Developing a Character and Persona — Open Awards Vocationally-Related Qualification Dance & Performing Arts Revision

    This subtopic focuses on the foundational skills required to adopt and sustain a distinct character or persona in a performance context. Learners will expl

    Topic Synopsis

    This subtopic focuses on the foundational skills required to adopt and sustain a distinct character or persona in a performance context. Learners will explore simple techniques such as using voice, body language, and facial expression to convey mood and intent, directly supporting their ability to engage an audience. The practical application lies in short devised or scripted pieces where the character’s presence enhances the overall storytelling.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Developing a Character and Persona

    OPEN AWARDS
    vocational

    This subtopic focuses on the foundational skills required to adopt and sustain a distinct character or persona in a performance context. Learners will explore simple techniques such as using voice, body language, and facial expression to convey mood and intent, directly supporting their ability to engage an audience. The practical application lies in short devised or scripted pieces where the character’s presence enhances the overall storytelling.

    2
    Learning Outcomes
    9
    Assessment Guidance
    9
    Key Skills
    2
    Key Terms
    9
    Assessment Criteria

    Assessment criteria

    Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF)
    Open Awards Entry Level Certificate in Performing Arts (Entry 3) (RQF)

    Topic Overview

    The Open Awards Entry Level Award in Performing Arts (Entry 3) (RQF) is a foundational qualification designed to introduce students to the core disciplines of dance, drama, and musical theatre. This course focuses on developing basic performance skills, creativity, and confidence through practical exploration. Students will engage in activities such as learning simple choreography, devising short scenes, and performing for an audience, all while building an understanding of key performance principles like timing, expression, and spatial awareness.

    This qualification is ideal for students who are new to performing arts or who wish to build a solid base before progressing to higher levels. It emphasises teamwork, communication, and self-expression, which are valuable skills both on and off the stage. By the end of the award, students will have created a portfolio of practical work and gained experience in presenting their performances, preparing them for further study in dance, drama, or related vocational pathways.

    Within the wider context of performing arts education, this Entry Level award serves as a stepping stone to Level 1 and Level 2 qualifications. It aligns with the UK's Regulated Qualifications Framework (RQF) and is recognised by schools, colleges, and training providers. The course is structured to be accessible, with clear learning outcomes that allow students to progress at their own pace while developing a genuine appreciation for the performing arts.

    Key Concepts

    Core ideas you must understand for this topic

    • →Performance Skills: Understanding and applying basic techniques in dance (e.g., posture, coordination), drama (e.g., voice projection, characterisation), and musical theatre (e.g., singing in tune, acting through song).
    • →Choreography and Devising: Creating simple movement sequences or short dramatic pieces using given stimuli, such as a piece of music, a theme, or a prop.
    • →Rehearsal and Reflection: Participating in rehearsals to improve performance, and using feedback to refine work. Students learn to evaluate their own and others' performances constructively.
    • →Audience Awareness: Developing the ability to perform with confidence and engage an audience, including understanding stage directions, facing the audience, and maintaining focus.
    • →Health and Safety: Knowing how to warm up properly, use space safely, and avoid injury during physical performance activities.

    Learning Objectives

    What you need to know and understand

    • Be able to create a mood, persona or character
    • Be able to create a mood, persona or character

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear change in physicality, such as posture, gesture, or movement, that aligns with the intended character.
    • Assess consistently sustained vocal tone, pace, or pitch that supports the chosen mood throughout the performance.
    • Look for evidence of facial expressions that communicate the character’s emotions, even when not speaking.
    • Credit a short piece of reflective writing or verbal explanation linking their performance choices to the character’s motivations.
    • Award credit for demonstrating clear changes in posture, gesture, and movement to reflect a chosen character.
    • Evidence of consistent voice alteration, such as volume, pitch, or tone, to suit the persona.
    • Show awareness of the character's mood or emotional state through facial expressions and reactions.
    • Sustain the chosen character or persona throughout a short performance piece without breaking role.
    • Provide evidence of preparatory work, such as a simple character profile, to support the practical performance.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Begin with a simple character opposite to your own personality to make the contrast obvious to assessors; exaggerated choices often work well at this level.
    • 💡Practice a short ‘character walk’ and a signature phrase to anchor your persona, ensuring you can return to it if you lose focus during performance.
    • 💡Record your rehearsals and watch them back to check whether your body language and vocal tone remain consistent throughout.
    • 💡In assessments, be prepared to explain why you made specific performance choices, as this verbal/log evidence can strengthen your grade.
    • 💡Use a simple character profile sheet to plan key traits, including how they move and speak, before rehearsing.
    • 💡Practice in front of a mirror or record yourself to check consistency of physical and vocal choices.
    • 💡Observe people in daily life to gather realistic details for your character.
    • 💡Start with a clear emotional intention: know what your character wants in the scene and show it through action.
    • 💡Warm up your voice and body before performing to ensure flexibility in creating different personas.
    • 💡Tip: In practical assessments, always show clear intention. Whether you're dancing or acting, make deliberate choices about your movements or expressions. Examiners look for purpose, not just going through the motions.
    • 💡Tip: Use your rehearsal time wisely. Set specific goals for each session (e.g., 'I will work on my timing in the chorus section'). This shows you can plan and evaluate, which is a key assessment objective.
    • 💡Tip: When performing, remember to 'cheat out' – angle your body slightly towards the audience so they can see your face and movements clearly. This simple technique makes your performance more engaging.

    Common Mistakes

    Common errors to avoid in your coursework

    • Students often confuse 'being themselves' with performing a character, resulting in no observable difference between their natural self and the persona.
    • Over-reliance on a single technique (e.g., only changing voice) while neglecting physicality or facial expression, leading to a one-dimensional portrayal.
    • Inconsistent characterisation, where the chosen mood or persona is lost mid-performance due to nerves or lack of rehearsal.
    • Choosing a character that is too complex for their current skill level, making it difficult to maintain believability.
    • Confusing character with acting as themselves; failing to maintain the persona throughout the performance.
    • Over-reliance on dialogue without physical embodiment, leaving the performance flat.
    • Forgetting to respond to imaginary circumstances or other performers in character.
    • Using vocal and physical choices that are inconsistent with the character's background or situation.
    • Lacking focus, which leads to breaking character when something unexpected occurs.
    • Mistake: Thinking that performing arts is just about 'being talented' and that you can't improve with practice. Correction: While natural ability helps, performing arts skills are developed through consistent rehearsal, feedback, and reflection. Everyone can improve with effort.
    • Mistake: Believing that you must perform alone or be the lead role to succeed. Correction: Ensemble work is a core part of this qualification. Learning to collaborate, support others, and perform as part of a group is equally important and assessed.
    • Mistake: Assuming that written work is not important in a practical subject. Correction: This qualification includes reflective logs or journals where you analyse your progress. Clear, honest reflection can boost your final grade.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this Entry Level award, making it accessible to beginners. However, a basic ability to follow instructions and work in a group is helpful. Prior experience in school assemblies or drama clubs can be beneficial but is not essential.

    Key Terminology

    Essential terms to know

    • Be able to create a mood, persona or character
    • Be able to create a mood, persona or character

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