Performing Arts

RSL Level 3 Diploma in Creative and Performing Arts

Exam Board
RSL
Entry requirements
5 A*-C or equivalent. A-C or equivalent in a performance subject is highly recommended, as is a C in English (or 9-1 equivalents)
What will I study?
The Level 3 Diploma in Creative and Performing Arts equips learners with the skills, knowledge and understanding for entry to employment in the performing arts industry.  The qualification aims to offer practical structured learning with the flexibility to specialise in different disciplines directly relevant  to employment within the performing arts industry.
 
Compulsory Units:
304 Performance Preparation
306 Planning for a career
 
And five optional units which are currently -
310 Approaches to Acting
311 Audition Techniques
313 Contemporary Theatre
314 Drama in the Community
315 Elizabethan / Jacobean Theatre
Assessment
The externally assessed core unit includes timed assessment under controlled conditions based on assignments set by employers from the creative and performing arts industry, and are marked  by RSL. The remaining units are internally assessed. 
1x Externally Assessed Core Unit
1x Internally Assessed Core Unit
5x Optional Units - Internally assessed
What skills will I gain?
Learning in this area (core units) will support the development of the following specialist and transferable skills:
 
Professional Development
• Knowledge of own place within the creative and performing industries context
• Awareness of the professional landscape and opportunities within it across the creative and performing arts industries
• Awareness and understanding of own suitability to a variety of creative and performing arts industries roles
• Awareness of training opportunity to support professional development in the creative and performing arts industries
• Understanding requirements for professional engagement and/or employment in the creative and performing arts industries
 
Personal Development
• Knowledge of own strengths and areas for development
• Ability to set targets for development
• Ability to plan to achieve targets
• Ability to define short, medium and long term planning objectives
• Ability to define learning and measure impact of the learning against defined parameters
 
Thinking Skills
• Appropriate knowledge of performance genre, and an understanding of contrasting styles
• Ability to compare performance genres and draw comparisons as an individual
• Clear understanding of genre,history, and context
• Ability to analyse information that is researched and collated

Performance/ Audition Skills
• Appropriate knowledge of repertoire for performance
• Ability to project the voice as appropriate
• Clear understanding of character/ role within an audition or performance situation
• Understanding the nature of the production and the need to attend all rehearsals
• Ability to perform repertoire as required for the disciplines of acting, dancing, and singing, as appropriate
• Ability to set up personal equipment for performance as required, safely and efficiently
• Strategies for overcoming nerves in all areas of performance
• Techniques for communicating with other performers/ technical and events team
• Ability to perform in collaboration with others
 
Technical Skills
• Understanding of the technical requirements needed for the production
• Ability to respond to audio/ visual/ musical cues as part of the backstage crew in live rehearsals
• Understanding the nature of the performance and the technical environment
 
Creative Skills
• Understanding of stylistic requirements in relation to the event
• Understanding the context and style of a specified performance genre
• Understanding of the physical requirements for the production: props/ costume/ wardrobe/ set design etc
• Understanding of the necessity of team work in a group production, and evidence of being able to carry this out effectively
 
Health and Safety
• The ability to set up personal equipment for performance rehearsals,safely and efficiently
• Understanding of personalHealth and Safety considerations in relation to performing in the context of the performance environment generally
 
Communication Skills
• The means to identify and respond to audio/visual cues
• Use of verbal and/or non-verbal communication in performance (with other members of the company),as appropriate
• The ability to respond to stage/ management direction
• Understanding the needs of individuals during rehearsals for the specified performance
 
Analytical Skills
• The ability to analyse and assess own skills and personal aims
• The ability evaluate their own work and consider ways of improving own individual performance during the production
• The capacity to respond positively to teacher comments and evaluations
• The capacity to assess and act upon Health a Safety considerations
 
Organisational Skills
• The capacity to plan and prepare effectively for regular rehearsals
• The means to access the personaland peripheral equipment required for rehearsals of a specified performance
• Strategies for learning and retaining repertoire/ preparing the technical demands for the show/ planning the performance
• Time management skills -working to a given time frame, working to deadlines
• Ability to organise, and stick to, planned rehearsal schedules
Future pathways
Employment

Learners completing this qualification will have the skills to progress straight into the performing arts industry. It is divided into specific pathways offering the opportunity to undertake specialised learning that can be accurately matched to specific career sectors in the creative and performing arts industries.

Occupational areas this qualification can lead on to include:

• Actor
• Dancer
• Musical Theatre Performer

Further Learning

Learners can progress to higher education courses such as degrees in Performing Arts, Music Theatre, Drama and Theatre Studies, Acting and Dance. This will enable students to develop the knowledge and skills obtained from the RSL Level 3 Diploma in Creative and Performing Arts, preparing them further for work in the performing arts industry.