A1: Exploring Performance Styles

Apply stylistic conventions to performance material in response to a brief & apply performance skills and techniques to performance material in response to a brief

A1. 1 - Apply stylistic conventions to performance material in response to a brief Assessment Criteria for Task 1.1 A1: P1 (Adequate)

• At Pass, learners exhibit an appropriate application of stylistic conventions, demonstrating an understanding of the selected stylistic techniques and processes.

A1: M1 (Effective)

• At Merit, learners exhibit a consistent application of stylistic conventions, demonstrating a secure understanding of the selected styles.

A1: D1 (Accomplished)

• At Distinction, learners exhibit a sophisticated application of stylistic conventions, demonstrating an insightful understanding of the selected styles.

A1. 2 - Apply performance skills and techniques to performance material in response to a brief Assessment Criteria for Task 1.2 A1: P2 (Adequate)

• At Pass, learners deploy and manipulate performance elements in a generally convincing fashion, demonstrating an awareness of the features of the selected genres/styles.

A1: M2 (Effective)

• At Merit, learners deploy and manipulate performance elements in a secure and convincing fashion, demonstrating a developed awareness of the features of the selected genres/styles.

A1: D2 (Accomplished)

• At Distinction, learners deploy and manipulate performance elements in a considered and fluent fashion, demonstrating a perceptive awareness of the features of the selected genres/styles.

A1. 3 - Review the stylistic conventions of performance material Assessment Criteria for Task 2 A1: P3 (Describe)

• At Pass, learners provide an account of how stylistic conventions and performance elements have been deployed, with some reference to examples.

A1: M3 (Analyse)

• At Merit, learners provide a detailed account of how stylistic conventions and performance elements have been deployed, with reference to relevant examples and intentions.

A1: D3 (Critically Comment)

• At Distinction, learners provide a perceptive critical analysis of how stylistic conventions and performance elements have been deployed, with reference to pertinent examples and insightful intentions.

To create performance material, you need to demonstrate an understanding of performance skills and techniques. This involves applying creative processes and technical skills in response to a brief. The assessment criteria include: 1. Applying creative processes: - Pass: Demonstrate some ability to apply creative skills and techniques. - Merit: Show a proficient ability to develop and enhance performance material. - Distinction: Exhibit a fluent ability to apply creative skills and techniques. 2. Applying technical skills: - Pass: Demonstrate a capable application of technical skills relevant to the brief. - Merit: Show a secure application of technical skills. - Distinction: Exhibit a fluent application of technical skills. 3. Understanding performance skills and techniques: - Pass: Describe your creative processes and use of exploratory skills with examples. - Merit: Provide a detailed account of your creative processes with relevant examples. - Distinction: Critically evaluate your creative processes with pertinent examples.

A3 - Performing for an Audience

Develop and realise a performance through rehearsal. Review creative decisions made in a rehearsal. Apply performance skills and techniques to a performance for an audience

Assessment Criteria for Task 1

A3. 1 Develop and realise a performance through rehearsal

A3: P1 (Adequate)

• At Pass: learners approach rehearsal with some engagement and discipline, demonstrating an appropriate application of techniques and constructive collaborative working

A3: M1 (Effective)

• At Merit: learners approach rehearsal with consistent engagement and discipline, demonstrating an application of techniques and collaborative working tat contribute to the progression of the rehearsal

A3: D1 (Accomplished)

• At Distinction: learners approach rehearsal with sustained and mature engagement and discipline, demonstrating a perceptive application of techniques and proficient collaborative working that contribute to the progression of the rehearsal!

A3. 2 Review creative decisions made in rehearsal

A3: P2 (Describe)

• At Pass, learners express how individual actions and decisions led to performance developments, with some reference to generic examples and developmental targets.

A3: M2 (Analyse)

• At Merit, learners express how individual actions and decisions led to performance developments, with clear reference to relevant examples and detailed developmental targets

A3: D2 (Critically evaluate)

• At Distinction, learners comprehensively express how individual actions and decisions led to performance developments, with clear reference to relevant, reasoned and detailed examples and developmental targets.

Assessment Criteria for Task 2

A3. 3 Apply performance skills and techniques to a performance for an audience

A3: P3 (Adequate)

• At Pass, learners perform, demonstrating some technical proficiency, stylistic awareness and appropriate expression.

A3: M3 (Effective)

• At Merit, learners perform, demonstrating accurate and consistent technical proficiency, stylistic interpretation and secure expression

A3: D3 (Accomplished)

• At Distinction, learners perform, demonstrating fluent technical proficiency, refined stylistic flair and creative expression.

F16 - My Performing Arts Career

Understand the development of the performing arts industry. Understand employment opportunities in the performing arts industry. Identify potential opportunities for the future performing arts industry

Criteria Covered in Task 1

F16: P1 (Describe)

• At Pass: learners demonstrate a basic understanding of the performing arts industry’s development. They cover key technological and sociological impacts related to their specialism, such as advances in technology and changes in the ways performance is consumed

F16: M1 (Explain)

• At Merit: learners demonstrate a consistent and clear understanding of the performing arts industry’s development and how key events and advances have had an impact on it related to their specialism. They give detailed background information on why these advances and events made an impact

F16: D1 (Critically Comment)

• At Distinction: learners demonstrate an in-depth understanding of the performing arts industry’s development related to their specialism. They evaluate the impact of key events and advances, making links and judgements

Criteria Covered in Task 2

F16: P2 (Descibe)

• At Pass: learners cover the functions of two related roles within the performing arts industry, giving a basic overview of their relationship with each other and key employment conditions

F16: M2 (Explain)

• At Merit: learners examine two related roles within the performing arts industry, detailing the dependent links between them. They will cover how key roles relate to each other and the impact they can have on each other’s success

F16: D2 (Critically Comment)

• At Distinction: learners assess how two related roles within the performing arts industry work in relation to each other, making pertinent links to industry successes and shortcomings. They will discuss issues of contract types and interdependence

Criteria Covered in Task 3

F16: P3 (Basic)

• At Pass: learners identify potential opportunities and threats related to their chosen area of progression. They will demonstrate an awareness of current industry issues

F16: M3 (Detailed)

• At Merit: learners identify how the performing arts industry is evolving, acknowledging and detailing potential opportunities and threats. They will demonstrate a considered awareness of current industry issues

F16: D3 (Comprehensive)

• At Distinction: learners provide a considered and imaginative analysis of how the modern performing arts industry is evolving, incorporating a clear understanding of potential opportunities and threats. They will demonstrate a detailed and perceptive awareness of current industry issues.

The evidence for all three tasks can be presented in multiple formats. You must present your referencing in a Bibliography using Harvard referencing format for all three tasks.