Council for the Curriculum, Examinations and Assessment
CCEA Curriculum Monitoring Programme 2018-19

FAQs

Can the students devise their own material?

The expectation is that students will present a PA event that will draw primarily on existing material. They may, however, create linking material which supports transitions, if required, or which are appropriate to the event. The majority of the content should be drawn from existing material.

Where will the material be drawn from?

Material should be selected which fulfils the requirements of the pre-release stimulus. Material can also be drawn from the style/genre/form selected and/or from the live or recorded events. Please refer to document: Planning and Realising a PA Event for further guidance.

'Each student will be examined in their CHOSEN discipline which reflects the development of their skills from AS Unit 1.'

Do students have to do the same discipline in AS Unit 2 as the one they chose in AS Unit 1?

Yes. Students must follow the same discipline from AS1 through to AS2, ensuring they are building on skills previously acquired and applying them to the PA event.

Can they explore further a style and genre already looked at in Unit 1?

Yes but not the same extract of repertoire.

Can non-examined students be part of the assessed group in the PA event?

Generally speaking, no. However, should an issue arise, please contact CCEA for guidance.

'Students present their PA event to an audience and the external examiner in groups.'

Who might the audience be?

A supportive audience should be present, of the students’ own choice e.g. friends, family, other students.

Does the target audience have to be present?

It may not always be possible to have the target audience present; however, students must identify the intended target audience in the supporting document.

'No more than one student per group can undertake a particular production discipline (for example, one designer and/or one lighting student per group).’

I have two lighting designers. Can they both be in the same group?

No. You can only have one student from a particular production discipline in the same group.

'Performances should last between 10 - 40 minutes, depending on the size of the group.'

Will my students be penalised for going over the time limit?

Students must adhere to the time limit to ensure they will not be penalised. There is no advantage in exceeding time limit; it may disadvantage students by requiring them to sustain a longer PA event than is necessary.

'Each production student gives a presentation, lasting between 5-10 minutes, to the external examiner.'

What form should the production student's presentation take?

Students should present their evidence as per unit descriptor and in front of the examiner and to the camera (p16-18 in the specification). They may use PP or prompt notes and it is at the centre's discretion as to whether the presentation is performed to the audience. The students should then carry out their role during the performance as appropriate to their discipline.

What does the director/ choreographer / designer of the group do during the performance

They should be present during their group’s PA event; this approach reflects professional practice.

'They must analyse a range of live or performing arts events that relate to the chosen style, form and genre.'

How many is a range?

Students must analyse at least two Performing Arts events.

What is the starting point for deciding on the chosen style and genre for the PA event?

The starting point is a consideration of the pre-release material. The approach may then be led by any of the following:-

  • A chosen style/form/ genre
  • The live and recorded events available
  • The existing material

'From the range of live or recorded performing arts events that they view, students select two events and summarise these from the perspective of their chosen discipline. They then select two ideas from these summaries for experimentation.’

Can the two ideas come from the one event?

The students select two ideas from the summary of experimentation. They should compile a critique of both Performing Arts events to fulfil the unit requirements but the two ideas can come from the one event.

Evidence of having watched and summarised two events will be evident in their supporting document.

'They then select two ideas from these summaries for experimentation. They implement one of the two ideas in their own event.'

Can the ideas be a re-creation of those seen in the event?

Yes and/or development of these ideas.

‘The teacher may act as director for the group performances in the absence of a group director.’

Will it be to a group's advantage to have the teacher as director rather than a group director?

No. The role of the director will be assessed discretely as will the performers/designers/technicians. All candidates are individually assessed on their supporting document and on AO3.

‘Students should develop their professional practice by holding and participating in production meetings.’

How often should production meetings take place?

The production meeting schedule is at the discretion of the group and will be influenced by time, the group's progress, difficulties encountered and performance deadlines.

‘Students analyse and evaluate the process of planning, experimentation and rehearsal.’

Is the analysis and evaluation process best done at the end?

Each group will approach this process in a way which reflects their progress and method of working. However, best practice would suggest that candidates have regular plenary sessions and keep individual, on-going notes to inform their final analysis and evaluation.

‘Students apply the skills of their chosen discipline in rehearsal and performance, building on those developed in Unit1.’

Can musicians change instrument or can designers and technical students change to the other design or technical element for Unit 2?

All students must continue with their chosen instrument, design or technical element from Unit 1 and continue with this for all other units.

‘Research and decide on a PA event in response to the pre-release stimulus material which takes account of the……artistic constraints, for example locality, production costs, venue, target audience, timescale and skills of the group.’

When taking account of the artistic constraints do students have to realise all of the artistic constraints in a real context?

Students should take account of their Supporting Document: however, all aspects need not be realised in a real context, for example, it may not always be possible for the target audience to be present at the event.

‘Analyse a range of recorded or live PA events that will influence the style, form and genre of their event.’

Should the recorded or live events lead the choice of style, form and genre of the students PA event?

The recorded or live events may influence the style, form and genre. Style, form and genre can also be influenced by the choice of existing material. Please refer to document: Planning and Realising a PA event for further guidance.

Taking account of… (refer page 15 bullet point 2 for a list of aspects to inform analysis of the live or recorded events)

Do all points on the list need to be addressed?

No, students should select those which apply to their chosen discipline.

‘Select and implement a range of ideas based on their analysis of live or recorded events.’

How many ideas do students need to select?

Students should individually select two initial ideas for experimentation focusing on one idea for implementation and for analysis in the Supporting Document. The final performance may include some or all of the initial ideas if the group so chooses.

‘Develop material to create meaning for an audience.'

Will students create their own material for the event?

The majority of the material will come from existing sources. The students will develop the existing material through rehearsal/production/design or technical planning in order to express meaning for an audience. There may be the inclusion of devised material which can be created to assist transition and provide links from one section of existing material to another. Devised material should not outweigh existing material. A copy of all material used by each group must be available for the Examiner, at the centre, on the day of the examination.