Communicating with Music
This element focuses on developing foundational communication and social interaction skills through music. Learners engage in structured musical activities such as greeting and goodbye songs, selecting and playing percussion instruments, and demonstrating awareness as an audience member. These experiences foster early participation, choice-making, and responsiveness to musical cues in a supportive group setting.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The Open Awards Entry Level Award in Performing Arts (Entry 1) (RQF) introduces beginners to fundamental dance and performance skills, including basic movement, rhythm, and expression. This vocationally-related qualification focuses on practical participation and building confidence through solo and group performances, assessed via observation and simple written tasks.
Topic Overview
This Entry Level Award in Performing Arts (Entry 1) is your first step into the world of dance and performance. It is designed for beginners with little or no experience, focusing on building confidence, coordination, and creativity. You will learn basic movement skills such as walking, jumping, turning, and gesturing, and how to put them together into short sequences. The qualification is practical, meaning most of your learning happens by doing, not just reading or writing.
The course covers three main areas: performing (solo and group), creating (making up your own movements), and responding (watching and talking about performances). You will explore different styles like contemporary, street, or musical theatre, and learn how to use space, time, and energy to express ideas. This qualification is vocationally-related, which means it prepares you for further study or work in the performing arts, but it also helps you develop life skills like teamwork, communication, and self-expression.
Assessment is continuous and based on observation of your practical work, plus simple written or verbal tasks. You will be asked to perform short pieces, create a short movement phrase, and give basic feedback on a performance you have seen. The focus is on effort, participation, and improvement, not perfection. By the end, you will have a portfolio of evidence showing your progress, which can lead to higher-level qualifications in dance, drama, or musical theatre.
Key Concepts
Core ideas you must understand for this topic
- →Basic movement vocabulary: walk, run, jump, hop, skip, turn, gesture, and stillness.
- →Use of space: directions (forward, backward, sideways), levels (high, middle, low), and pathways (straight, curved, zigzag).
- →Use of time: keeping in time with music, using fast and slow movements, and understanding rhythm and beat.
- →Use of energy: strong vs. light movements, smooth vs. sharp, and how energy shows mood.
- →Performance skills: facial expression, eye contact, body language, and awareness of the audience.
Learning Objectives
What you need to know and understand
- 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
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for active participation in the greeting song, such as making eye contact, vocalising, or moving in response to the music.
- Look for evidence that the learner can follow a simple instruction to choose a percussion instrument from a selection and play it, or demonstrate a clear response (e.g., tapping, shaking) when an instrument is placed in their hand.
- Assess the learner's ability to show awareness of being part of an audience or band, for example by turning towards a performer, stilling, or reacting to the start and end of a musical item.
- Credit the learner if they give a consistent signal (e.g., looking, smiling, waving, vocalising) that they recognise the musical 'Goodbye' routine.
Assessment Guidance
Guidance for achieving higher grades
- 💡Record video evidence over several sessions to capture consistent, spontaneous responses rather than one-off prompted actions.
- 💡Provide a clear, multisensory context for each activity (e.g., use a familiar object or song prop) to help the learner anticipate and participate.
- 💡Annotate observations with timestamps to link specific learner behaviours to the musical cues being assessed.
- 💡Involve the learner in a familiar group routine so that the greeting and goodbye songs become predictable, enabling them to demonstrate their recognition and participation more reliably.
- 💡Always warm up before performing – it helps you move safely and shows professionalism.
- 💡When performing, try to look at the audience or your teacher, not at the floor. This shows confidence and helps you connect.
- 💡In group work, practise with your group outside of class. This helps you stay in time and feel more comfortable together.
Common Mistakes
Common errors to avoid in your coursework
- Assuming the learner does not understand because their response is subtle or non-standard; many learners communicate through small movements or changes in breathing.
- Prompting the learner too quickly to play an instrument before they have had time to process the instruction and make a choice.
