Communication Grade 2

    UNIVERSITY OF WEST LONDON
    Vocational

    This element focuses on equipping learners with fundamental verbal and non-verbal communication techniques necessary for clear and effective interaction. It emphasizes the practical application of these skills in a variety of everyday and performance contexts, enabling learners to present structured ideas and opinions coherently to both individuals and groups.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
    4
    Assessment Criteria

    Assessment criteria

    UWLQ Level 1 Award in Graded Examination in Oral Communication (Grade 2)

    Quick Revision Summary (Key Takeaway)

    The UWLQ Level 1 Award in Graded Examination in Oral Communication (Grade 2) for Dance & Performing Arts assesses a candidate's ability to communicate effectively about dance, using accurate terminology, clear expression, and structured responses. It covers describing movements, explaining performance contexts, and responding to questions about dance works, requiring confident verbal skills alongside practical knowledge.

    Topic Overview

    The UWLQ Level 1 Award in Graded Examination in Oral Communication (Grade 2) for Dance & Performing Arts is designed to develop and assess your ability to talk about dance in a clear, structured, and knowledgeable way. This is not just about performing; it's about demonstrating your understanding of dance as an art form. You will be expected to describe movements, explain how dance communicates meaning, and respond to questions about performances you have seen or taken part in. This skill is essential for any performer, as it allows you to articulate your creative choices and appreciate the work of others.

    The exam typically involves a short discussion with the examiner, where you might be asked to talk about a dance piece you have prepared, describe actions and dynamics, or explain how you use your voice and body to express ideas. You will be marked on your clarity of expression, use of correct terminology, and ability to structure your thoughts. This grade builds on the basics from Grade 1, introducing more complex vocabulary and requiring you to give reasoned opinions. Mastering oral communication in dance is not only vital for exams but also for future careers in performance, teaching, or choreography, where you must communicate effectively with directors, dancers, and audiences.

    In the wider context of the Performing Arts graded examinations, oral communication is a key component that complements your practical skills. It shows that you are a reflective and thoughtful performer, not just a technician. By learning to analyse and articulate what you do, you deepen your understanding of the art form and improve your ability to collaborate creatively. This topic also links to other subjects like drama and music, where verbal expression is equally important. Ultimately, this exam prepares you for higher levels of study and professional practice, where being articulate about your craft is a valuable asset.

    Key Concepts

    Core ideas you must understand for this topic

    • →Action: The physical movements (e.g., jump, turn, gesture) – use correct dance terminology.
    • →Dynamics: The quality of movement (e.g., sharp, smooth, heavy, light) – describe how energy is used.
    • →Space: The use of levels, directions, pathways, and formations – explain how movement travels.
    • →Communication: How dance conveys meaning through movement, expression, and voice – link to emotion or narrative.
    • →Structure: The organisation of a dance (beginning, middle, end; repetition, contrast) – discuss how sections are arranged.

    Learning Objectives

    What you need to know and understand

    • employ an appropriate range of verbal and non-verbal skills in a variety of situations, interact with individuals and/or groups, present information, ideas and opinions coherently

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating clear articulation and appropriate volume so that speech is easily understood by the audience.
    • Expect consistent and purposeful use of non-verbal cues (e.g., eye contact, facial expressions, posture) to reinforce verbal messages.
    • Look for evidence of active listening and appropriate responses when engaging in dialogue or group interaction.
    • Assess the ability to structure a short presentation with a discernible opening, logical sequencing of points, and a clear conclusion.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice structuring your talk around 2-3 key points and use clear signposting language (e.g., 'firstly', 'on the other hand') to guide the examiner through your presentation.
    • 💡Record yourself during rehearsals to self-assess your pace, clarity of speech, and the effectiveness of your gestures; adjust accordingly.
    • 💡During interactive tasks, remember to paraphrase or ask clarifying questions to demonstrate active listening before contributing your own ideas.
    • 💡Use brief notes rather than a full script to maintain spontaneity and allow you to connect more naturally with your audience.
    • 💡Use the 'P.E.E.' method (Point, Evidence, Explanation) when answering questions. Make a point, give a specific example from the dance, and explain its significance.
    • 💡Practise speaking aloud about dance performances, timing yourself to ensure you can talk for at least 30 seconds without repetition or hesitation.
    • 💡Learn key dance terms and their definitions – you can use flashcards or mind maps. Be ready to define them if asked.

