Wednesday 09 June 2021 – 4pm
ABOUT THIS WEBINAR
This course is designed for all teachers of Pearson BTEC Tech Performing Arts: Acting, who are looking for teaching approaches and strategies to support their students in aiming for a Distinction in the Acting strand. Emphasis will be on examining professional practitioner’s performance work (Professional Plays) and exploring the interrelationships between constituent features of existing performance material, providing you with approaches to maximise the overall performance of your students in Component 1, aiming for Distinction.
BENEFITS OF THIS WEBINAR
- Gain understanding of how to approach the expectations of the Component 1 assessments
- Obtain top level strategies for producing excellent assessment answers
- Focus on how to break down the criteria, what the assessors/teachers are expecting to see to attain high level grades
- Exampler responses to discuss
- The course includes a set of course notes which will be sent in advance of the course and which you will be able to use
4.00 – 4.05pm Welcome and Introduction
- Exploring the overview of the course via the Acting pathway; the components, their weighting and where component 1 fits into the overall qualification and course structure
4.05 – 4.20pm: Component 1: Exploring the Performing Arts; Acting: Overview
- What are the expectations of learners for this component
- Unpicking the grading criteria and expectations; What does it mean to ‘assess’ (distinction criteria)
- What does it take to attain a Distinction in Acting in Component 1
Learning Aim A: Examining professional practitioners’ performance work
- Teaching approaches and strategies to help students focus on what they need to do in the research process of professional plays, stylistic qualities – starting points for research and so on
- Suggestions of suitable Plays to select/not select that will give scope and opportunity for students to excel and aim high and which ones have the available and accessible information needed
- Understanding what is expected in the evidence and the variety of ways to go about it
- Understanding how the role of an Acting performer varies between professional works e.g. Blood Brothers and Curious Incident
- Examples drawn from Plays such as Teechers, of how to evidence and hit the distinction criteria
- A breakdown of the key terms ‘stylistic qualities’
- Strategies for students – what counts as Distinction? How to assess a play through studying the Impact of each stylistic quality on the audience, creative team and performer.
5.10– 6.00pm Learning Aim B: processes and interrelations
- The what/why/how – approaches to help students understand the page to stage processes of a play through exploration of a workshop, such as exploring and demonstrating lighting elements, the purposes and processes of a dress rehearsal and off text improvisation.
- How to support students to learn how practitioners approaches have contributed effectively to performance work eg: workshops, seminars and demonstrations
- What evidence do students need to produce to demonstrate their understanding and maximise their grade potential?
6.00 – 6.20pm: Acting pathway: The Assessment Criteria and Grading
- Breaking down the criteria, how to make judgements on work examples based on the criteria, what will it take to secure distinctions with your top students
- What are the key differences within each criteria for both Learning Aim A and B?
- Example response to discuss
- What is the level of analytical detail and depth required for high grades
6.20 – 6.30pm: Discussion and questions
Jo Mason is a highly experienced BTEC practitioner with many years of examining and teaching success. Jo has been a Head of the Performing Arts faculty for 10 years as well as teaching dance, drama and Acting. Jo has been teaching BTEC for 15 years. She is a freelance BTEC consultant with high levels of experience in running teacher and department training courses for performing arts teachers across the UK as well as creating and offering resources for the BTEC and KS3 performing arts curriculum. Jo is well-known for her clear and honest approach to these courses from a teacher’s perspective.