What do I need to do to pass the Level 2 Award in Performing Arts?

To pass, you must complete all three mandatory units: Developing Performance Skills, Rehearsing for Performance, and Performing to an Audience. You will be assessed through practical performances and a written evaluation log. You need to demonstrate technical competence, effective rehearsal strategies, and the ability to perform confidently in front of an audience. There is no final exam; assessment is continuous throughout the course.

Can I take this course if I have no experience in dance or drama?

Yes, the Level 2 Award is designed for beginners as well as those with some experience. The course starts with foundational techniques and builds up gradually. However, you should be willing to practise regularly and take feedback constructively. If you are shy or nervous, the course will help you build confidence through structured activities and supportive group work.

How is the performance evaluated?

Your performance is assessed by your tutor against criteria such as technical accuracy, expression, and audience engagement. You will also submit a logbook documenting your rehearsal process, including goals, challenges, and reflections. The logbook is as important as the performance itself because it shows your understanding of the creative process. Examiners look for evidence of progress and thoughtful self-evaluation.

What kind of performances will I do?

You will perform at least two pieces, which could be a dance routine, a dramatic monologue or scene, or a musical theatre number. The pieces are chosen by your tutor or in collaboration with your group. Performances are usually held in a studio or school theatre, sometimes with a small invited audience. You may also have the opportunity to perform in a public showcase.

How long does the course take to complete?

The Level 2 Award typically takes one academic year to complete, with around 120 guided learning hours. This includes class time for practical workshops, rehearsals, and assessments. You will also need to spend additional time outside of class for independent practice and completing your logbook. The exact duration may vary depending on your school or college's schedule.

What can I do after completing this qualification?

You can progress to a Level 3 qualification in Performing Arts, such as a BTEC Extended Diploma or A-Levels in Dance, Drama, or Theatre Studies. This can lead to higher education courses in performing arts or related fields. Alternatively, you can use the skills gained to pursue entry-level roles in community arts, theatre production, or teaching assistance. The qualification also develops transferable skills useful for any career involving communication and teamwork.

Choreographing Dance

OPEN COLLEGE NETWORK WEST MIDLANDS

vocational

This subtopic introduces foundational choreographic skills, enabling learners to generate, structure, and direct original dance works. Emphasis is placed on applying compositional devices and manipulating movement elements to convey artistic intent, while fostering critical self-reflection to identify strengths and areas for development in choreographic practice.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Open College Network West Midlands Level 2 Award in the Performing Arts

Topic Overview

The Open College Network West Midlands Level 2 Award in the Performing Arts is a foundational qualification designed to introduce students to the core disciplines of dance, drama, and musical theatre. This course emphasises practical skill development, creative expression, and collaborative performance, preparing learners for further study or entry-level roles in the performing arts industry. Students explore key techniques in at least two performance disciplines, develop rehearsal and evaluation skills, and gain an understanding of health and safety in performance settings.

This qualification is structured around three mandatory units: 'Developing Performance Skills', 'Rehearsing for Performance', and 'Performing to an Audience'. In 'Developing Performance Skills', students build technical proficiency in their chosen disciplines, such as contemporary dance, acting, or singing. 'Rehearsing for Performance' focuses on the process of preparing a piece for public presentation, including time management, teamwork, and responding to direction. Finally, 'Performing to an Audience' assesses the student's ability to deliver a polished, engaging performance while managing nerves and maintaining focus.

Mastery of this award demonstrates a student's commitment to the performing arts and provides a solid foundation for progression to Level 3 qualifications, such as BTECs or A-Levels in Dance or Drama. It also equips learners with transferable skills like confidence, communication, and resilience, which are highly valued in both creative and non-creative careers. By the end of the course, students should be able to reflect critically on their own work and that of others, using feedback to refine their practice.

