Developing Problem Solving Skills
This element develops essential problem-solving skills within creative arts and digital technologies contexts. Learners explore how diverse factors—such as resources, audience needs, technical constraints, and aesthetic considerations—shape viable solutions. Through evidence-based reasoning and structured processes, they learn to refine ideas and implement effective outcomes in project-based work.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The OCN NI Level 2 Certificate in Creative Arts and Digital Technologies in Dance & Performing Arts covers performance skills, choreography, and production elements. Students develop practical techniques, creative processes, and reflective evaluation for live or recorded performances.
Topic Overview
This qualification introduces you to the creative and technical processes in dance and performing arts. You will explore performance skills, choreography, and production elements such as lighting and sound. The course emphasises practical work, collaboration, and reflection, preparing you for further study or entry-level roles in the arts.
You will develop a portfolio of work including solo and group performances, choreographic studies, and evaluations. Assessment is through practical demonstrations, written logs, and presentations. The qualification is vocationally relevant, linking to real-world practices in theatre, dance companies, and community arts.
Understanding the relationship between performer, choreographer, and audience is key. You will learn to critique your own work and others', using correct terminology. This foundation supports progression to Level 3 qualifications or apprenticeships in performing arts.
Key Concepts
Core ideas you must understand for this topic
- →Performance skills: posture, alignment, coordination, musicality, and expression.
- →Choreographic devices: canon, unison, contrast, repetition, and motif development.
- →Production elements: lighting, sound, costume, and set design and their impact on performance.
- →Evaluation and reflection: using feedback to improve and articulating strengths/weaknesses.
Learning Objectives
What you need to know and understand
- Understand how a range of factors might influence potential solutions to given problems., Use evidence to support problem solving., Apply some of the processes involved in problem solving for given problems.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly identifying and explaining at least three distinct factors (e.g., budget, available technology, artistic intent) that influence potential solutions to the given problem.
- Award credit for using relevant and specific evidence—such as research data, case studies, or feedback—to justify the chosen solution and demonstrate critical thinking.
- Award credit for applying a recognised problem-solving process (e.g., define, ideate, prototype, test) and documenting each stage with clarity and reflection.
Assessment Guidance
Guidance for achieving higher grades
- 💡For assignments, maintain a portfolio or logbook that captures every step of your problem-solving journey, including dead ends and revisions—this demonstrates thorough application.
- 💡When evaluating factors, create a simple grid or mind map to visually show how each factor affects different options, then reference this in your written evidence.
- 💡Always tie your conclusions back to the original problem brief and the evidence you gathered; this shows a clear, traceable decision-making process.
- 💡Use correct terminology (e.g., 'dynamics' not 'energy') to show understanding.
- 💡In evaluations, always link back to the intended effect on the audience.
- 💡Record your performances to review and annotate for your portfolio.
Common Mistakes
Common errors to avoid in your coursework
- Describing factors only superficially without linking them to how they directly impact solution choices.
- Presenting a solution without any supporting evidence or rationale, reducing the work to unsupported opinion.
- Skipping systematic processes and jumping to a final outcome, neglecting iterative testing and refinement.
- Mistake: Thinking choreography is just steps. Correction: It includes structure, dynamics, and spatial design.
- Mistake: Believing evaluation is only positive. Correction: You must also identify areas for improvement with specific suggestions.
- Mistake: Confusing 'motif' with 'theme'. Correction: A motif is a repeated movement phrase; a theme is the underlying idea.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on performance skills – practice a set phrase daily, video yourself, and note improvements.
- 2Week 2: Study choreographic devices – create a short solo using at least three devices and write a reflection.
- 3Week 3: Explore production elements – watch a recorded performance and analyse lighting/sound choices.
- 4Week 4: Compile portfolio – organise evidence, write evaluations, and practice exam-style questions.
Exam Question Types
How this topic typically appears in the exam
- 📋Describe and explain questions: e.g., 'Describe how you used dynamics in your performance.' Be specific with examples.
- 📋Evaluate questions: e.g., 'Evaluate your group piece, identifying strengths and weaknesses.' Use a balanced structure.
- 📋Choreographic analysis: e.g., 'Explain how you developed a motif.' Show progression with clear steps.
Command Word Expectations (OPEN COLLEGE NETWORK NORTHERN IRELAND)
What examiners look for when using specific command words in this specification
Give a detailed account of what you did, including specific movements, timing, and use of space.
Give reasons for your choices, linking to intended effect or meaning.
Make a judgement on success, with balanced strengths and areas for improvement, supported by evidence.
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: Explain how you used two different choreographic devices in your group dance. (6 marks)
- 1.Step 1: Identify two choreographic devices (e.g., canon and unison).
- 2.Step 2: Describe how you applied each device in your dance.
- 3.Step 3: Explain the effect on the audience or meaning.
Question: Evaluate your performance of a solo piece, identifying strengths and areas for development. (8 marks)
- 1.Step 1: State two strengths with specific examples.
- 2.Step 2: State two areas for development with specific examples.
- 3.Step 3: Suggest how you would improve.
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 COLLEGE NETWORK NORTHERN IRELAND Developing Problem Solving Skills
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
- •Basic understanding of dance genres (e.g., contemporary, ballet, street).
- •Ability to work in a group and take direction.
- •Willingness to perform in front of others.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Understand how a range of factors might influence potential solutions to given problems., Use evidence to support problem solving., Apply some of the processes involved in problem solving for given problems.
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