    Common Mistakes

    Common errors to avoid in your coursework

    • Relying on memorized scripts without adapting to audience feedback, leading to a rigid and unnatural delivery.
    • Using filler words (e.g., 'um', 'like') excessively, which detracts from the clarity and confidence of the speech.
    • Failing to maintain eye contact with all audience members or interaction partners, instead focusing on a single point or looking down.
    • Speaking too quickly or in a monotone, making it difficult for listeners to follow the ideas being presented.
    • Misconception: Oral communication in dance is just about talking about how you feel. Correction: You must use specific dance vocabulary and refer to actual movements, dynamics, and structure, not just personal preferences.
    • Misconception: You only need to describe what you see, not explain why it matters. Correction: Examiners expect you to explain the purpose or effect of movements – how they contribute to the overall meaning or impact.
    • Misconception: Speaking quickly and using lots of words shows confidence. Correction: Clarity and structure are more important than speed. Pausing to think and giving organised answers is better than rambling.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Review key dance vocabulary (actions, dynamics, space) and practise describing short movement phrases. Watch a dance performance on video and write down 5 descriptive sentences using correct terms.
    2. 2Week 2: Focus on structuring answers. Use the P.E.E. method to answer practice questions like 'Describe a movement you found interesting and explain why.' Record yourself speaking and listen back for clarity.
    3. 3Week 3: Practise responding to examiner-style questions with a friend or family member. Work on using vocal variety (pitch, pace, volume) to make your answers engaging.
    4. 4Week 4: Do a mock exam: set a timer, answer 3 questions in 10 minutes, and review your responses. Identify any weak areas and revise those terms or concepts.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Describe a movement or action from a dance you have performed or seen – be prepared to use specific terminology and give details about dynamics and space.
    • 📋Explain how a dance communicates a theme or emotion – you will need to give examples and justify your ideas.
    • 📋Discuss the use of voice in performance – you may be asked to demonstrate or explain how you would use your voice to convey character.
    • 📋Respond to a question about a dance piece you have prepared – you might be asked to talk about its structure, your role, or what you liked/disliked and why.

    Command Word Expectations (UNIVERSITY OF WEST LONDON)

    What examiners look for when using specific command words in this specification

    Describe

    Give a detailed account of what you see or do, using accurate dance vocabulary. Include actions, dynamics, space, and relationships. Do not just list – add quality and detail.

    Explain

    Give reasons for why something is the way it is. For example, explain how a movement creates a mood or why a choreographer made a certain choice. Use 'because' and give specific examples.

    Discuss

    Present different sides of an idea or opinion. For example, discuss the effectiveness of a performance, considering strengths and weaknesses. Give a balanced view with evidence.

    How Students Lose Marks (Examiner Pitfalls)

    Common mark loss traps and how to write 100% full-mark answers

    Pitfall: Using vague, non-technical language to describe movements, e.g., 'they jump around' instead of naming specific steps or actions.
    ❌ Weak Answer (Loses Marks):The dancer does a big jump and then moves quickly across the floor.
    ✅ 100% Model Answer (Full Marks):The dancer performs a grand jeté, followed by a series of chaînés turns travelling diagonally across the space, showing elevation and control.
    Examiner Tip: Always use correct dance vocabulary (e.g., plié, tendu, pirouette) and describe the action, direction, and quality of movement to show precise understanding.
    Pitfall: Failing to structure answers to 'explain' or 'discuss' questions, leading to rambling or incomplete responses.
    ❌ Weak Answer (Loses Marks):I liked the dance because it was nice and the music was good.
    ✅ 100% Model Answer (Full Marks):The dance was effective because the choreographer used contrasting dynamics – sharp, staccato movements during the fast section, and fluid, sustained movements in the slow section – which reflected the emotional journey of the piece and engaged the audience.
    Examiner Tip: Use a simple structure: point, evidence, explanation. State your idea, give a specific example from the performance, and explain why it was effective.

    Step-by-Step Worked Solutions

    Detailed solution breakdown for typical exam problems

    Question: Describe two different actions used in a dance performance you have seen or performed, and explain how each action contributed to the overall effect.

    1. 1.Step 1: Identify two distinct actions, e.g., a leap and a turn.
    2. 2.Step 2: For each action, describe it using correct terminology and note its dynamics (fast/slow, strong/light) and spatial path.
    3. 3.Step 3: Explain how each action contributed to the mood, theme, or narrative of the dance.
    4. 4.Step 4: Conclude by summarising the overall impact of these actions.
    Final Answer: In the performance, the dancer performed a series of quick, sharp turns (pirouettes) that conveyed urgency and tension, and then a slow, controlled fall to the floor, which created a sense of vulnerability and release. The contrast between these actions highlighted the emotional conflict in the piece.

    Question: Explain how you would use your voice to communicate a character's emotion in a dance performance, giving a specific example.

    1. 1.Step 1: Choose an emotion, e.g., excitement.
    2. 2.Step 2: Describe vocal techniques: pitch, pace, volume, tone.
    3. 3.Step 3: Give a specific example of how you would say a line or use vocalisation to convey that emotion.
    4. 4.Step 4: Explain how this vocal choice supports the dance movement.
    Final Answer: To communicate excitement, I would raise my pitch, speak at a faster pace, and increase volume, e.g., saying 'Look at that!' with a bright, energetic tone. This would match the lively, bouncy movements I would perform, creating a cohesive character.

    Active Recall Memory Test

    Test your memory before revealing the key facts

    Frequently Asked Questions

    Common questions students ask about this topic

    Pass / Merit / Distinction Evidence Checklist

    How your portfolio evidence is graded for UNIVERSITY OF WEST LONDON Communication Grade 2

    Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.

    Pass (P)

    Demonstrate baseline knowledge, accurate terminology, and core practical application.

    Merit (M)

    Provide detailed analysis, structured explanations, and clear workplace reasoning.

    Distinction (D)

    Deliver thorough evaluation, original problem solving, and fully justified recommendations.

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic knowledge of dance movements and terminology (e.g., from Grade 1 or practical dance classes).
    • •Experience of watching or performing a short dance piece, so you have material to talk about.
    • •Basic speaking and listening skills – you should be comfortable expressing ideas in English.

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    Key Terminology

    Essential terms to know

    • employ an appropriate range of verbal and non-verbal skills in a variety of situations, interact with individuals and/or groups, present information, ideas and opinions coherently

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