BTEC LEVEL 3
ASA Theatre Arts provide revolutionary training in Dance, balancing rigorous technique principles across all Dance disciplines, while promoting creativity and artistic identity for performers at the start of their professional training.
Our vocational training will launch students towards a successful career in Dance and the Performing Arts, whether that be as a West End performer, Cabaret or cruise entertainer or teacher. We are proud to offer leading UCAS recognised qualifications alongside specialised, technical training.
The ASA Theatre Arts College runs over 4 intense days per week, and you will be taught by industry professionals every single day.
Our career-focused approach means you will gain a BTEC Level 3 in Dance (UCAS POINTS EQUIVALENT TO 3 A-LEVELS), whilst taking intensive classes across all disciplines, practising for auditions, and preparing both mentally and physically for one of the most challenging, yet rewarding of careers.
BTEC Level 3 in Dance Midlands Hicnkley Leicestershire
The support, encouragement and positivity at ASA has been second to none. Due to this training, I have been able to succeed in my auditions, and have successfully gained a place at The Urdang Academy. Without the continuous support, and knowledge of the industry, this wouldn't have been possible. The shows and workshops with leading dancers in the West End are so enjoyable, and create such a positive atmosphere. Alana will always be such an inspiring part of my career, and her support will always be there.
Emma Farman - Student
My daughter Holly has immensely enjoyed every single aspect of the whole experience of being taught at ASA Theatre Arts. The drive, culture and people have defined Holly to pursue a future career in the theatre arts. The passion is evident in all the different facets of the art, inclusive of drama, singing and dance.
Kevin Short - Parent
Our program of excellence boasts a high number of contact hours per week, taught solely by industry performers from West End, Theatre, Dance Companies, TV, Film and Cabaret.
Classes are individually tailored to the strengths of each student, giving a personalised training program of modules. Due to the nature of smaller year groups, every student is nurtured, supported, challenged and important.
Students perform extensively over the two years, working in a professional rehearsal environment, with a wide variety of directors and choreographers. Performances may include a showcases, studio performances, events such a Move It & Can You Dance?, community theatre project, solo dance performances, with each year culminating in a public, full-scale Dance production show. A standard of excellence, positive working environment and supportive peer group is promoted both in the classroom and performance setting.
midlands theatre school drama college MUSICAL THEATRE
BA(HONS), PGCE, SLE (Specialist Leader in Education) in Drama,
and a TES Shortlisted Drama Teacher of the Year.
ASA Theatre Arts are proud to be partnered with Stagedoor Learning, a groundbreaking provider of Performing Arts training in Cheltenham. Director Jenny Cameron has been teaching for over 20 years. She graduated from the University of Warwick with a BA (Hons) in English & Theatre Studies, and completed her PGCE at the same university in 1997. Jenny was recently featured in The Stage, read the article HERE.
Highlights of Jenny’s teaching career so far include directing 120 Warwickshire students in a production at the Millennium Dome and working with the Almeida Theatre in London – undertaking projects which allowed students to write a script under the mentorship of award winning playwright David Eldridge and to learn from actors such as Jonny Lee Miller and Eddie Redmayne. Jenny has always been committed to providing the best possible opportunities for her students, working closely with the professional theatres, and building partnerships, through them, with other organisations. This has allowed students to appear in professional productions, including Anita & Me, A Tale of Two Cities, An Inspector Calls and A View From The Bridge, as well as to undertake extensive work experience in the theatre. Jenny was appointed Specialist Leader in Education for Drama in 2012 and was shortlisted for the Times Educational Supplement Drama Teacher of the Year Award.
Students choosing to study full time Performing Arts in ASA Theatre Arts’ 6th Form programme will not only work towards a Level 3 BTEC in Performing Arts, which is equivalent to 3 full A levels, and is accepted, and respected, by universities and drama schools across the UK as entry to higher education, but will have unprecedented access to the world of the Performing Arts industry.
Data at the end of last academic year:
Attendance - 97%
Students at or above target grade - 100%
Retention rate - 100%
Average expected grade - D*D*D. (Distinction Star, Distinction Star, Distinction)
BTEC Level 3 Performing Arts Dance Sixth Form 6th Form
MEET OUR EDUCATIONAL LEADER
ASA Theatre Arts provides industry-driven training, whilst streamlining the BTEC qualification cleverly through the course. The new BTEC Nationals promote a practically based learning environment over 13 units, whilst ensuring theoretical excellence, relevant to the Performing Arts sector. The mandatory and optional content provides a balance of breadth and depth, while retaining a degree of choice for individual learners to study content relevant to their own interests and progression choices. The proportion of mandatory content ensures that all learners are following a coherent programme of study and acquiring the knowledge, understanding and skills that will be recognised and valued within the industry today.
