Devising Drama — OCN London Vocationally-Related Qualification Dance & Performing Arts Revision

    This topic covers devising drama scenes with character, situation, story, structure, style, and angle. Learners engage with character and situation, demons

    Topic Synopsis

    This topic covers devising drama scenes with character, situation, story, structure, style, and angle. Learners engage with character and situation, demonstrate technical acting skills, and review their own work.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Devising Drama

    OCN LONDON
    vocational

    Devising drama is a collaborative creative process where learners originate performance material through exploration of character, situation, and story, moving beyond scripted work to build original scenes. It demands an understanding of dramatic structure, stylistic choices, and thematic angles, while integrating technical acting skills to bring the work to life. Through practical engagement and critical reflection, learners develop both performance craft and evaluative abilities essential for the creative industries.

    3
    Learning Outcomes
    11
    Assessment Guidance
    11
    Key Skills
    3
    Key Terms
    15
    Assessment Criteria

    Assessment criteria

    OCNLR Level 2 Award in Skills for Professions in the Creative and Digital Industries
    OCNLR Level 2 Certificate in Performing Arts
    OCNLR Level 2 Extended Certificate in Performing Arts

    Topic Overview

    The OCNLR Level 2 Certificate in Performing Arts is a vocationally-related qualification designed to develop your practical skills and theoretical understanding in dance and performing arts. This course focuses on building a strong foundation in dance techniques, performance skills, and creative processes, preparing you for further study or entry-level roles in the performing arts industry. You will explore various dance styles, learn how to interpret and perform choreography, and understand the importance of rehearsal and evaluation in improving your work.

    This qualification is structured around units that cover core areas such as dance performance, choreography, and the contextual understanding of dance as an art form. You will be assessed through practical performances, written reflections, and research tasks, mirroring real-world expectations in the performing arts sector. By the end of the course, you will have developed not only technical proficiency but also the ability to work collaboratively, think creatively, and critically evaluate your own and others' work.

    Studying this certificate is valuable because it provides a stepping stone to higher-level qualifications, such as A-Level Dance or BTEC Performing Arts, and can lead to careers in dance teaching, performance, or arts administration. The skills you gain—discipline, teamwork, and self-expression—are transferable to many other fields, making this qualification a versatile choice for your education and future career.

    Key Concepts

    Core ideas you must understand for this topic

    • →Technical skills: Understanding and applying correct alignment, posture, and control in dance movements, including turns, jumps, and balances.
    • →Choreographic devices: Using tools like motif development, contrast, and canon to create original dance pieces.
    • →Performance skills: Developing projection, musicality, and spatial awareness to engage an audience effectively.
    • →Rehearsal and evaluation: The importance of regular practice, self-assessment, and peer feedback to refine performance quality.
    • →Contextual understanding: Recognising the historical and cultural influences on different dance styles, such as contemporary, ballet, or street dance.

