Creating a Dance Company — RSL Awards Ltd Vocationally-Related Qualification Dance & Performing Arts Revision

    This element focuses on the practical and theoretical aspects of establishing a dance company, including defining its artistic vision, operational structur

    Topic Synopsis

    This element focuses on the practical and theoretical aspects of establishing a dance company, including defining its artistic vision, operational structure, and repertoire. Learners will engage in the creative process of devising, rehearsing, and performing original choreography, while also taking on managerial or production roles. The culmination is a public performance followed by a reflective evaluation of both performance and non-performance contributions, fostering holistic understanding of professional dance company operations.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Creating a Dance Company

    RSL AWARDS LTD
    vocational

    This unit immerses learners in the practical and strategic aspects of forming a dance company, from articulating a clear artistic vision and organisational framework to collaboratively creating, rehearsing, and performing original choreography. Learners must take on dual roles—one performance-based and one non-performance-based (e.g., choreographer, stage manager)—mirroring professional practice, and conclude with a rigorous self-evaluation of their impact on the final production.

    9
    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
    22
    Assessment Criteria

    Assessment criteria

    RSL Level 3 Extended Diploma in Creative and Performing Arts
    RSL Level 3 Subsidiary Diploma in Creative and Performing Arts
    RSL Level 3 Certificate in Creative and Performing Arts
    RSL Level 3 Extended Certificate in Creative and Performing Arts
    RSL Level 3 Diploma in Creative and Performing Arts

    Topic Overview

    The RSL Level 3 Subsidiary Diploma in Creative and Performing Arts (Dance & Performing Arts) is a dynamic vocational qualification designed for students passionate about a career in the performing arts. Unlike purely academic routes, this diploma focuses heavily on practical skill development, creative exploration, and understanding the professional landscape of the industry. You'll engage in a diverse range of units, from developing advanced performance techniques in dance, drama, or musical theatre, to exploring the creative processes of choreography, devising, and directing. The curriculum is structured to build a robust portfolio of practical work and reflective documentation, preparing you for higher education or direct entry into the performing arts sector.

    This qualification is crucial for students aiming to bridge the gap between passion and profession. It provides a structured environment to refine your technical abilities, cultivate your artistic voice, and develop critical thinking skills essential for a sustainable career. You'll learn not just how to perform, but also how to create, analyse, and evaluate artistic work, understanding the collaborative nature of the industry. The RSL framework encourages independent learning, resilience, and adaptability – qualities highly valued by employers and higher education institutions alike. It's an opportunity to specialise while maintaining a broad understanding of the multifaceted performing arts world.

    Within the wider subject of performing arts, this RSL Subsidiary Diploma serves as an excellent foundation for further specialisation. It can lead directly to an RSL Level 3 Diploma or Extended Diploma, university degrees in dance, drama, musical theatre, or related fields, and conservatoire training. Furthermore, the vocational nature means you'll gain transferable skills in project management, teamwork, communication, and self-discipline, which are valuable across many industries. By focusing on real-world applications and industry standards, the diploma ensures that your learning is relevant and prepares you for the demands and opportunities within the vibrant and competitive creative sector.

    Key Concepts

    Core ideas you must understand for this topic

    • →Performance Techniques & Application: Mastering advanced technical skills in your chosen discipline (e.g., ballet, contemporary, jazz, acting methods) and applying them with expressive intent in diverse performance contexts.
    • →Creative Process & Development: Understanding and engaging with the stages of creating original work, including research, improvisation, devising, choreography, direction, and refinement.
    • →Industry Context & Professional Practice: Gaining insight into the structure of the performing arts industry, understanding various career pathways, and developing professional behaviours such as self-promotion, networking, and health and safety awareness.
    • →Critical Analysis & Evaluation: Developing the ability to critically analyse your own work and the work of others, articulate artistic intentions, and evaluate performance outcomes against established criteria.
    • →Portfolio & Documentation: Systematically recording and presenting evidence of your practical work, creative processes, research, and reflections through logbooks, journals, video, and written assignments.

