3.4.1 Performer
Students who have chosen performing as a specialism are expected to:
- learn how to interpret characters or develop roles that contribute positively to the overall effect of the performance and are fully aligned with the dramatic aims of the group
- develop vocal skills and techniques including the appropriate use of vocal expression, regional or national accent, clarity of diction, pace, pitch, pause, projection, intonation, inflection and rhythm; verse-speaking
- develop physical skills and techniques including the appropriate use of movement, body language, posture, gesture, gait, agility, synchronisation, fluidity
- develop facial expression and techniques including for example eye contact, listening and response, expression of mood
- develop skills and techniques in ensemble playing showing awareness of spatial relationships; choral work
- develop understanding of the configuration of the performer/audience relationship
- develop interpretative skills and invention to communicate meaning
- adopt the latest safe working practices.
3.4.2 Lighting designer
Students who have chosen lighting design as a specialism are expected to:
- learn how to design and realise lighting plots that contribute positively to the overall effect of the performance and are fully aligned with the dramatic aims of the group
- develop interpretative skills, creativity and inventiveness
- develop the ability to create and enhance meaning for an audience
- develop the ability to design lighting capable of establishing location/time and/or to enhance mood/atmosphere
- develop the ability to make appropriate selection of equipment, for example choice of lanterns, lamps, floorlights, side-lights, birdies, strobes, software
- develop the ability to ensure colour gels, filters, gauzes, silhouettes, projections are used effectively
- develop the ability to create lighting states, manipulating focus, intensity, colour, shadow for particular effect
- 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.
3.4.3 Sound designer
Students who have chosen sound design as a specialism are expected to:
- learn how to create and realise sound designs that contribute positively to the overall effect of the performance and are fully aligned with the dramatic aims of the group
- develop interpretative skills, creativity and inventiveness
- develop the ability to create and enhance meaning for an audience
- develop the ability to establish location/time and/or to enhance mood/atmosphere through sound design
- develop the ability to make appropriate selection of equipment, for example, choice of microphones, amplifiers or software; musical instruments, conventional and/or improvised
- develop the ability to make appropriate recordings and/or selections of sound/music
- develop the ability to ensure sound levels, reverb, echo, recorded sound effects, fades, soundscapes or music are manipulated effectively
- 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.
3.4.4 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 are fully aligned with the dramatic aims of the group
- develop interpretative skills, creativity and inventiveness
- develop the ability to create opportunities for the performers and meaning for an audience
- develop the ability to select and exploit appropriate staging forms and to maximise the effectiveness of selected space, use of scale and levels, perspective; configuration of performer/audience relationship
- develop the ability to design sets to accommodate the action and traffic of the piece including the positioning of entrances/exits, use of projections/media and effective and/or fluent scene changes
- develop the ability to select appropriate furnishings, texture, materials and colours
- develop the ability to ensure construction techniques are used effectively to achieve durability, security, practicality
- 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.
3.4.5 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 are fully aligned with the dramatic aims of the group
- develop interpretative skills, creativity and inventiveness, creating meaning for an audience
- develop the ability to produce designs capable of establishing character
- develop the ability to produce designs capable of establishing period, location, or contributing to mood/atmosphere
- develop the ability to select the appropriate materials to realise costumes showing an understanding of eg fabric, texture, trimmings, accessories
- develop the ability to create costumes showing an understanding of colour, shape, appropriate fit, period details, ethnic authenticity, movement constraints, ornamentation
- develop the ability to create costumes showing an understanding of the dramatic intentions of the piece, individual performer interpretations, theatrical devices
- adopt the latest safe working practices.
Where students include make-up and hair in their designs they are expected to:
- 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.
3.4.6 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 are fully aligned with the dramatic aims of the group
- develop interpretative skills, creativity and inventiveness, creating opportunities for the performers and meaning for an audience
- develop the ability to select and exploit an appropriate style of puppet for the piece including marionette, shadow, hand, human-arm
- develop the ability to create a puppet with a defined character and with audience appeal
- develop the ability to select appropriate size, scale, shape and texture of puppet – human, animal or fantastical
- develop the ability to select appropriate costume, body, head, limbs for the puppet
- develop the ability to create a durable puppet that is easy for a puppeteer to manipulate and which engages the audience
- 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.
3.4.7 Director
Students who have chosen directing as a specialism are expected to:
- learn how to develop directorial strategies that contribute positively to the overall effect of the performance and are fully aligned with the dramatic aims of the group
- develop the ability to communicate meaning to an audience through appropriate directorial interpretation of the extracts/devised material
- develop inventiveness and clarity of directorial vision
- develop the ability to explore material through rehearsal methods/devising strategies
- develop the ability to select, configure and exploit suitable performance spaces and to achieve appropriate performer/audience relationships
- develop the ability to apply (rehearsal) techniques in relation to for example direction of movement, spatial relationships, interactions, use of space, use of set/props to achieve clear dramatic intentions
- develop ability to create pace, tempo, rhythm, climax, in an appropriate way
- adopt the latest safe working practices.