Extended Project — OCN London Vocationally-Related Qualification Dance & Performing Arts Revision

    This unit covers planning a simple project, finding and using information, creating a project output, and presenting it with source references. Learners de

    Topic Synopsis

    This unit covers planning a simple project, finding and using information, creating a project output, and presenting it with source references. Learners develop independent research and presentation skills.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Extended Project

    OCN LONDON
    vocational

    This extended project element requires learners to undertake an in-depth investigation into a chosen area within the performing arts, integrating academic research with creative practice. It demands the application of subject conventions, critical analysis, and the construction of a coherent, substantiated argument presented through both written and practical formats. The project fosters autonomous learning and prepares learners for higher education or professional practice.

    9
    Learning Outcomes
    16
    Assessment Guidance
    16
    Key Skills
    9
    Key Terms
    18
    Assessment Criteria

    Assessment criteria

    OCNLR Level 3 Diploma in Performing Arts
    OCNLR Level 3 Award in Performing Arts
    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 performance. This course focuses on building technical proficiency in various dance styles, such as contemporary, jazz, and street dance, while also exploring choreographic principles and performance skills. You will learn how to create, rehearse, and present dance pieces, gaining confidence in both solo and ensemble work. The qualification is ideal if you are considering a career in performing arts or wish to progress to further study at Level 3.

    Why does this matter? Dance is not just about movement; it is a powerful form of expression that requires discipline, creativity, and teamwork. This certificate helps you develop transferable skills like communication, problem-solving, and resilience, which are valuable in any career. By studying this qualification, you will understand how dance fits into the wider performing arts industry, including theatre, film, and community arts. You will also explore the historical and cultural contexts of different dance styles, giving you a well-rounded appreciation of the art form.

    Throughout the course, you will be assessed through practical performances, written reflections, and research tasks. You will need to demonstrate your ability to apply health and safety practices, work collaboratively, and evaluate your own progress. This qualification is structured to mirror real-world dance practice, so you will gain experience in audition techniques, rehearsal processes, and live performance. By the end, you will have a portfolio of work that showcases your skills and understanding, preparing you for further training or employment in the performing arts sector.

    Key Concepts

    Core ideas you must understand for this topic

    • →Technical skills: Mastery of dance techniques including alignment, coordination, flexibility, and strength across styles like contemporary, jazz, and street dance.
    • →Choreographic devices: Use of canon, unison, contrast, and motif development to create engaging dance pieces.
    • →Performance skills: Projection, spatial awareness, musicality, and emotional expression to connect with an audience.
    • →Health and safety: Safe warm-up and cool-down routines, injury prevention, and understanding of the body's limitations.
    • →Reflective practice: Evaluating your own and others' performances to identify strengths and areas for improvement.