    Learning Objectives

    What you need to know and understand

    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance
    • Articulate a clear mission statement and organisational framework for a dance company.
    • Collaboratively devise and rehearse original choreography suitable for public performance.
    • Demonstrate competent performance skills in a chosen dance style during a live presentation.
    • Execute a non-performing role integral to the production, such as stage management or marketing.
    • Critically evaluate the effectiveness of both performing and non-performing contributions using established criteria.
    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance
    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance
    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for a detailed explanation of the company’s goals, including artistic mission, target audience, and a defined organisational structure with role allocations (e.g., artistic director, dancer, production manager).
    • Evidence must demonstrate consistent, active involvement in both a performer role and a non-performer role during the creative and rehearsal phases, supported by rehearsal logs, video footage, or signed witness statements.
    • In performance, assessors look for secure technical execution, expressive quality, and effective ensemble work, as well as the ability to maintain performance energy and adapt to live conditions.
    • Expect a critical self-evaluation that analyses the strengths and weaknesses of their performing and non-performing contributions, using specific examples to illustrate impact on the overall production and linking back to initial company goals.
    • Award credit for a clearly defined company concept, including name, style, and target audience.
    • Evidence of consistent attendance and active participation in rehearsals, documented in a log.
    • Successful demonstration of technical and expressive skills in performance, meeting the choreographic intentions.
    • Documentation and reflection on non-performing tasks, showing problem-solving and initiative.
    • Use of specific examples and critical analysis in the evaluation, linking to professional practice.
    • Award credit for clearly articulating the dance company's goals, mission, and organisational structure, including specific roles (e.g., choreographer, dancer, stage manager) and how they interrelate.
    • Require evidence of the creative process, such as rehearsal logs, video diaries, or annotated choreographic notes, documenting the development of performance material and the learner's input in both a performing and a non-performing capacity.
    • Assess the performance on technical execution, artistic interpretation, and ensemble cohesion, ensuring the material aligns with the company's stated goals and is delivered with consistency and professionalism.
    • Evaluation must critically analyse personal contributions in both roles, referencing specific instances during the creative and performance phases, and should employ a reflective framework (e.g., Gibbs or Kolb) to structure the discussion and identify areas for future development.
    • Award credit for clearly articulating the artistic vision and organizational structure of the dance company, including defined roles and responsibilities linked to stated goals.
    • Look for evidence of active contribution to both a performing role (e.g., dancer) and a non-performing role (e.g., choreography, stage management) during creation and rehearsal, supported by documentation such as rehearsal logs or meeting notes.
    • Assess the quality and consistency of the live performance, considering technical execution, artistic interpretation, and ensemble cohesion, with video evidence used to verify individual and group achievement.
    • Require a written or recorded evaluation that critically reflects on individual contributions, identifying specific strengths and areas for improvement, and analyzing the impact on the overall performance outcome.
    • Award credit for clearly articulating the company's artistic goals, target audience, and organisational structure, demonstrating a coherent vision.
    • Evidence of an appropriate rehearsal schedule and material creation, showing progression from initial ideas to polished performance through logs or video diaries.
    • Demonstrate effective execution of both a performing role (technique, expression) and a non-performing role (e.g., admin, design) with tangible outputs.
    • Perform with consistent technical accuracy, spatial awareness, and ensemble sensitivity, reflecting the company's stated choreographic intentions.
    • Evaluate both roles using specific examples, identifying strengths, areas for improvement, and the impact of each role on the overall performance outcome.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Frame your company goals using SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) and ensure they directly inform the creative content of your performance.
    • 💡Create a comprehensive portfolio that maps each learning objective to explicit evidence—this could include annotated videos, rehearsal notes, role-specific documentation, and meeting minutes.
    • 💡During evaluation, adopt a forensic approach: break down your contributions into planning, rehearsal, and performance phases, and use technical dance vocabulary to add authority.
    • 💡In performance, remember that assessors value consistency and stage presence as much as technical skill; maintain focus and character even when not the central dancer.
    • 💡Maintain a detailed rehearsal log with dates, decisions, and reflections to support your evaluation and demonstrate progress.
    • 💡In your evaluation, balance strengths with areas for improvement, and explicitly reference the company's artistic goals.
    • 💡Start a professional production portfolio from the outset, systematically recording all activities, meetings, and reflections to provide robust evidence for both performing and non-performing roles.
    • 💡Explicitly map your performance material to the company's mission statement; the assessor should clearly see how each choreographic choice reflects the overall artistic intent.
    • 💡In the evaluation, use a reflective model to structure your analysis, and always compare your initial intentions with final outcomes, offering concrete examples of what worked and what you would change.
    • 💡If working in a group, ensure individual contributions are clearly documented and distinguishable—use signed meeting minutes, task allocation charts, and personal rehearsal notes to evidence your unique input.
    • 💡Maintain a detailed portfolio or logbook throughout the project, including meeting minutes, rehearsal schedules, role descriptions, and personal reflections to provide robust evidence for all learning outcomes.
    • 💡When explaining the company structure, use visual aids such as an organisational chart and clearly map each role to the artistic and operational goals to demonstrate strategic alignment.
    • 💡For the performance, ensure consistent attendance and active participation in rehearsals; record key rehearsals and the final performance as video evidence to support assessment of progression and achievement.
    • 💡In the evaluation, apply a reflective model (e.g., Gibbs or Kolb) to move beyond description into critical analysis, using specific examples and linking feedback to future professional development.
    • 💡Maintain a comprehensive working portfolio from day one, including meeting minutes, rehearsal footage, and role-specific evidence—this is key for RSL’s ‘Centre Devised’ units.
    • 💡Before the performance, explicitly link your non-performing responsibilities to the company’s objectives and explain how they facilitated the artistic work.
    • 💡In your evaluation, directly reference the original company goals, using them as criteria to measure success; be honest about limitations but propose concrete improvements.
    • 💡During creation, regularly seek peer feedback and document how it shaped your material—this demonstrates responsive and professional working methods.
    • 💡Document Everything: For RSL qualifications, evidence is paramount. Keep detailed logbooks, reflective journals, and video recordings of your practical work, rehearsals, and performances. Annotate your work with critical reflections, linking your practical choices to theoretical understanding and unit criteria.
    • 💡Demonstrate Critical Reflection: Don't just describe what you did; explain *why* you made certain creative choices, *how* you developed your skills, and *what* you learned from the process. Evaluate your successes and areas for improvement, showing a clear understanding of your artistic journey and growth.
    • 💡Engage with Professional Practice: Show an awareness of the performing arts industry. Research different roles, companies, and pathways. Apply professional standards to your work ethic, collaboration, and understanding of health and safety, demonstrating your readiness for a vocational career.

