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BTEC First Performing Arts Unit 3 Performing Arts ... · Unit 3 Performing Arts Production Process...
Transcript of 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 Arts
2© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
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.
BTEC First Performing Arts
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.
Unit 3 Performing Arts Production Process
© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
Wee
kO
utco
me/
top
icC
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
com
es a
nd a
sses
smen
t.
Talk
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
Unit 3 Performing Arts Production Process
© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC First Performing Arts
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.
Unit 3 Performing Arts Production Process
© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC First Performing Arts
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.
Unit 3 Performing Arts Production Process
© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
BTEC First Performing Arts
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.
Unit 3 Performing Arts Production Process
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BTEC First Performing Arts
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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)
Unit 3 Performing Arts Production Process
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BTEC First Performing Arts
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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.
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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.
BTEC First Performing Arts
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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.
BTEC First Performing Arts
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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.
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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 £
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Unit 3 Performing Arts Production Process
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.
BTEC First Performing Arts
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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
BTEC First Performing Arts
Risk assessment pro forma
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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
BTEC First Performing Arts
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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.
BTEC First Performing Arts
F1 Production overview pro forma
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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
BTEC First Performing Arts
F2 Production meeting minutes pro forma
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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
BTEC First Performing Arts
F3 Personal action plan pro forma
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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.
BTEC First Performing Arts
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
SB Assessment activity 1c, page 10
Title of Production
Item Description Source Date required
BTEC First Performing Arts
F4 Identifying materials and equipment pro forma
BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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.
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BTEC First Performing Arts
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Unit 3 Performing Arts Production Process
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