Through learners performing vocational tasks, the development of appropriate vocational behaviours and transferable skills are encouraged. Transferable skills are those such as communication, teamwork, research and analysis, which are valued in both higher education and the workplace. Our approach provides rigour and balance, and promotes the ability to apply learning immediately over a wide range of contexts. A breakdown of all units included within the course can be found below:
Dance BTEC Level 3 Full Time College
COURSE CONTENT (DANCE)
FULL TIME COLLEGE DANCE
Unit 3: Group Performance Workshop
Creation of new performance can be the result of a group process, where the development and shaping of the material and artistic and creative decisions are the result of collaboration. While this differs from the creative process of the sole playwright or choreographer, the outcome will often be rich and rewarding work reflecting a shared vision, as well as demonstrating the unique individual input, skills and creativity of each member of the ensemble. Many professional practitioners work as devising companies to develop new, and often innovative, performance material. This may be in response to a specific commission, to meet the needs of a target audience, or to explore an artistic theme or idea.
Unit 4: Performing Arts in the Community
Performing arts in the community gives you challenging and exciting ways to apply your specialist performance skills. You will perform in a range of venues, for example schools, community centres, care homes, theatres and in the street; allowing you to educate and inform as well as entertain groups from different communities.
Unit 7: Employment Opportunities in the Performing Arts
Performing arts organisations come in many shapes and sizes. They are set up with a range of aims and objectives and exist through different structures to serve a variety of purposes, and therefore provide a breadth of progression opportunities.
Unit 2: Developing Skills and Techniques for Live Performance
The work of the professional performer requires time and dedication to training, developing and improving the tools of the trade. For actors, dancers and singers, the ‘tools’ are the body, the voice and the creative and intellectual skills needed to interpret the performance material to communicate with and entertain an audience. Employment opportunities in performing arts often require the performer to demonstrate skills in more than one style, for example the ability to perform in classical texts or repertoire as well as contemporary works. Training, development and practice of skills are lifelong commitments, enabling the performer to respond to the demands of rehearsals and performances with commitment, imagination and accuracy.
Unit 1: Investigating Practitioners' Work
Understanding the contextual factors that have influenced and informed the work of performing arts practitioners has an important role in developing your own professional practice and understanding of features, such as response to a theme, performance styles, genre and purpose. A personal evaluation of the work is important; judgements need to be based on effective research and secure critical analysis. In this unit, you will develop skills that allow you to investigate the work of influential performing arts practitioners.
Unit 5: Individual Performance Commission
Practitioners working in the performing arts often create work to order. This process, known as working to a commission, involves creating performance work to suit a specific purpose and target audience. Organisations that commission work include businesses, local authorities and charities and work can range from one-off events to longer projects. This unit will give you an exciting opportunity to experience the work professional practitioners undertake when responding to a commission.
Unit 6: Final Live Performance to an Audience
Preparing for a live performance holds challenges and opportunities for a performer, from initial planning stages to the first performance for an audience. Rehearsals allow for creative aims and intentions to be explored and for performers to interpret the work and develop their role in it. The creative development process is demanding and rewarding for a performer and requires a range of skills and techniques to be applied.
Unit 11: Street Dance Technique
Street dance is a diverse form of dance, encompassing many styles, which evolved quite literally on the streets, being performed in any available open space. From its modest beginnings, the genre has grown in popularity, making its way from the battles and clubs of the underground scene into the public eye.
Unit 9: Tap Dance
Tap dance has been shaped by a range of influences throughout the decades. It is most commonly associated with musical theatre, cabaret and variety performance. The complexity of the style lies in its intricate rhythms and time signatures and it requires technical understanding and musicality in order to communicate the style to an audience.
Unit 10: Jazz Dance
Jazz dance is a popular and diverse dance form that is used in a variety of performances. Often associated with cabaret and musical theatre, its influence has broadened out into areas such as flash mobs, music videos and concerts. The skills that you will develop in this unit can make you a dancer who can work in a broad range of jazz contexts.
Unit 27: Musical Theatre Techniques
Musical theatre is an exciting and popular type of entertainment. It takes on many forms from large-scale West End and Broadway musicals such as Wicked and Mama Mia, to plays with musical content such as The Threepenny Opera. The musical theatre performer is required to be versatile, combining the skills of acting, singing and dancing in their work. Musical theatre requires actors who can sing and dance; dancers who can act and sing; singers who can act and dance; and performers who may have all three skills in more or less equal measure.
Unit 8: Classical Ballet Technique
Classical ballet is at the heart of many of the dance styles performed today, forming the basis of techniques used in contemporary dance, musical theatre and jazz dance. It can be the starting point for dance training for people wanting to pursue a career in performing arts. In this unit, you will develop skills and techniques in classical ballet through participation in technique classes, rehearsal and performance.
Unit 12: Contemporary Dance Technique
Contemporary dance is an expressive style that has rejected the more formal aspects of traditional dance genres, challenging previous male and female roles. It has become a technique in its own right with clear stylistic features that can be danced to almost any types of music, sounds or aural settings.