- Overlooking the learner's role as an audience member; only focusing on active performance and missing evidence of passive but attentive awareness.
- Not differentiating between a random action and a purposeful response to the 'Goodbye' cue; careful observation over multiple sessions is needed.
- Misconception: You have to be a naturally good dancer to pass. Correction: The qualification is about effort and improvement, not natural talent. You are assessed on how you participate and develop, not on perfect technique.
- Misconception: Performing is just about copying the teacher. Correction: While you learn from demonstrations, you are also encouraged to create your own movements and make choices. Originality is valued.
- Misconception: You must always smile when performing. Correction: Your facial expression should match the mood of the piece. If the music is sad, a sad face is more appropriate than a smile.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on learning basic movement vocabulary. Practise walking, running, jumping, and turning in different directions and levels. Watch videos of dance performances and note how dancers use space.
- 2Week 2: Work on timing and rhythm. Clap to music, march to a beat, and try moving fast and slow. Practise a short sequence with a partner, focusing on starting and finishing together.
- 3Week 3: Develop your creative skills. Make up a short movement phrase (4-8 counts) that shows a happy mood. Record yourself and watch it back to see how you can improve your expression.
- 4Week 4: Prepare for assessment. Perform your solo and group pieces in front of a friend or family member. Ask for feedback on your eye contact and facial expressions. Review the assessment criteria and make sure you have met all the points.
Exam Question Types
How this topic typically appears in the exam
- 📋Practical performance: You will be asked to perform a short solo or group piece. Advice: Practise in front of a mirror and focus on your facial expressions and timing.
- 📋Creating a movement phrase: You will be asked to create a short sequence of movements to show a given theme (e.g., 'the sea' or 'a storm'). Advice: Use a variety of levels and speeds, and think about how your movements show the theme.
- 📋Responding to a performance: You will watch a performance (live or video) and answer simple questions about what you saw. Advice: Use descriptive words like 'fast', 'slow', 'high', 'low', 'strong', 'light' to describe the movements.
- 📋Written or verbal questions: You may be asked to explain how you used space or energy in your performance. Advice: Use the key vocabulary you have learned, such as 'levels', 'pathways', and 'energy'.
Command Word Expectations (OPEN AWARDS)
What examiners look for when using specific command words in this specification
Give a detailed account of what you did or saw. For example, 'Describe your dance' – you must mention the movements, the use of space, and your facial expressions. Use specific vocabulary like 'I jumped high' or 'I moved in a circle'.
Give reasons for your choices. For example, 'Explain why you used a slow movement' – you must link your movement to the mood or theme, such as 'I used slow movement to show sadness'.
Demonstrate physically. This is a practical command – you must perform a movement or sequence. For example, 'Show a jump' – you must do it, not just talk about it.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: You are asked to perform a short solo dance to a piece of music. The music has a slow, sad feel. Describe three things you would do to show the mood of the music in your performance.
- 1.Step 1: Identify the mood of the music – slow and sad.
- 2.Step 2: Choose movements that match – e.g., slow, flowing arm movements, low body posture.
- 3.Step 3: Use facial expression – e.g., a sad or thoughtful face.
- 4.Step 4: Use space – e.g., stay close to the floor or use small, contained movements.
Question: In a group performance, you must start together and finish together. Explain two ways you can make sure you stay in time with the other dancers.
- 1.Step 1: Listen to the beat of the music – count the beats in your head.
- 2.Step 2: Watch the other dancers – use peripheral vision to see their movements.
- 3.Step 3: Use a starting signal – e.g., a nod or a deep breath before you begin.
- 4.Step 4: Practise together – rehearse the ending so you all know when to stop.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Communicating with Music
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No prior dance experience is required – this is an entry-level qualification.
- •Basic listening skills – being able to follow simple instructions and keep a steady beat.
- •Willingness to participate in group activities and perform in front of others.
Coursework AI Review
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Key Terminology
Essential terms to know
- 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
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