Entry Requirements: A GCSE or BTEC (Level 2) in Dance is desirable (but not essential). Any experience of Dance outside of school (private dance schools, clubs etc.) is also desirable. A keen interest in Dance and the Performing Arts is essential.
Subject Area:
Performing Arts
Assessment:
Exam and Coursework
Location:
Woldgate
Entry Requirements: An exciting opportunity to learn about key practitioners (past and present) in relation to an area of study, and to develop and apply skills in terms of performance and choreography.
Additional Course Information
Component 1 – Choreography and Performance
For this component you will complete 3 practical assessments:
- solo performance in the style of a specified practitioner from an area of study you have covered in
- performance in a quartet in a specified dance style
- group choreography in response to a question or stimulus from the exam board. Throughout this component you will be marked on your ability to perform and choreograph.
Component 2 – Critical Appreciation
For this component you are assessed on your knowledge, understanding and critical appreciation of two professional set works (‘Rooster’ by Christopher Bruce and ‘Sutra’ by Sidi Larbi Cherkaoui) and two corresponding areas of study (Rambert Dance Company 1966-2002 and the Independent Contemporary Dance Scene in Britain 2000-current .
The final assessment is a written paper (2 hours 30 mins) where you will answer a range of short answer questions and essay questions.
Component 1
- Three practical assessments performed for and assessed by a visiting examiner from AQA in Year 13.
Component 2
- Written paper 2 hours 30 minute examination taken in the summer of Year 13.
A Level Art & Design can lead to a variety of careers in design ranging from architecture to advertising and cross-over into theatre, TV, film and media pathways.
Many students complete a one-year Foundation Course at a local Art College, such as York, Hull, Leeds or Manchester before going on to Art and Design degree level studies at university.