    Common Mistakes

    Common errors to avoid in your coursework

    • Failing to distinguish between the company’s artistic goals and generic personal objectives, or providing only vague statements like 'to perform well' without defining a unique vision.
    • Not producing sufficient evidence for the non-performing role—for example, only briefly mentioning it in a log without tangible outputs such as design plans, rehearsal schedules, or camera operation records.
    • Evaluating only the final performance outcome rather than the entire process, including rehearsal progress, problem-solving, and inter-role dynamics.
    • Lacking depth in self-evaluation by using superficial language or avoiding concrete critique, which hinders demonstration of reflective practice and developmental insight.
    • Confusing the role of a dance company with a dance school or social club, lacking professional focus.
    • Neglecting to document the creative process, leading to insufficient evidence for evaluation.
    • Over-reliance on imitation of existing works rather than developing original choreographic ideas.
    • Overlooking the importance of non-performance roles: learners often focus excessively on dance skills and provide insufficient evidence of tasks like stage management, marketing, or costume design.
    • Failing to connect company goals to the actual performance content, resulting in a disjointed project where the artistic vision is not evident in the final piece.
    • Submitting superficial evaluations that merely describe what happened rather than analysing why outcomes occurred and how they could be improved.
    • Unequal contribution: some learners allow stronger group members to dominate both creative and evaluative components, leading to imbalanced evidence and missed learning opportunities.
    • Students often focus solely on the performance aspect, neglecting the depth required for non-performing roles, resulting in superficial evidence that fails to meet assessment criteria.
    • A common mistake is describing the company's goals in vague terms (e.g., 'to be creative') without concrete artistic or organizational objectives, limiting the ability to demonstrate strategic planning.
    • In evaluations, learners may only list what they did rather than analyzing the effectiveness of their actions and linking them to the company's success, missing the critical reflection requirement.
    • During rehearsals, failing to maintain a consistent rehearsal log or record of decision-making hinders the ability to provide evidence for the creation and rehearsal process, leading to gaps in the portfolio.
    • Neglecting the non-performing role, treating it as an afterthought rather than an integral part of the company’s operation.
    • Failing to document the development process thoroughly, resulting in insufficient evidence for higher grading criteria.
    • Producing a descriptive rather than analytical evaluation, lacking critical reflection on personal contribution and learning.
    • Confusing personal goals with company-wide artistic objectives, leading to a mismatch between stated intentions and outcomes.
    • Underestimating the importance of consistent rehearsal attendance and time management, impacting the quality of the final performance.
    • Misconception: This diploma is purely about performing and doesn't require much academic work. Correction: While practical performance is central, the RSL Subsidiary Diploma demands significant academic rigour in terms of research, analysis, critical reflection, and documentation. Your portfolio, logbooks, and written evaluations are crucial for demonstrating understanding and achieving higher grades.
    • Misconception: You only need to be good at one performing art form (e.g., just dancing). Correction: While you may specialise, the diploma encourages versatility and an understanding of interdisciplinary arts. Units often require you to engage with different styles, collaborate across disciplines, and understand the broader context of creative expression, even if your primary focus is one area.
    • Misconception: Assessment is just a final performance. Correction: Assessment for RSL vocational qualifications is continuous and holistic. It involves ongoing practical demonstrations, regular submission of portfolio evidence (including video, photographs, logbooks, and reflective journals), presentations, and written assignments throughout the duration of the course, not just a single end-point exam.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Unit Specification Deep Dive & Skill Audit. Thoroughly read through the specifications for your current units. Identify key assessment criteria and practical requirements. Conduct a personal skill audit to pinpoint your strengths and areas for development in relation to these criteria. Begin targeted practical practice sessions.
