Unit 3 Devising Plays Assessment Feedback

SUMMATIVE ASSESSMENT RECORD SHEET
Programme	BTEC Level 3 in Performing Arts (Musical Theatre)		Learner Name	Victoria Tullett	Assessor Name	Rachel Maddix
Unit No. & Title	Unit 3 - Devising Plays		Target Learning Aims	1 Know how to use stimulus material 2 Know how to develop and shape ideas 3 Be able to rehearse for a devised performance 4 Be able to perform devised drama.	Assignment Title	Devise & Revise
Issue Date	15/10/15		Interim Submission Date	15/12/15	Final Submission Date	28/1/16
Target criteria	Criteria Achieved Yes/No	Final Assessment Comments
P1	/	Respond to a range of stimuli, revealing creative ideas
M1	/	Respond to a range of stimuli, revealing awareness of their suitability for devising and performance
D1		Respond to a range of stimuli with imagination, revealing a clear and creative grasp of their suitability for devising and performance
P2	/	Develop chosen ideas and materials for devising
M2	/	Develop chosen ideas for devising, using insight and imagination to demonstrate a detailed response
D2	/	Develop chosen ideas and materials for devising in a perceptive and comprehensive manner, demonstrating a thoroughly considered, insightful response
P3	/	Demonstrate cooperation with other members of the company, making contributions to the group process
M3	/	Demonstrate cooperation with other members of the company in the devising process, making useful contributions
D3	/	Demonstrate a high degree of positive cooperation with other members of the company in all aspects of the process
P4		Develop devised performance through rehearsal, with support and guidance
M4	/	Develop devised performance through rehearsal, with minimum support and guidance
D4	/	Develop devised performance through rehearsal, with thoroughly imaginative and independent application
P5	/	Perform a devised theatre piece that communicates ideas to an audience.
M5	/	Perform a devised theatre piece that accurately communicates its intentions to an audience and shows awareness of its style.
D5	/	Perform a devised theatre piece that accurately communicates its style and intentions, fully engaging with the audience.
Summative comments
M1 & M2 You identified how you developed the stimuli and offered further ideas on how you could develop it further offering alternative ideas. D3 & D4 You responded positively to group ideas with enthusiasm. You demonstrated a high degree of support for other group members by asking relevant questions to extend original ideas from others. Your blog included comments on the process and used references to research. D5 You performed a devised theatre piece accurately communicating its style and intentions to the target audience. You were able to show excellent use of voice, body, materials and props to communicate your ideas, fully engaging the target audience at Broadwater Primary school. Victoria, you demonstrated a considerable growth in confidence and the contributions you made to the group. You were able to suggest ideas, listen to others effectively and provide some analysis and understanding in your blog – well done Merit

Unit 11 Theatre for Children Assessment Feedback

SUMMATIVE ASSESSMENT RECORD SHEET
Programme	BTEC Level 3 in Performing Arts (Musical Theatre)		Learner Name	Victoria Tullett	Assessor Name	Rachel Maddix
Unit No. & Title	Unit 11 – Theatre for Children		Target Learning Aims	1 Know how to research, select and refine suitable material for children’s theatre 2 Be able to devise and shape material for children’s theatre 3 Be able to perform in children’s theatre.	Assignment Title	Primary Performance
Issue Date	15/10/15		Interim Submission Date	15/12/15	Final Submission Date	28/1/16
Target criteria	Criteria Achieved Yes/No	Final Assessment Comments
P1	/	You described the suitability of material for a children’s audience
M1	/	You explained the potential and suitability of material for a children’s audience
D1	/	You analysed appropriate material for children’s theatre, with creative ideas for developing its potential
P2	/	You developed and shaped material for children’s theatre responding to ideas offered
M2	/	You actively shaped and developed material for children’s theatre, offering creative, realistic and appropriate ideas
D2	/	You shaped with commitment the material for children’s theatre, showing an appreciation of what can be effective and appropriate for performance
P3	/	You performed a role in a piece of theatre for children using performance or production skills competently.
M3	/	You performed a role in a piece of theatre for children using performance or production skills confidently.
D3	/	You performed a role in a piece of theatre for children using performance or production skills with confidence, interpretation and flair.
Summative comments
You achieved M1 by explaining the potential and suitability of the material for a children’s audience. You achieved D2 by making an enthusiastic and focused contribution to the development process. Your ideas and suggestions were imaginative and inventive showed a firm understanding of the key elements of children’s theatre and the needs of the target audience. You achieved D3 by demonstrating a proficient and creative use of performance and production skills showing imagination and a feel for the nature of the piece. Victoria, your approach was constructive and increasingly focused. You could afford to take a leadership role more frequently but demonstrated effective development and a real willingness to develop both your devising piece and your performance skills – Well done. MERIT

Dance Lesson Seven

Dance lesson Seven
Final Rehearsal before the Dance Show (Dec 13th)


Targets:

• I need to add facial expression to express the character that I am portraying during the performance.
• I need to use more dynamics to create a more engaging piece.
• I need to use more energy where performing so that the performance looks clean and well put together. This also helps to portray character with the amount of energy my character would be using at certain moments.
• Clear dynamics between the slow and smooth movements and the fast and sharp ones.
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Dance Lesson Six

Dance Lesson Six
Over the previous weeks we have been creating a piece for our dance show in December. The themes that we are basing the piece on are: gangs, identity, anger, fighting, gestures, Indian influence.

Throughout the piece, we perform as a whole group, smaller groups, pairs and individually. This helps each person to create different movements and combinations that display the themes we are portraying through their own individual style.

We first start with a solo from Lois as four of us, Megan, Fran, Jennah and myself, are standing at the back. We then join her and perform the floor routine; when we point towards our hands the rest of the group enter from upstage right diagonally forward. After this, we perform the main phrase as a whole group. Some run off upstage left whilst others role upstage right, leaving Lois, Megan and Charlotte centre stage. After their lift, their partners run on and join them with their set-movement phrase. When they are finished, Maddy and myself, Fran and Andrew run downstage and perform our partnered pieces; after we have finished Valencia and Nathan perform their partnered piece. Once they have finished we all walk centre stage to create a circle around Lois, we then walk around her slowly as she is performing several lifts with different partners and groups, every eight steps we take in the circle we lunge downwards. Once Lois has performed her last lift we all slide on the eighth step; we then rush towards Lois and block her as if we are attacking her. we then run upstage to our corners and Lois remains centre stage as we perform our gang routine towards the other group. We then run to our solo spots and perform our solos. Once we have all finished we then join our partner and performa our constant-touch fight scene and slowly die of partner at a time. Then Lois performs a small solo piece before walking off upstage left.

I feel that this structure is affective because it has a range of different routines that line nicely and contrast from the last in a way that creates a sense of hurriedness that adds to the idea of fighting and anger.