    Learning Objectives

    What you need to know and understand

    • Be able to devise scenes with reference to character, situation and story., Be able to devise scenes with structure, style and angle., Be able to engage with character and situation when devising., Be able to demonstrate technical acting skills when devising., Be able to review own devising drama work.
    • Be able to devise scenes with reference to character, situation and story., Be able to devise scenes with structure, style and angle., Be able to engage with character and situation when devising., Be able to demonstrate technical acting skills when devising., Be able to review own devising drama work.
    • Be able to devise scenes with reference to character, situation and story., Be able to devise scenes with structure, style and angle., Be able to engage with character and situation when devising., Be able to demonstrate technical acting skills when devising., Be able to review own devising drama work.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly defined characters that show consistent objectives, motivations, and relationships within the devised scene, evidenced through physicality and voice.
    • Look for a deliberate and effective dramatic structure (e.g., clear beginning, middle, end), and a conscious choice of style (e.g., naturalistic, epic, physical theatre) that serves the intended angle or message.
    • Assessors must see active embodiment of character throughout the performance, including sustained focus, truthful reactions, and clear engagement with the given situation.
    • Credit technical acting skills such as vocal projection, clear diction, controlled movement, effective use of space, and expressive gesture that enhance communication with the audience.
    • Self-review should be specific and analytical, referencing concrete examples from the devising process and performance to justify strengths and identify actionable targets for improvement.
    • Devise scenes that develop character and situation.
    • Use structure, style, and angle to enhance drama.
    • Demonstrate engagement with character and situation.
    • Apply technical acting skills such as voice and movement.
    • Review own devising work critically.
    • Award credit for demonstrating a clear understanding of character objectives, motivation, and relationship to the situation and narrative in devised scenes.
    • Award credit for evidencing intentional use of dramatic structure (e.g., exposition, climax), a consistent performance style (e.g., naturalistic, physical theatre), and a defined narrative angle or perspective.
    • Award credit for sustained and truthful engagement with character, demonstrated through physical and vocal choices that respond authentically to the given circumstances of the situation.
    • Award credit for competent application of technical acting skills such as projection, articulation, spatial awareness, and effective use of physicality and gesture within the devised performance.
    • Award credit for a reflective review that identifies specific strengths and areas for development in the devising process, referencing concrete examples from the work and proposing actionable improvements.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Document your devising process in a logbook or portfolio, recording initial ideas, research, rehearsal discoveries, and reflections—this evidence supports all learning objectives.
    • 💡Collaborate actively: share ideas, listen to peers, and be willing to adapt; the best devised work emerges from ensemble commitment.
    • 💡During performance, commit fully to your character's physical and vocal choices, even when facing the unexpected—sustained engagement is a key assessment criterion.
    • 💡Take creative risks with style and angle, but ensure they serve the story; justify your choices verbally or in writing to demonstrate understanding.
    • 💡In your review, avoid generic praise; use the 'what, why, and how' model: what you did, why you did it, and how you could improve it next time.
    • 💡Use improvisation to explore character and situation.
    • 💡Consider audience perspective when devising.
    • 💡Keep a reflective journal to track progress.
    • 💡In your portfolio, clearly map each devised scene to the unit criteria: explicitly state how character, situation, story, structure, style, and angle were considered and integrated.
    • 💡During practical assessments, make bold and clear choices that showcase your technical acting skills; avoid playing safe or hiding behind the ensemble.
    • 💡For the review, use a structured format such as 'What? So What? Now What?' to analyse your work, ensuring you link reflections directly to observed evidence from rehearsals and performances.
    • 💡Tip 1: In practical assessments, always show clear intention in your movements. Examiners look for purposeful actions, not just random steps—connect each movement to the music or theme.
    • 💡Tip 2: When writing evaluations, use specific examples from your rehearsals or performances. Instead of saying 'I improved,' explain how you improved (e.g., 'I worked on my turnout by doing daily exercises, which made my pirouettes more stable').
    • 💡Tip 3: For choreography tasks, plan your piece around a clear structure (beginning, middle, end) and use a variety of dynamics (fast/slow, strong/gentle) to keep the audience engaged.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing devising with improvisation: learners often produce unfocused, unstructured scenes without intentional development of character or narrative.
    • Over-reliance on clichéd characters or situations, lacking originality and depth, which weakens engagement and the devised story's impact.
    • Neglecting to establish a clear structure, resulting in scenes that meander without a satisfying arc or dramatic tension.
    • Mistaking volume for projection: shouting lines rather than supporting the voice with breath and resonance, causing strain and loss of clarity.
    • Providing only vague or overly positive self-reviews, such as 'it went well,' without citing specific moments or linking to the learning objectives.
    • Creating scenes without clear dramatic structure.
    • Lack of character development or motivation.
    • Failing to reflect on and evaluate own work.
    • Learners often concentrate on creating a storyline but neglect to develop multidimensional characters, resulting in performances that feel shallow or unconvincing.
    • Confusing stylistic conventions—for instance, using Brechtian techniques without understanding their purpose—leading to inconsistent or ineffective theatrical communication.
    • Failing to document the devising process thoroughly, which undermines the ability to provide a meaningful, evidence-based self-review.
    • Misconception: Dance is just about learning steps. Correction: While steps are important, performing arts also require emotional expression, storytelling, and understanding the music and space around you.
    • Misconception: You need to be naturally flexible to succeed. Correction: Flexibility can be developed over time with consistent stretching; technique and performance quality are equally important.
    • Misconception: Choreography is only for the teacher. Correction: As a student, you are expected to create your own choreography, using your creativity and understanding of dance principles.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of dance terminology (e.g., plié, tendu, arabesque) is helpful but not essential, as the course covers these.
    • •Some experience in a dance style (e.g., school dance club, local classes) can give you a head start, but the course is designed for beginners.
    • •A willingness to perform in front of others and receive constructive feedback is important for success.

    Key Terminology

    Essential terms to know

    • Be able to devise scenes with reference to character, situation and story., Be able to devise scenes with structure, style and angle., Be able to engage with character and situation when devising., Be able to demonstrate technical acting skills when devising., Be able to review own devising drama work.
    • Be able to devise scenes with reference to character, situation and story., Be able to devise scenes with structure, style and angle., Be able to engage with character and situation when devising., Be able to demonstrate technical acting skills when devising., Be able to review own devising drama work.
    • Be able to devise scenes with reference to character, situation and story., Be able to devise scenes with structure, style and angle., Be able to engage with character and situation when devising., Be able to demonstrate technical acting skills when devising., Be able to review own devising drama work.

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