a

per

form

ance

.Le

arne

rs w

ork

bo

th in

tea

ms

and

as

ind

ivid

uals

to

dev

elo

p m

ater

ials

and

pre

par

e fo

r th

e p

rod

uctio

n. D

epen

din

g o

n th

e ro

le o

f th

e le

arne

r an

d t

he t

ype

of p

rod

uctio

n b

eing

o

rgan

ised

act

iviti

es m

ay in

clud

e:

cost

umes

and

set

mat

eria

ls

NS:

dur

ing

thi

s p

hase

of t

he p

roje

ct le

arne

rs

sho

uld

up

dat

e th

eir

pro

duc

tion

log

on

a re

gul

ar b

asis

.

Acc

ess

to m

ater

ials

and

eq

uip

men

t as

ap

pro

pria

te t

o

the

pro

ject

.

AS5

: Hea

lth a

nd s

afet

y.

AS6

: Lo

gg

ing

co

mm

unic

atio

n m

etho

ds.

SB A

sses

smen

t ac

tivity

2a,

p

age

14.

SB A

sses

smen

t ac

tivity

2b

, p

age

16.

P3/M

3/ D

3P4

/M4/

D4

PLTS

: Tea

m W

ork

er –

w

ork

ing

in a

role

as

par

t o

f a p

rod

uctio

n te

am.




6

Wee

kO

utco

me/

top

icC

ont

ent

Lear

ner

acti

vity

Res

our

ces

Ass

essm

ent

and

PLT

S

15

LO2

Prep

arin

g

for

pro

duc

tion

wee

k.

Pro

duc

tion

wee

k –

who

do

es w

hat.

Fina

l pro

duc

tion

mee

ting

to

dis

cuss

re

qui

rem

ents

for

pro

duc

tion

wee

k.

Lear

ners

read

and

dis

cuss

stu

den

t b

oo

k p

ages

12–

13 o

n th

e p

rod

uctio

n w

eek

and

the

fit

up

.

Lear

ners

tak

e p

art

in a

pro

duc

tion

mee

ting

to

ag

ree

a sc

hed

ule.

SB p

ages

12-

13.

SB A

sses

smen

t ac

tivity

2a,

p

age

14.

SB A

sses

smen

t ac

tivity

2b

, p

age

16.

P3/M

3/ D

3P4

/M4/

D4

PLTS

: Tea

m W

ork

er –

w

ork

ing

in a

role

as

par

t o

f a p

rod

uctio

n te

am.

16

–19

LO2

Get

in a

nd fi

t up

.

Tech

nica

l re

hear

sal.

Dre

ss re

hear

sal.

Op

enin

g n

ight

.

Get

ting

eq

uip

men

t in

to t

he v

enue

and

un

der

taki

ng t

he fi

t up

.

Tech

nica

l reh

ears

al in

ven

ue.

Dre

ss re

hear

sal(s

) in

venu

e.

Run

ning

the

sho

w.

Wo

rkin

g u

nder

the

sup

ervi

sio

n o

f the

te

ache

r/tu

tor

lear

ners

co

mp

lete

ag

reed

tas

ks.

NS:

dur

ing

thi

s p

hase

of t

he p

roje

ct le

arne

rs

sho

uld

up

dat

e th

eir

pro

duc

tion

log

on

a re

gul

ar b

asis

.

SB A

sses

smen

t ac

tivity

2a,

p

age

14.

SB A

sses

smen

t ac

tivity

2b

, p

age

16.

P3/M

3/ D

3P4

/M4/

D4

PLTS

: Tea

m W

ork

er –

w

ork

ing

in a

role

as

par

t o

f a p

rod

uctio

n te

am.

20

LO3

Get

out

and

d

ebrie

f.

Strik

ing

the

set

and

oth

er e

qui

pm

ent.

Mo

ving

eq

uip

men

t o

ut o

f ven

ue.

Eva

luat

ion

of p

roje

ct.

Wo

rkin

g u

nder

the

sup

ervi

sio

n o

f the

te

ache

r/tu

tor

lear

ners

und

erta

ke t

he g

et o

ut

for

the

sho

w.

Lear

ners

tak

e p

art

in a

deb

rief m

eetin

g t

o

dis

cuss

ho

w s

ucce

ssfu

l the

ir p

lann

ing

and

d

evel

op

men

t ac

tiviti

es w

ere.

Lear

ners

co

mp

lete

an

ind

ivid

ual e

valu

atio

n.

SB A

sses

smen

t ac

tivity

3,

pag

e 18

.P5

/M5/

D5

PLTS

: Refl

ectiv

e Le

arne

r –

eval

uatin

g a

per

form

ance

in

the

lig

ht o

f the

p

rod

uctio

n p

roce

ss.





Lear

ning

out

com

es:

Kno

w h

ow

to

car

ry o

ut p

lann

ing

req

uire

men

ts fo

r a

per

form

ing

art

s p

rod

uct

Tim

ing

/C

ont

ent

Teac

her

acti

vity

Lear

ner

acti

vity

Res

our

ces

Ind

ivid

ualis

ed a

ctiv

ity/

dif

fere

ntia

tio

n

5 m

ins

Wel

com

e. W

rite

aim

s o

f les

son

on

bo

ard

.Le

arne

rs s

ettle

and

read

aim

s.W

hite

bo

ard

/sm

art

bo

ard

PC

5 m

ins

Ask

lear

ners

to

reca

ll th

e le

arni

ng p

oin

ts

fro

m w

eek

2 o

utlin

ing

the

det

ails

of t

he

pro

dut

ion

to b

e p

lann

ed.

