Dance & Performing Arts Revision — Open Awards Vocationally-Related Qualification
Complete Open Awards Vocationally-Related Qualification Dance & Performing Arts specification revision resources. Tailored syllabus coverage with topic breakdowns, quizzes, and practice questions.
Specification Topics
- Communicating with Dance
- Develop Skills to Play a Musical Instrument
- Contribute to the Creation of a Group Drama Presentation
- Performance Skills
- Communicating with Music
- Developing a Character and Persona
- Developing Skills in Drama
- Engaging in a Creative Group Project
- Develop Dance and Music Skills
- Exploring and Appreciating Music
- Exploring Dance
- Exploring Music
- Exploring Opportunities in Performing Arts
- Solo Music Performance
- Improvisation Techniques
- Introduction to the Performing Arts
Top Exam Board Tips
- Practice keeping the beat by clapping or tapping along to a variety of music tracks at home to build confidence in timing.
- During the warm-up, focus on feeling vibrations through the floor or body if the beat is hard to hear, especially for learners with hearing differences.
- In group activities, always watch the tutor’s demonstrations and repeat the movement exactly before adding your own style.
- Make your thanks clear and audible, or use a distinct, deliberate movement like a bow or a wave, and maintain eye contact with the tutor.
- Practice short, repeated patterns until they become automatic; this helps demonstrate both sound production and rhythmic response.
- During assessment, focus on listening first—let the music guide your timing and dynamics before you play.
- If you make an error, simply resume at the next clear beat; assessors are looking for overall engagement, not perfection.
- Keep a rehearsal log or diary with dated entries noting your ideas, feedback received, and how you adapted your performance—this provides strong evidence for assessment.
- During the performance, maintain eye contact with the audience and stay aware of your fellow performers' positions to ensure seamless ensemble work.
- Keep a simple log or diary of the planning sessions, noting your contributions and how the group built on suggestions to show examiner evidence.
Common Mistakes to Avoid
- Confusing the beat with the rhythm pattern or melody, leading to movements that do not align with the pulse.
- Moving without sustained connection to the music, such as stopping early or moving at an unchanging speed.
- Not observing or listening to the tutor’s directional cues during group work, resulting in disjointed or missed actions.
- Feeling self-conscious about expressing thanks, leading to mumbled words or incomplete gestures.
- Learners often tense their hands or body, leading to strained, inconsistent sound production.
- Many struggle to maintain a steady pulse and either rush or lag when trying to play along with a beat.
- Confusion between ‘respond to music’ and ‘play an instrument’ can lead to non-musical noise-making rather than intentional sound.
- Learners often mistake loud or exaggerated acting for effective characterisation, neglecting subtlety and authenticity in their use of voice and movement.
Key Terminology & Definitions
- Be able to listen and respond to the beat /rhythm / vibration in a movement warm-up activity, Be able to move to the music/sound and talk about it, Be able to follow directions for taking part in a group dance activity, Be able to thank the tutor verbally and/or in movement
- Be able to respond to music, Be able to play a musical instrument
- Be able to contribute to the planning of a drama presentation.Be able to use costume and props to enhance character and performance.Be able to rehearse in preparation for performance as part of a group.Be able to perform to an audience as a part of a group.
- Know about performance skills.Be able to take a role in preparing for a performance.Be able to perform for an audience
- Be able to participate in a greeting song, Be able to follow instructions to select and play, or to respond to a percussion instrument, Be part of an audience/band and show awareness of a musical activity, Be able to indicate that they are aware that someone has said a musical “Goodbye” to them
- Be able to create a mood, persona or character
- Understand how to create a mood, role or character, Be able to use movement, gestures and/or speech to create a mood, role or character
- Be able to participate in the selection of a creative group project.Be able to engage in a creative group project.
- Be able to respond to music.Be able to perform dance movements
- Be able to identify different music stylesBe able to identify different musical instrumentsBe able to identify musical notes on a major scaleBe able to demonstrate playing a simple tune on an instrumentBe able to contribute to a group performanceBe able to reflect on performance
- Be able to appreciate musicBe able to identify and play musical instrumentsPlay a musical instrument with others
- Be able to move in response to sound.Be able to move in space.Be able to make dance movements.
- Be able to move in response to sound.Be able to move in space.Be able to make dance movements
- Be able to appreciate music.Be able to identify and play musical instruments.Play a musical instrument with others
- Be able to appreciate musicBe able to identify a musical instrumentPlay a musical instrument with others