Making Dance — Open College Network West Midlands QCF Dance & Performing Arts Revision

    This element focuses on the foundational skills required to safely and creatively produce dance sequences. Learners will develop a disciplined approach to

    Topic Synopsis

    This element focuses on the foundational skills required to safely and creatively produce dance sequences. Learners will develop a disciplined approach to physical preparation through warm-up and cool-down routines, build ensemble trust, and explore the choreographic process of devising, structuring, and linking movement phrases. The culmination involves performing dance material with a partner or small group, emphasizing non-verbal communication and synchronisation essential for ensemble work in the performing arts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Making Dance

    OPEN COLLEGE NETWORK WEST MIDLANDS
    vocational

    This element focuses on the foundational skills required to safely and creatively produce dance sequences. Learners will develop a disciplined approach to physical preparation through warm-up and cool-down routines, build ensemble trust, and explore the choreographic process of devising, structuring, and linking movement phrases. The culmination involves performing dance material with a partner or small group, emphasizing non-verbal communication and synchronisation essential for ensemble work in the performing arts.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    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 performance techniques, preparing learners for further study or entry-level roles in the performing arts industry. Through a combination of workshops, rehearsals, and live performances, students explore key elements such as characterisation, movement vocabulary, and stagecraft, building confidence and collaboration skills.

    This qualification is structured around three main units: Performing Dance, Performing Drama, and Performing Musical Theatre. In the dance unit, students learn to execute a range of styles (e.g., contemporary, jazz, street dance) with technical accuracy and stylistic awareness. The drama unit focuses on improvisation, script work, and devising original pieces, while musical theatre integrates singing, acting, and dancing into cohesive performances. Assessment is continuous through practical tasks, logs, and a final showcase, allowing students to demonstrate their progress and versatility.

    Mastering this award is crucial for students aiming to progress to Level 3 qualifications (e.g., BTEC Performing Arts) or apprenticeships. It also develops transferable skills like teamwork, time management, and self-discipline, which are valued in any career. By the end of the course, students should be able to perform confidently in front of an audience, analyse their own work critically, and contribute effectively to group projects.

    Key Concepts

    Core ideas you must understand for this topic

    • →Performance Skills: The ability to engage an audience through projection, facial expression, and energy. In dance, this includes spatial awareness and dynamic contrast; in drama, it involves vocal variety and physicality.
    • →Choreographic and Devising Processes: Understanding how to structure a dance piece using motifs, formations, and transitions, or how to create a drama scene using stimulus, improvisation, and rehearsal techniques.
    • →Health and Safety in Performance: Awareness of warm-up/cool-down routines, safe lifting techniques, and the importance of hydration and rest to prevent injury during rehearsals and shows.
    • →Evaluation and Reflection: The ability to assess personal performance and that of peers using specific criteria (e.g., timing, clarity of character, use of space), and to set targets for improvement.

    Learning Objectives

    What you need to know and understand

    • Be able to warm up and cool down., Be able to participate in trust building exercises., Be able to create movement phrases., Be able to combine movement phrases., Be able to dance with a partner or small group.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a structured warm-up that progressively raises the heart rate and mobilises key joints, with a corresponding cool-down that includes static stretching and a reflection on the purpose.
    • Credit active participation in trust building exercises, such as weight-sharing or blindfolded leading, showing clear communication, awareness of safety, and mutual support.
    • For creating movement phrases, assessors look for a range of dynamics, levels, and directions, and evidence of motif development.
    • When combining phrases, credit the use of smooth transitions and logical sequencing that creates a cohesive short dance.
    • In partner or group work, award marks for consistent spatial awareness, timing, and the ability to adapt to others' movements, demonstrating effective non-verbal cues.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Document your warm-up and cool-down routines with video evidence or a logbook, noting the specific muscles and joints targeted and the rationale for each exercise.
    • 💡During trust activities, narrate your actions and intentions to show the assessor your awareness of safety protocols and partner sensitivity.
    • 💡For choreography, keep a clear choreographic journal or notation to track your creative decisions, motifs, and structure, demonstrating a systematic approach.
    • 💡When rehearsing with a partner or group, record feedback sessions and show how you adapted movements to improve synchronisation and communication.
    • 💡Always prioritise safe practice: demonstrate proper alignment, controlled landings, and clear communication in lifts or weight-sharing moments to meet assessment criteria.
    • 💡In practical assessments, always show clear intention behind your movements or words. Examiners look for deliberate choices that communicate meaning, not just technical accuracy. For example, in a dance solo, use your focus and dynamics to tell a story.
    • 💡Keep a detailed process log that documents your creative journey, including challenges and how you overcame them. This shows reflective practice and can boost your marks in the evaluation component. Use specific examples, like 'I struggled with the turn sequence, so I practised it in slow motion and used a mirror to check alignment.'
    • 💡During group performances, ensure you are aware of your spatial relationship to others. Avoid 'blocking' (standing in front of someone) and maintain eye contact with the audience or scene partner as appropriate. This demonstrates professionalism and ensemble awareness.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing a general workout with a dance-specific warm-up, neglecting joint mobilisation and dynamic stretching relevant to the movement phrases to follow.
    • In trust exercises, being either overly rigid, failing to fully commit, or taking unnecessary risks, compromising safety.
    • When creating movement phrases, relying on repetitive gestures without exploring the full potential of the body, space, or dynamics.
    • Combining phrases poorly, such as abrupt stops between sections without any linking material, disrupting flow and choreographic understanding.
    • In partner work, focusing only on own performance, leading to mistimed lifts, collisions, or a lack of eye contact and responsiveness.
    • Misconception: 'You don't need to warm up for drama or musical theatre, only dance.' Correction: All performing arts disciplines require physical and vocal warm-ups to prevent strain and ensure optimal performance. Vocal exercises are essential for actors and singers.
    • Misconception: 'Improvisation means making it up as you go along with no structure.' Correction: Effective improvisation relies on agreed rules (e.g., 'yes, and...'), character objectives, and awareness of space and others. It is a structured skill that can be rehearsed.
    • Misconception: 'If you forget a line or step, the performance is ruined.' Correction: Professional performers learn to recover gracefully through improvisation, staying in character, or using a 'safety net' like a partner's cue. The audience rarely notices small errors.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of rhythm and timing (e.g., being able to count music in 4/4 time).
    • •Some experience in group work or team activities, as collaboration is central to the course.
    • •A willingness to perform in front of others; prior stage experience is helpful but not essential.

    Key Terminology

    Essential terms to know

    • Be able to warm up and cool down., Be able to participate in trust building exercises., Be able to create movement phrases., Be able to combine movement phrases., Be able to dance with a partner or small group.

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    Making Dance (Open College Network West Midlands QCF)