Lear

ners

revi

ew t

heir

pro

duc

tion

ove

rvie

w in

the

ir p

rod

uctio

n fil

e.W

rite

key

info

rmat

ion

on

whi

teb

oar

d.

Whi

teb

oar

d/s

mar

t b

oar

d

10 m

ins

Inst

ruct

lear

ners

to

read

Wo

rkSp

ace

Cas

e st

udy:

Big

Hat

The

atre

Co

mp

any

pro

duc

tion

sche

dul

e, a

nd d

iscu

ss

que

stio

ns.

Lear

ners

wo

rk in

pai

rs t

o re

ad c

ase

stud

y an

d a

nsw

er q

uest

ions

.SB Pa

per

5 m

ins

Lead

dis

cuss

ion

of W

ork

Spac

e C

ase

stud

y, c

olla

te a

nsw

ers

on

whi

teb

oar

d

and

giv

e co

rrec

t an

swer

s to

lear

ners

.

Lear

ners

co

ntrib

ute

to d

iscu

ssio

n.W

hite

bo

ard

/sm

art

bo

ard

Aim

s

To in

tro

duc

e le

arne

rs t

o t

he id

ea o

f the

pro

duc

tion

sche

dul

e.

To in

tro

duc

e le

arne

rs t

o w

hy p

rod

uctio

n sc

hed

ules

are

nec

essa

ry.

To a

llow

lear

ners

to

pro

duc

e a

timel

ine

of t

he p

rod

uctio

n p

roce

ss.

SB =

Stu

den

t b

oo

k

TRP

= T

each

ing

Res

our

ce P

ack

Th

is is

a 6

0-m

inut

e le

sso

n.

Prod

ucti

on S

ched

ule

Sam

ple

Less

on p

lan

(Wee

k 3

Les

son

1)





10 m

ins

Lead

dis

cuss

ion

to c

ons

ider

the

tas

ks

and

act

iviti

es re

qui

red

for

each

of t

he

follo

win

g p

hase

s in

the

pro

duc

tion

pro

cess

: I

Plan

ning

II

Bui

ldin

g, t

echn

ical

pre

par

atio

n &

re

hear

sals

.III

Pro

duc

tion

wee

k IV

Run

ning

the

sho

w

Lear

ners

co

ntrib

ute

to d

iscu

ssio

n an

d

take

no

tes.

Pap

erLe

arne

rs m

ay b

e d

ivid

ed in

to

gro

ups

acco

rdin

g t

o a

bili

ty w

ith

mo

re a

ble

lear

ners

ask

to

loo

k at

p

hase

III P

rod

uctio

n w

eek.

15 m

ins

Split

lear

ners

into

four

gro

ups

to

pro

duc

e a

timel

ine

of e

ach

pha

se in

the

p

rod

uctio

n p

roce

ss.

Lear

ners

wo

rk in

gro

ups

to p

rod

uce

a tim

elin

e fo

r th

e al

loca

ted

pro

duc

tion

pha

se.

Larg

e sh

eets

of p

aper

.C

olo

ured

mar

kers

.

10 m

ins

Faci

litat

e d

iscu

ssio

n to

hel

p le

arne

rs

cons

truc

t a

full

timel

ine.

Lear

ners

pre

sent

the

ir se

ctio

n o

f the

tim

elin

e to

the

cla

ss a

nd c

olla

te in

to a

fu

ll tim

elin

e.

Som

e le

arne

rs m

ay b

e ab

le t

o

pro

vid

e d

escr

iptio

ns a

nd/o

r ex

pla

natio

ns o

f the

tas

ks id

entifi

ed

on

the

timel

ine.




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.

Battersea Arts Centre, London.

An evening of stand-up comedy and improvisation.

A pub theatre in Oxford.





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.

Equipment/Materials Costings

Total Budget £__________

Item Description Source Cost

Total cost of equipment/materials £




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.





Name of person carrying out risk assessment: Description of activity:

Date:

Potential hazard Who might be harmed How might they be harmed

Precautions to be taken


Risk assessment pro forma




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?

Agendas

Budget/costings

Construction diagram

Costume drawings/samples

Equipment lists

Health and safety risk assessments

Lighting design

Job lists

Props lists

Set design drawings/models

Written memos/emails/letters

Minutes of meetings

Rehearsal schedules, call sheets

Noticeboards

Verbal communications





SB page 5: Setting up your production file

Production Overview

Name:

Describe the type of production you will be involved in planning.

Describe the venue at which the production will be staged.

Give details of any decisions made about the ‘design concept’ of the production.

If you are working to a budget, give details.

Give details of the main deadlines for the production.


F1 Production overview pro forma




SB Assessment activity 1a, page 6

(This template can also be used for subsequent production meetings.)

Production Meeting Minutes

Date:

Who was present?

What was discussed?

What decisions were made?

Date of next meeting:

What needs to be done before the next meeting? Who will do it


F2 Production meeting minutes pro forma




SB Assessment activity 1b, page 7

Name:

Describe the role you are carrying out in the production process.

List the main individual tasks you will be required to undertake giving deadlines.

Task Deadline


F3 Personal action plan pro forma




Give details of the others you will be working with in your team. How do your tasks relate to those being undertaken by others in the group?

Explain how your role will contribute to the production.





SB Assessment activity 1c, page 10

Title of Production

Item Description Source Date required


F4 Identifying materials and equipment pro forma




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.





Just Checking page 20

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.


BTEC First Performing Arts Unit 3 Performing Arts ... · Unit 3 Performing Arts Production Process...

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