    Learning Objectives

    What you need to know and understand

    • Investigate a specific performing arts topic using primary and secondary sources to establish a clear research focus.
    • Critically evaluate existing scholarly and artistic works to inform personal creative practice and theoretical understanding.
    • Synthesise theoretical frameworks with practical performance skills to produce a cohesive extended project.
    • Construct a sustained, well-structured argument in a written dissertation or report that demonstrates disciplinary knowledge.
    • Present research outcomes through an appropriate combination of written, practical, and digital formats consistent with performing arts conventions.
    • Apply a recognised academic citation system (e.g., Harvard referencing) to accurately acknowledge all sources and avoid plagiarism.
    • 1. Be able to work within the conventions of a specific subject2. Be able to demonstrate extensive subject specific knowledge3. Be able to construct sustained argument in an extended piece of work4. Be able to present work in form/s consistent with the conventions of the specific subject, including an appropriate form of academic citation
    • 1. Be able to plan a simple project.2. Be able to find and use information.3. Be able to write or make a project.4. Be able to show the project and say where the information came from.
    • 1. Be able to plan a simple project.2. Be able to find and use information.3. Be able to write or make a project.4. Be able to show the project and say where the information came from.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for a clearly articulated research question or hypothesis that has direct relevance to the learner's performing arts specialism.
    • Look for evidence of critical engagement with a minimum of 4-6 academic sources, including peer-reviewed journals, books, and performance archives.
    • Assess the logical progression and coherence of the written argument, ensuring each section contributes to answering the research question.
    • Evaluate the quality, creativity, and appropriateness of the practical component, noting how well it illuminates or embodies the research.
    • Check for accurate, consistent application of the chosen citation style in both in-text citations and the reference list.
    • Consider the degree of independent thought and the ability to link theory with practice throughout the project.
    • Award credit for demonstrating consistent application of genre-specific performance or production techniques appropriate to the chosen subject conventions.
    • Credit should be given for in-depth understanding of historical, cultural or theoretical contexts, evidenced through critical analysis and synthesis of subject-specific sources.
    • Assessors must look for a clear, logical and sustained argument developed across the project, with well-supported conclusions that reflect extensive knowledge.
    • Marks are allocated for professional presentation in a form consistent with subject conventions, and accurate use of an appropriate academic citation style (e.g., Harvard referencing).
    • Plan a project with clear aims and steps.
    • Use at least two different information sources.
    • Produce a written or practical project.
    • Present the project and cite sources correctly.
    • Award credit for a detailed project plan that includes clear aims, a realistic timeline, identification of required resources, and a logical sequence of activities.
    • Look for evidence of systematic information gathering from multiple sources, with critical evaluation of relevance and reliability, and effective integration of findings into the project.
    • Expect a finished project (e.g., performance, portfolio, or artefact) that demonstrates coherence, creativity, and alignment with the initial plan, supported by a reflective commentary on the making process.
    • Require a clear presentation of the project that explains the development journey, showcases the outcome, and accurately acknowledges all information sources using a consistent referencing format.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Formulate a narrow, focused research question early on, and ensure it aligns with your performance specialism and available resources.
    • 💡Maintain a reflective journal throughout the project to document your creative decisions, challenges, and links to academic theories.
    • 💡Seek regular formative feedback from your supervisor on drafts of both the written and practical work to stay on track.
    • 💡Use performance analysis frameworks (e.g., Laban movement analysis, semiotics) to add depth to your critical examination.
    • 💡Proofread the final submission carefully for spelling, grammar, and citation errors, and rehearse the practical presentation to ensure professionalism.
    • 💡Start early to allow time for iterative feedback and refinement of your extended piece.
    • 💡Choose a focused, well-defined topic that enables deep exploration and sustained argument relevant to performing arts.
    • 💡Regularly cross-reference your work against the learning objectives to ensure all conventions and knowledge requirements are met.
    • 💡Use a referencing management tool from the outset to guarantee accurate and consistent citations throughout.
    • 💡Break the project into manageable tasks with timelines.
    • 💡Keep a log of sources as you find them.
    • 💡Practice your presentation to ensure clarity.
    • 💡Start planning early and use a project diary or logbook to track progress, decisions, and reflections – this also provides evidence for assessment.
    • 💡Use a mix of primary and secondary sources (e.g., interviews, observations, books, journals) and evaluate each for bias and relevance; keep a working bibliography.
    • 💡When making the project, regularly check it against your plan and learning objectives; be prepared to adapt if necessary but document any changes and rationale.
    • 💡For the presentation, practice explaining how your research informed the project, and have a slide or handout listing all sources with full details to demonstrate academic integrity.
    • 💡Tip 1: When performing, always maintain eye contact with the audience or camera. This shows confidence and engagement, which examiners look for in performance skills.
    • 💡Tip 2: In your written reflections, use specific examples from your rehearsals and performances. Instead of saying 'I improved,' explain how you improved (e.g., 'I worked on my turnout by doing daily exercises and it became more consistent in my routine').
    • 💡Tip 3: For choreography tasks, ensure your piece has a clear beginning, middle, and end. Use a variety of levels, directions, and dynamics to keep the audience engaged.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing description with critical analysis; simply summarising performance history or practitioners without developing an argument.
    • Inconsistent or incorrect use of academic citation, leading to potential plagiarism issues or loss of marks.
    • Lack of a clear, sustained connection between the practical performance element and the written component, resulting in a fragmented submission.
    • Choosing an overly broad topic that prevents in-depth investigation and results in superficial coverage of key issues.
    • Neglecting to provide a reflective account of the creative process, missing the opportunity to demonstrate personal learning and development.
    • Selecting an overly broad topic, leading to superficial coverage and a lack of depth in subject knowledge.
    • Failing to maintain a coherent argument; the work becomes descriptive rather than analytical or critical.
    • Neglecting to follow discipline-specific presentation formats, such as performance documentation or production portfolios.
    • Incorrect or inconsistent academic citation, often omitting references or misusing quotation conventions.
    • Planning too vaguely without specific deadlines.
    • Using only one source or unreliable sources.
    • Forgetting to reference sources in the presentation.
    • Failing to create a sufficiently detailed plan, leading to poor time management and an underdeveloped project.
    • Over-relying on a single source type (e.g., only websites) without assessing credibility, or neglecting to record sources as they are used.
    • Producing a project that is not clearly linked to the research findings, resulting in a mismatch between investigation and final output.
    • Presenting the project without properly crediting sources, which can lead to plagiarism concerns; or providing incomplete references that do not allow assessors to verify the information.
    • Misconception: Dance is just about learning steps. Correction: While steps are important, dance is about expressing emotion, telling a story, and connecting with music. You must focus on performance quality, not just technical accuracy.
    • Misconception: You need to be naturally flexible to succeed. Correction: Flexibility can be developed over time with consistent stretching. The course emphasizes safe progression and proper technique over extreme flexibility.
    • Misconception: Choreography is just copying moves from videos. Correction: Original choreography requires understanding of structure, dynamics, and space. You must create your own movements that convey a theme or narrative.

    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, jazz square) from previous dance experience or introductory courses.
    • •Ability to work in a group and take direction from a teacher or choreographer.
    • •A willingness to perform in front of others and receive constructive feedback.

    Key Terminology

    Essential terms to know

    • Independent Research in Performing Arts
    • Application of Disciplinary Conventions
    • Critical Analysis and Argumentation
    • Academic Referencing Standards
    • Practice-as-Research Integration
    • Reflective Practice
    • 1. Be able to work within the conventions of a specific subject2. Be able to demonstrate extensive subject specific knowledge3. Be able to construct sustained argument in an extended piece of work4. Be able to present work in form/s consistent with the conventions of the specific subject, including an appropriate form of academic citation
    • 1. Be able to plan a simple project.2. Be able to find and use information.3. Be able to write or make a project.4. Be able to show the project and say where the information came from.
    • 1. Be able to plan a simple project.2. Be able to find and use information.3. Be able to write or make a project.4. Be able to show the project and say where the information came from.

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