Key Concepts

Core ideas you must understand for this topic

→Technical proficiency: Mastery of fundamental movements, vocal techniques, or acting methods specific to your chosen discipline, such as alignment in dance or breath control in singing.
→Rehearsal discipline: The ability to work independently and as part of an ensemble, using rehearsal time effectively to refine performance elements like timing, spatial awareness, and emotional expression.
→Performance evaluation: Analysing your own and others' performances using subject-specific terminology, identifying strengths and areas for improvement, and setting targets for development.
→Health and safety: Understanding how to warm up properly, use space safely, and prevent injury, including awareness of your own physical limits and the importance of hydration and rest.

Learning Objectives

What you need to know and understand

Apply a range of movement generation techniques to create original dance material.
Select and order movement phrases to form a cohesive choreographic structure.
Manipulate the elements of dance (time, space, dynamics) to convey artistic intent.
Communicate creative vision effectively to dancers during rehearsal.
Evaluate the effectiveness of own choreography against the intended aims.
Set realistic goals for personal development as a choreographer.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for clear evidence of choreographic planning, such as motif development, use of floor patterns, or application of compositional devices.
Assess the ability to adapt and refine movement in response to dancer feedback or practical constraints during the rehearsal process.
Credit should be given for demonstrating an understanding of health and safety considerations during practical sessions, including safe dance practice.
Look for the candidate’s ability to give clear, respectful instructions and maintain a positive, productive rehearsal atmosphere when directing.
Expect written or verbal self-evaluation that goes beyond description, offering justification for creative choices and identifying concrete areas for improvement.

Assessment Guidance

Guidance for achieving higher grades

💡Keep a detailed choreographer’s journal to evidence your creative process, including sketches, notes, and reflections.
💡Film rehearsals and the final performance to aid objective self-review and capture moments that may be forgotten.
💡Seek peer feedback during the process to validate your own evaluation and gain alternative perspectives.
💡When directing, use positive language and be flexible; collaboration often yields better results than rigid instructions.
💡Ensure your choreography clearly reflects a central theme or intention, making evaluation against aims more straightforward.
💡When performing, maintain strong focus and energy throughout, even if you make a mistake. Examiners reward recovery and commitment over perfection. A confident recovery can still earn high marks.
💡In your evaluation log, use specific examples from rehearsals and performances. Instead of saying 'I improved my timing', describe how you used a metronome or worked with a partner to stay in sync. This shows deeper understanding.
💡During group performances, ensure you are aware of your spatial relationship to others. Use eye contact and physical cues to stay connected. Examiners look for ensemble awareness and responsiveness.

Common Mistakes

Common errors to avoid in your coursework

Focusing solely on steps without considering spatial design, musicality, or dynamics.
Failing to record or document choreographic ideas, leading to loss of material or inability to justify choices.
Over-reliance on imitation or copying from existing works rather than developing original movement.
Difficulty in separating the roles of choreographer and dancer when directing peers, resulting in unclear communication.
Self-reviews that are overly subjective, lacking specific examples or actionable targets for development.
Misconception: 'Performing arts is just about natural talent, so you don't need to practise technique.' Correction: While talent can help, consistent practice of technique is essential for developing control, precision, and versatility. Even gifted performers must rehearse to refine their skills.
Misconception: 'Rehearsing means running through the piece from start to finish every time.' Correction: Effective rehearsal involves breaking down sections, focusing on difficult transitions, and experimenting with different interpretations. Repetition without reflection does not lead to improvement.
Misconception: 'If you forget your lines or choreography, you should stop and start again.' Correction: In a performance, you must learn to recover gracefully, improvise if needed, and stay in character. Stopping disrupts the audience's experience and shows lack of professionalism.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of performance disciplines: Familiarity with at least one area (dance, drama, or music) through school or extracurricular activities helps, but no formal qualifications are required.
•Ability to work in a group: Since much of the course involves collaborative rehearsal and performance, experience in team activities (e.g., sports, group projects) is beneficial.
•Commitment to regular practice: Students should be prepared to dedicate time outside of class for individual rehearsal and skill development.

Key Terminology

Essential terms to know

Movement creation and manipulation
Choreographic structures and form
Directing and communication skills
Critical self-reflection

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Choreographing Dance

Assessment criteria

Topic Overview

Key Concepts

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Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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