BTEC Level 2 Performing and Production Arts Industry Skills- Dance

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Let your career take centre stage as you gain professional dance skills and industry experience. You’ll be given the opportunity to develop sector-specific knowledge within urban, contemporary and jazz dance styles and apply these skills in work-related environments.

You’ll explore various styles and techniques, choreograph performance work and collaborate with other disciplines. You will perform in different spaces throughout the year and execute your final performance in the Chroma-Q Theatre, all of which will prepare you for the working world or progression onto level 3.

You will learn how to;

  • Develop skills in dance styles and techniques
  • Explore professional development needs
  • Develop and create a collaborative performance
  • Present an audition portfolio
  • Apply your skills to a performance

Course Information

Video Transcript

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Interviewee –  Jayne Exton. Programme Manager, Performing Arts  (SPEAKING) / Charlie. Student, Dance [course title] (SPEAKING) / Rachel. Student, Acting [course title] (SPEAKING) / Dan. Student, Level Three Musical Theatre (SPEAKING).

 

Music – A soft, uplifting acoustic guitar melody with a soft string accompaniment plays.

 

Scenery –  A large group of learners stand, stretch and chat together in the corner of a brightly lit room with rubber flooring. A tutor wearing black leggings with a floral print section runs to the front of the room and gains their attention. The camera cuts to the learners evenly spaced across the room, spinning and turning in synchronicity. They perform a second spin in the opposite direction, with their arms held above their heads. The camera cuts to a trio of learners dancing together in hip-hop/new-style choreography while looking directly at the camera and smiling. They wear black jogging bottoms and cropped T-shirts. The camera cuts to a woman with chin-length, auburn hair in a side parting. She has a fair pink-tinted complexion and wears a grey and silver scarf. 

 

Music – A gentle kick drum adds to the uplifting instrumental. 

 

Speaker: Jayne Exton – “Hi, I’m Jane Exton; I’m a Programme Manager of Performing Arts in the School of Creative Arts at Leeds City College…”

 

Scenery – The camera cuts to a large rehearsal room, with pairs of students standing in situ, creating a scene. In the middle, a pair of students sit on the floor. 

 

Speaker: Jayne Exton – “On our performing arts courses, we specialise in different pathways in acting, dance and musical  theatre…”

 

Scenery – The camera cuts to the two students sitting cross-legged with their knees to their chests and arms wrapped around them. To the right, a student with fair, rosy-tinted skin and brown hair with a blunt fringe and headband fondly looks at the learner to her right. He has warm olive-tanned skin, a short beard and short brown hair with a long side-swept fringe. He speaks expressively, looking at an off-screen audience. The camera cuts to a dark, red-light stage view. Two learners sit on a sofa in period, gentleman’s costume, as a third learner clambers over to sit in the middle.

 

Music – The uplifting instrumental continues.

 

Speaker: Jayne Exton – “We have Level One courses which help to build enthusiasm and social skills. Our Level Two course is a foundation year to prepare for the Level Three, which is equivalent to our A Level standard at College…”

 

Scenery – As Jane speaks, the camera cuts to a close-up of a stage lit with warm red and orange lights. A line of learners perform in costume, dancing behind a single student with arm and hand-focused choreography. The camera cuts to a brightly-lit dance rehearsal room with a full class. A tutor stands to the front and shouts encouragement as she and the learners high kick on the spot with their arms by their hips. The camera cuts to a dark stage with a deep pink glow. A line of ballet dancers elegantly move their arms between the fifth and first positions. The camera cuts to a close-up of a group of dancers, backlit by bright natural light from a window. They hit clear positions and move from side to side in hip-hop/new-style choreography.

 

Scenery – The camera cuts to a white, light room. A woman with a pale, rose-toned complexion and light auburn hair sits in front of a mirrored wall and ballet barre.

 

Speaker: Charlie – “Hi, my name’s Charlie, and I’m studying Dance at Leeds City College…”

 

Scenery – A bright glare backlights a group of learners who vigorously step and jump together. The camera cuts to a group of learners with their arms extended high above their heads, before sweeping them down and standing tall.

 

Music – Toms and hi-hats add vibrance to the instrumental. More instruments join.

