Units 1 & 5 Feedback - Rent

SUMMATIVE ASSESSMENT RECORD SHEET
Programme	BTEC Level 3 Diploma in Performing Arts (Musical Theatre)			Learner Name	Amber Cameron		Assessor Name	Rachel Maddix
Unit No. & Title	Unit 1: Performance Workshop			Target Learning Aims	1 Be able to interpret ideas for performance material 2 Be able to apply ideas creatively 3 Be able to take part in workshop performances 4 Understand the workshop process in light of performance.		Assignment No. & Title	Rent
Issue Date	22/10/15			Interim Submission Date	05/02/16		Final Sub Date
Target criteria	Criteria Achieved Yes/No	Final Assessment Comments
P1	Y	You showed a response to source material through research and practical workshops, recognising obvious possibilities as performance material
M1	Y	You showed considered responses to source material, exploring its more creative possibilities as performance material with insight and attention to detail
D1	Y	You showed a range of detailed responses to source material, in which the possibilities as performance material were explored in a perceptive and comprehensive manner
P2	Y	You developed and shaped workable ideas
M2	Y	You develop and shaped the most workable ideas
D2	Y	You developed and shaped the most creative ideas
P3	Y	You performed with a level of skill appropriate to the chosen medium showing engagement with the material and communicating ideas to an audience
M3	Y	You performed with a level of skill that showed a degree of control in the handling of the chosen medium, degree of engagement with the material, communicating ideas to an audience in a focused manner
D3	Y	You performed with a sense of flair, confidence and assured control of the chosen medium, showing consistent focus and engagement with the material and clear and responsive communication to an audience
P4	Y	You were able to evaluate the potential of the work in artistic, professional and vocational terms with recognition of the strengths and weaknesses of the work.
M4	Y	You were able to evaluate the potential of the work in artistic, professional and vocational terms, with considered judgements about what worked well and/or less well.
D4	Y	You were able to evaluate the potential of the work in artistic, professional and vocational terms with strengths and weaknesses clearly identified and judgements fully justified and thoughtfully expressed.
Summative comments
Analysis of of development. D1 You explored source material in a more detailed and insightful manner, showing that you considered a number of possibilities and were not afraid of rejecting ideas. You were able to explain the thought processes behind your choices in a thorough manner. Rehearsal D2 You demonstrated a more creative and perceptive way of working. You were able to identify constraints and able to suggest alternatives, working through problems to find workable solutions. Performance work D3 You were able to show control in the handling of performance skills. You demonstrated a higher degree of commitment to the performance and your performance work was confident and focused. Ideas for further development D4 You were able to weigh up the potential of the work and make judgements about the feasibility of further development. Your comments were fully supported by well-chosen examples from the work. You underplay your talents, but as soon as you were given a chance you thoroughly embraced the challenges that came with the role of Joanne and fully realised a strong performance and increasingly effective well rounded characterisation. Your vocal performance took on new levels of skill that we had not had the opportunity to see from you in other shows. You showed versatility and responsibility at every stage, producing  skilled & engaging final performances  - well done Amber.
Resubmission authorisation*
* All resubmissions must be authorised. Only 1 resubmission is possible per assignment.
Assessor Signature			R.Maddix			Date:	19/2/16
Learner comments
Learner Signature						Date:

SUMMATIVE ASSESSMENT RECORD SHEET
Programme	BTEC Level 3 Diploma in Performing Arts (Musical Theatre)			Learner Name	AMBER CAMERON		Assessor Name	Rachel Maddix
Unit No. & Title	Unit 5: Rehearsing for Performance			Target Learning Aims	1 Be able to contribute to the rehearsal process 2 Be able to select and apply appropriate rehearsal and performance skills 3 Be able to progress rehearsal and performance skills/techniques in response to feedback and evaluation.		Assignment No. & Title	Rent
Issue Date	22/10/15			Interim Submission Date	05/02/16		Final Sub Date
Target criteria	Criteria Achieved Yes/No	Final Assessment Comments
P1	Y	You identified key rehearsal tasks appropriate to your roles
M1	Y	You described and prioritised key rehearsal tasks appropriate to your roles
D1	Y	You explained and prioritised key rehearsal tasks, with insight, foresight and confidence
P2	Y	You completed designated rehearsal tasks, so that a valid contribution was made to the rehearsal process
M2	Y	You completed designated rehearsal tasks, so that a valid contribution was made to the rehearsal process
D2	Y	You completed designated rehearsal tasks with considerable attention to detail, so that an outstanding contribution was made to the rehearsal process
P3	Y	You developed and applied research for your roles
M3	Y	You developed and applied research for your roles, employing findings constructively and progressively during the rehearsal process
D3	Y	You developed and applied research for your roles, employing findings in a constructive, progressive and imaginative way during the rehearsal process
P4	Y	You selected and use rehearsal and performance skills appropriate to the role
M4	Y	You selected and employed rehearsal and performance skills appropriate to the role, in an effective, controlled and considered way
D4	Y	You selected and employed rehearsal and performance skills appropriate to the role, demonstrating strong command and insight
P5	Y	You developed and improved rehearsal and performance skills in response to feedback.
M5	Y	You demonstrated commitment to the development and improvement of rehearsal and performance skills with positive and constructive responses to feedback.
D5	Y	You demonstrated outstanding commitment to the development and improvement of rehearsal and performance skills, with detailed responses to feedback.
Summative comments
Planning D1 You were able to describe the key rehearsal tasks. You have also shown the ability to prioritise and organise tasks according to their importance within the development of the overall production, interdependencies with other members of the ensemble, etc. You also provided an explanation of the rehearsal tasks, elaborating to suggest how and why their approach to the tasks contributed to the overall success of the production, showing a thorough and sophisticated understanding of the tasks and processes. Completion D2 You were able to show extensive attention to detail in completion of the majority of your designated tasks, thus making a very obvious and excellent contribution. Research D3 You were able to demonstrate a strong awareness of how you could apply research findings which were highly relevant to the role/production. There was clear progression of performance skills and you were able to articulate this with clear reference to specific research findings, both in physical rehearsal activities, as well as in discussion and supported with notes and analysis in their rehearsal log. You showed imagination in your use and application of research, and may therefore employ less obvious forms of research or research findings, and/or provide additional insight or fresh and unusual interpretations for the performance. Application D4 You were able to employ the appropriate skills and techniques selected with confidence and proficiency. You demonstrated some insight through your ability to recognise facets of your role and the demands of the performance in their use of skills and techniques. Development D5 You showed dedication and determination in your desire to perform to the highest possible standard, taking feedback and criticism as a cue for further and detailed exploration and progression of role.
Resubmission authorisation*
* All resubmissions must be authorised. Only 1 resubmission is possible per assignment.
Assessor Signature			R.Maddix			Date:	19/2/16

12th feb - dance

Today we began to plan and explore possible stimuli for the new piece we are going to devise. I am in a group with Emily, Bryleah and Kim. We have thought about using the stimulus of tribes, as we are interested in the specific style of their dancing which we could intertwine with contemporary aspects of movement. We explored various videos that ranged from actual african tribal dance (Zulu), to adaptations of the style.

Professional Zulu dancing


More contemporary style

If we chose this idea, we would use this research for ideas on how we want to create our motifs and structure our dance, as well as find appropriate music.

Chorus#1

Today we looked into the use of masks that was one of the key features in Greek theatre. Masks were an important element in worshipping the god 'Dionysus' (Bacchus is the Roman equivalent). They were usually used in ceremonial rites and celebrations.

We did an excercise while wearing masks of different faces/expressions. 

The rule of wearing the masks was no talking with the mask on. We then had to walk around the space acting out the expression on our mask's face. Mine was of someone with a raised brow, in my opinion portraying a sense of confusion. We had to heavily rely on our body language as our faces were hidden and our voices muted by the rule. Although the still faces gaave a vague idea of the emotion, it can vary. For example my face could be perceived as sarcastic over confused because of the raised brow and slight smirk.

We then paired up and picked a couple of lines from the first Chorus (we chose "Victory victory...") and used movement to match the words e.g "Victory" we projected loud above our heads with our arms wide open as if we were speaking/worshipping the gods, especially in "God of the dance". Our vocals are strong and exclaiming as we are celebrating that "war is dead" and Thebes (city in Athens) is "filled with joy". 

We then repeated with our masks on , which meant we now couldn't say our line but could only use our devised movement. We changed the way the lines were portrayed by incorporating more exaggerated expressions into our movement style. This was really beneficial as it gave us an idea of how much exaggeration was needed when wearing masks.

For the 'Victory victory' chorus we made up a beat consisting of body percussion (this includes hand claps and foot stamps), which intertwined with each other's rhythms