    2. 2Week 2: Research, Creative Exploration & Initial Documentation. Dedicate time to research relevant practitioners, styles, and theoretical concepts related to your units. Start practical creative tasks (e.g., improvisation, choreographic tasks, character development). Begin documenting your process in your logbook/journal, noting initial ideas, challenges, and solutions.
    3. 3Week 3: Practical Application & Feedback Integration. Focus on applying your skills and creative ideas in rehearsal and practical sessions. Actively seek and incorporate feedback from tutors and peers. Refine your performance or creative work, making conscious decisions based on critical evaluation.
    4. 4Week 4: Portfolio Compilation & Reflective Writing. Organise all your evidence (videos, photos, research notes, script excerpts). Dedicate substantial time to reflective writing, linking your practical experiences to theoretical understanding and assessment criteria. Ensure your reflections demonstrate critical thinking and evaluation of your own progress.
    5. 5Ongoing: Consistent Practice & Professionalism. Maintain a consistent schedule of practical training and rehearsal. Continuously update your logbook and portfolio. Engage actively in class discussions, collaborate effectively with peers, and approach all tasks with a professional attitude, simulating real-world industry expectations.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Practical Performance/Demonstration: You will be assessed on live performances, technical demonstrations, or presentations of creative work (e.g., a choreographed piece, a devised scene, a monologue). Advice: Focus on technical proficiency, expressive quality, understanding of style, and ability to communicate artistic intent. Rehearse thoroughly and be prepared to adapt.
    • 📋Portfolio Submission: This is a cornerstone of RSL assessment, requiring you to submit a collection of evidence including logbooks, reflective journals, research notes, scripts, choreographic scores, video footage, and photographs. Advice: Maintain meticulous records throughout the course. Ensure all entries are dated, detailed, and directly address the unit criteria. Your reflections should be analytical, not just descriptive.
    • 📋Written Assignments/Evaluations: You may be required to submit essays, reports, or critical evaluations of your own work or professional performances. Advice: Structure your writing clearly, use appropriate academic and industry terminology, and support your arguments with specific examples from your practical work or research. Demonstrate critical thinking and analytical skills.
    • 📋Presentations/Viva Voce: Some units may require you to present your research, creative concepts, or evaluate your work verbally, often followed by questions from the assessor. Advice: Prepare thoroughly, rehearse your presentation, and be ready to articulate your ideas, justify your creative choices, and engage in a critical discussion about your artistic process and outcomes.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •GCSE Dance, Drama, or Music (Grade 4/C or above) or equivalent vocational qualification.
    • •Demonstrable practical experience in at least one performing arts discipline (e.g., dance, acting, singing) through classes, school productions, or amateur theatre.
    • •A genuine passion for the performing arts and a commitment to rigorous practical and academic study.

    Key Terminology

    Essential terms to know

    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance
    • Artistic Vision and Company Identity
    • Rehearsal and Choreographic Process
    • Performance Skills and Stagecraft
    • Non-Performing Roles and Production Management
    • Critical Evaluation and Reflective Practice
    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance
    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance
    • 1. Explain the goals and structure of their dance company2. Create and rehearse appropriate material for performance, undertaking both a performing and nonperforming role3. Perform chosen material4. Evaluate their performing, and non-performing, contributions to the performance

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