Set and Meet Goals in the Performing Arts — Open College Network West Midlands QCF Dance & Performing Arts Revision

    This element focuses on the collaborative process of setting, planning, and reviewing goals within performing arts projects. Learners will develop skills i

    Topic Synopsis

    This element focuses on the collaborative process of setting, planning, and reviewing goals within performing arts projects. Learners will develop skills in negotiating individual and group objectives, clarifying responsibilities, and evaluating the effectiveness of their joint creative activities.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Set and Meet Goals in the Performing Arts

    OPEN COLLEGE NETWORK WEST MIDLANDS
    vocational

    This element focuses on the collaborative process of setting, planning, and reviewing goals within performing arts projects. Learners will develop skills in negotiating individual and group objectives, clarifying responsibilities, and evaluating the effectiveness of their joint creative activities.

    1
    Learning Outcomes
    4
    Assessment Guidance
    5
    Key Skills
    1
    Key Terms
    5
    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 key disciplines of dance, drama, and musical theatre. This course emphasizes practical skill development, creative expression, and collaborative performance, preparing learners for further study or entry-level roles in the performing arts industry. Students explore a range of techniques, from contemporary dance and improvisation to character development and stagecraft, all within a supportive framework that builds confidence and versatility.

    This qualification is structured around core units that cover performance skills, rehearsal processes, and reflective practice. Students learn to apply health and safety principles in performance spaces, work effectively in ensembles, and evaluate their own work and that of others. The course also encourages exploration of different performance styles and genres, helping students to develop a personal artistic voice while meeting industry standards. By the end of the award, learners will have created and presented a short performance piece, demonstrating their understanding of the creative process from conception to execution.

    Mastery of this award is crucial for students aiming to progress to Level 3 qualifications such as BTECs in Performing Arts or A-level Drama and Theatre Studies. It also provides transferable skills in communication, teamwork, and time management that are valued in any career. The practical, hands-on nature of the course ensures that students not only learn theory but also gain real-world experience in auditions, rehearsals, and live performance, making it an excellent stepping stone into the performing arts sector.

    Key Concepts

    Core ideas you must understand for this topic

    • →Performance Skills: The ability to use voice, body, and space effectively to communicate character and emotion to an audience. This includes projection, articulation, physical control, and spatial awareness.
    • →Rehearsal Techniques: Structured approaches to preparing a performance, such as warm-ups, blocking, run-throughs, and feedback sessions. Understanding how to use rehearsal time efficiently is key to producing polished work.
    • →Collaborative Practice: Working as part of an ensemble requires active listening, compromise, and constructive feedback. Students must learn to balance individual creativity with the needs of the group.
    • →Reflective Evaluation: The process of critically analyzing one's own performance and that of peers, using specific criteria to identify strengths and areas for improvement. This is often documented in a logbook or journal.
    • →Health and Safety in Performance: Awareness of safe practice in dance and drama, including proper warm-up and cool-down routines, safe lifting techniques, and risk assessment of performance spaces.

    Learning Objectives

    What you need to know and understand

    • Know how to plan to meet goals in the performing arts., Be able to contribute to the setting of group and individual goals in the performing arts., Understand own and others’ responsibilities in achieving group goals in the performing arts., Be able to plan group activities in the performing arts., Be able to undertake group activities in the performing arts., Review own group’s performing arts activities.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the use of SMART (Specific, Measurable, Achievable, Relevant, Time-bound) criteria when setting performance goals.
    • Credit evidence that shows active contribution to group discussions, clearly articulating personal strengths and how they align with group objectives.
    • Look for a clear breakdown of responsibilities, with a plan that allocates tasks according to each member's skills and development needs.
    • Assessors should see a reflective journal or log that evaluates both the process and the performance outcome, identifying what worked well and areas for improvement.
    • Evidence of contingency planning, such as what to do if a key member is absent, should be rewarded as higher-level thinking.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For portfolio-based assessments, include minutes of meetings, goal-setting worksheets, and reflective diaries as primary evidence.
    • 💡When being observed, verbally acknowledge others' contributions and demonstrate active listening to show you are meeting the 'responsibilities' criterion.
    • 💡Use a variety of review methods, such as peer feedback forms and self-assessment checklists, to provide robust evidence of evaluation.
    • 💡Link individual goals directly to the group's vision; this shows understanding of how personal development supports the whole production.
    • 💡Tip 1: Keep a detailed rehearsal log. Examiners love seeing evidence of your creative journey, including initial ideas, changes made, and reflections on each session. Use specific examples of what worked and what didn't.
    • 💡Tip 2: In performance, always consider your audience. Make clear character choices and ensure your movements and voice are directed to the space. Even in a small studio, projection and focus matter.
    • 💡Tip 3: During group work, show leadership and flexibility. If something goes wrong on stage, stay in character and adapt. Examiners reward resilience and problem-solving skills.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing personal improvement goals (e.g., 'I want to get better at dancing') with production goals (e.g., 'The group will perform a 10-minute piece').
    • Failing to document the planning process, leading to a lack of evidence for the assessment criteria.
    • Setting goals that are too vague, such as 'do our best', instead of defining specific, observable outcomes.
    • Unequal contribution where one or two members dominate goal-setting, leaving others disengaged and without evidence of their input.
    • Neglecting to review the group's effectiveness, only evaluating the final performance rather than the collaborative process.
    • Misconception: 'Performing arts is just about being naturally talented; you don't need to study theory.' Correction: While talent helps, this qualification requires understanding of technique, context, and reflective practice. Theory supports practical work and is assessed through written logs and evaluations.
    • Misconception: 'You only need to focus on your own role; the group will carry you.' Correction: Collaborative performance relies on every member contributing equally. Assessors look for active participation, reliability, and the ability to support others during rehearsals and performances.
    • Misconception: 'Health and safety isn't important in drama; it's only for dance.' Correction: Both dance and drama involve physical movement, use of props, and stage equipment. Ignoring safety can lead to injury and loss of marks in assessments.

    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 genres (e.g., contemporary dance, naturalistic drama) is helpful but not essential.
    • •Some experience in school productions or extracurricular drama/dance groups can provide a foundation, but the course is designed for beginners.
    • •Literacy skills to complete written evaluations and logbooks are necessary, as reflective writing is a key component of assessment.

    Key Terminology

    Essential terms to know

    • Know how to plan to meet goals in the performing arts., Be able to contribute to the setting of group and individual goals in the performing arts., Understand own and others’ responsibilities in achieving group goals in the performing arts., Be able to plan group activities in the performing arts., Be able to undertake group activities in the performing arts., Review own group’s performing arts activities.

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