3.4 Guidance on theatrical skills
Performer
Students who have chosen performing as a specialism are expected to:
- learn how to commit dialogue to memory for devised performances and/or learn text they are performing for text-based performances
- develop the ability to interpret and/or create and perform a character as appropriate to the demands of the performance
- develop a range of vocal skills and techniques eg clarity of diction, inflection, accent, intonation and phrasing; pace, pause and timing; projection, pitch; emotional range; song and/or choral speaking
- develop a range of physical skills and techniques eg movement, body language, posture, gesture, gait, co-ordination, stillness, timing, control; facial expression; eye contact, listening, expression of mood; spatial awareness; interaction with other performers; dance and choral movement
- develop an appropriate performer/audience relationship and ensure sustained engagement throughout the performance
- adopt the latest safe working practices.
Lighting designer
Students who have chosen lighting design as a specialism are expected to:
- learn how to design and realise lighting that contributes positively to the overall effect of the performance and communicates intended meaning for an audience
- develop the ability to design and realise lighting capable of establishing the location, time and/or to enhance mood or atmosphere
- develop the ability to design and realise a range of lighting effects eg through the use of colour, gobos, gels, filters, gauzes, projections and lighting states through intensity, fading and cross-fading, blackout, shadow, directional lighting
- develop the ability to select the appropriate equipment and determine its position in order to realise the intended design eg choice of lanterns and lamps – profile, Fresnel, flood, moving light, birdies, strobes; rigged, floor and side lights; angle and focus of lanterns
- develop an understanding of how to apply rigging, positioning, angling and focusing
- adopt the latest safe working practices.
It is the student's lighting design that is assessed. Although students are expected to operate the lighting equipment when possible, this will not form part of the assessment.
Sound designer
Students who have chosen sound design as a specialism are expected to:
- learn how to design and realise sounds that contribute positively to the overall effect of the performance and communicate intended meaning for an audience
- develop the ability to design and realise sounds capable of establishing the location, period, time and/or to enhance the mood or atmosphere
- develop the ability to select the appropriate equipment to realise the intended sound design eg use of microphones, amplifiers, software, musical or percussion instruments
- develop the ability to deploy different types of sounds as appropriate to realise the intended sound design eg live and recorded sound, directional sound, music
- develop the ability to deploy a range of sound effects to realise the intended sound design through eg audio effects, edited and/or mixed sound, distortion, reverb, echo, volume/amplification, fades, soundscapes
- adopt the latest safe working practices.
It is the student's sound design that is assessed. Although students are expected to operate the sound equipment when possible, this will not form part of the assessment.
Set designer
Students who have chosen set design as a specialism are expected to:
- learn how to design and realise sets that contribute positively to the overall effect of the performance and communicate intended meaning for an audience
- develop the ability to design and realise sets capable of establishing the location, period, time and/or to enhance the mood or atmosphere
- develop the ability to select the appropriate materials and equipment to realise the set design eg flats, cyclorama, floor coverings, drapes, furnishings, projections/media
- develop the ability to realise sets showing an understanding of stage configuration, performer/audience relationship, action taking place, positioning of entrances/exits, effective, smooth and fluent scene changes, use of space, scale, levels
- develop the ability to design and realise sets selecting as appropriate dressings, furnishings, material, colour, texture, props
- adopt the latest safe working practices.
It is the student's set design that is assessed. Although students are expected to construct the set when possible, this will not form part of the assessment.
Costume designer
Costume designs may include masks, hair and make-up as well as clothing.
Students who have chosen costume design as a specialism are expected to:
- learn how to design and realise costumes that contribute positively to the overall effect of the performance and communicate intended meaning for an audience
- develop the ability to design and realise costumes capable of establishing the character, period, location and/or contributing to the mood or atmosphere as appropriate
- develop the ability to select appropriate materials to realise costumes showing an understanding of fabrics, textures, trimmings, accessories etc
- develop the ability to create costumes showing an understanding of colour, shape, appropriate fit, period detail, ethnic authenticity, movement constraints
- develop the ability to create costumes showing an understanding of the intentions of the performance, individual performer requirements, theatrical devices
- adopt the latest safe working practices.
- develop the ability to select appropriate materials to realise their make-up design showing an understanding of different types of make-up eg grease-paint, liquids, powders, facial hair, eyelashes, gum, putty, prosthetics, stage blood
- develop the ability to create character through make-up: aging, fantasy characters
- develop the ability to create hairstyles appropriate to character, period, age, ethnicity.
It is the student's costume design that is assessed. Although students are expected to assemble the costume(s) when possible, this will not form part of the assessment.
Puppet designer
Students who have chosen puppet design as a specialism are expected to:
- learn how to design and realise puppets that contribute positively to the overall effect of the performance and communicate intended meaning for an audience
- develop the ability to design and realise a puppet with a well-defined character and audience appeal
- develop the ability to select the appropriate materials to realise a puppet showing an understanding of construction materials, colour, texture, shape, costume, potential for characterisation
- develop the ability to realise a puppet showing an understanding of structural design, size, shape, scale; functionality, performer manipulation skills and intentions of the performance
- develop the ability to realise a puppet showing an understanding of a variety of puppet types eg rod, string, human-arm, shadow
- adopt the latest safe working practices.
It is the student's puppet design that is assessed. Although students are expected to construct and/or operate the puppet(s) when possible, this will not form part of the assessment.
