Extended Project — University of the Arts London Occupational Qualification Dance & Performing Arts Revision
The extended project is the culminating independent creative endeavor within the UAL Level 3 Extended Diploma in Performing & Production Arts. It requires
Topic Synopsis
The extended project is the culminating independent creative endeavor within the UAL Level 3 Extended Diploma in Performing & Production Arts. It requires students to initiate, research, develop, produce and reflect upon a substantial piece of work that synthesises their technical, artistic and analytical skills. The project mirrors professional practice, demanding self-directed planning, problem-solving and the presentation of a coherent final outcome that demonstrates a deep engagement with personal artistic intentions.
Key Concepts & Core Principles
- Performance skills: Developing vocal, physical, and interpretive techniques for live and recorded performance, including characterisation, improvisation, and audience engagement.
- Choreography and composition: Understanding the principles of movement creation, including use of space, time, dynamics, and relationships, to create original dance works.
- Production and technical theatre: Knowledge of lighting, sound, set, costume, and stage management, and how these elements support and enhance performance.
- Professional practice: Industry standards for rehearsals, auditions, contracts, health and safety, and self-promotion, including creating a portfolio and CV.
- Critical reflection and evaluation: Analysing your own work and that of others using appropriate terminology, and using feedback to improve performance and production.
Exam Tips & Revision Strategies
- Treat the project proposal as a living document; revisit and adjust it regularly in response to research and practical discoveries, and ensure your final evaluation refers back to these modified intentions.
- Document everything meticulously from the outset – keep sketchbooks, rehearsal logs, technical notes and video diaries as you go, because assessors look for a rich, genuine process trail.
- In your evaluation, use a framework such as Gibbs’ or Kolb’s reflective cycle to structure your analysis, and be brutally honest about what didn’t work; this demonstrates a higher level of critical maturity.
- Present the final project with the audience or intended context firmly in mind; whether a performance, film or installation, justify every production choice in relation to how it communicates your artistic message.
Common Misconceptions & Mistakes to Avoid
- Proposals are often too vague or overly ambitious, lacking a clear central question or creative intention, which leads to an unfocused project.
- Students frequently treat research as a token exercise, failing to integrate findings into their practical work or to challenge initial assumptions.
- Problem-solving is documented superficially, without analysing the reasoning behind decisions, making it hard to evidence critical thinking.
- Time management collapses during the production phase; detailed rehearsal or production schedules are created but not adhered to, resulting in a rushed final outcome.
- Reflective evaluation becomes descriptive diary entries rather than a critical analysis of artistic choices, often missing the link between process and final product.
Examiner Marking Points
- Award credit for a clearly articulated project proposal that defines intentions, context, target audience and a realistic timeline.
- Credit sustained, relevant research that critically informs the development of ideas, evidenced through annotated sources, mood boards and exploratory experiments.
- Reward systematic problem-solving logs that document practical, theoretical and technical challenges alongside reasoned solutions.
- Credit detailed production planning, including resource lists, rehearsal schedules, risk assessments and budget considerations where applicable.
- Credit the consistent application of high-level practical skills, demonstrating technical competence, artistic sensibility and adaptability during the production phase.
- Reward a reflective journal or evaluative report that employs critical language to analyse successes, failures and learning, linking explicitly back to initial intentions and research.