 

Speaker: Charlie – “Well, I think if you’re wanting to do Dance at Leeds City College, I think that one of the things you need to remember is that you’re not just focusing on one style. So like, I- I’ve come from, like, a contemporary background, so that’s all I’ve ever done…”

 

Scenery – The camera cuts to a close-up of Charlie dancing in a group. She sweeps up from a low position, rolls her body forward and continues with her right arm raised at her shoulder. 

 

Speaker: Charlie – “And then I started the year, and I’ve never done Jazz before, I’ve never done Urban before, so I was literally kind of thrown in the deep end…”

 

Scenery – The camera cuts to a tutor in a dance studio wearing a clear full-face guard, instructing a group of students who stand in a semi-circle in front of her. The tutor has her hands vertically raised above her head, with fists clenched, and the students begin to mimic her. The camera cuts to a high angle showing the top of students’ heads. A sea of hands slowly appears as they raise their arms and outstretch their fingers. 

 

Speaker: Charlie – “But actually, it was a fun experience because, like, everyone’s really supportive. Like the students are really supportive, the teachers are really supportive – like they’ll help you when you need help…”

 

Scenery – The camera cuts to a group of learners performing urban choreography on a pink-lit stage. They jump and front-kick together, pulling faces with attitude. The camera cuts to the same group of students, wearing different clothing, spinning and pirouetting across a red-lit stage in ballet-style choreography. The camera cuts to the same group of students, now wearing all black, on an orange-lit stage, dancing in a contemporary style. The camera cuts a learner dancing in the centre and others towards the back. She pirouettes in place as four learners stride and plié towards her.

 

Music – The uplifting instrumental continues.

 

Speaker: Charlie“And I think it’s just a good idea to have, like, a broad aspect of all the different styles to make you more kind of diverse. And, like, the more diverse you are, the more work you’re gonna get when you leave.”

 

Scenery – The camera cuts to a group of learners dancing in a contemporary style, focusing on a dancer with fair, slightly tanned skin wearing a grey vest. He slowly rises from a crouched position and tilts his head upwards and to the right. The camera cuts to a student with pale, rosy skin, dark blonde, type 2 hair and braces. She sits in a grey, light room with a monitor in the background.

 

Music – The uplifting instrumental continues.

 

Speaker: Rachel – “I’m Rachel, and I’m studying Acting at Leeds City College…”

 

Scenery – The camera cuts to three learners performing on stage. A learner sits in the middle on a grey sofa and looks upset as the others speak; she holds a microphone and looks up before speaking. 

 

Speaker: Rachel – “So, the unique selling point to the course is definitely the tutors. The tutors are great, they’re all really kind and comforting, and you never feel embarrassed to do anything…”

 

Scenery – The camera cuts to a learner performing to the camera, on stage. He has a rich tanned complexion, type 3 brown hair with short sides and wears a black puffer jacket. He gestures his hands and speaks expressively. The camera cuts and pans to the same learner, now practising with a peer while being observed by a tutor. The camera cuts to a theatre rehearsal room filled with students all frozen in frame. In the forefront, a student with short brown hair and a warm fair complexion stands with his arms raised as if pushing against a door. The camera cuts back to Rachel.

 

Music – The uplifting instrumental continues.

 

Speaker: Rachel – “And I feel like my confidence has really grown because of the tutors, and how they encourage you to step out your comfort zone and work with different people…”

 

Scenery – The camera rises from a stage floor to show three costumed learners performing while sitting on a sofa. Two learners comfort the third, who sits in the middle, and another costumed learner approaches and points at them. The camera cuts to two students sitting with their backs against each other on a purple-lit stage floor; they move to look around before swirling around each other to stand. 

 

Music – The original, stripped-back instrumental returns.

 

Speaker: Rachel – “As well as the classes; they’re quite big classes, so you get to work with loads of different types of people and loads of different types of actors…”

 

Scenery – The camera cuts to a spotlit stage. Two learners perform so close to each other that their faces almost touch. They appear to have been arguing; the learner on the left storms off with disgust. The camera cuts to a learner sitting and performing on stage. He wears thick-framed black glasses and looks down in sadness. A learner wearing a green shirt approaches him. The camera cuts to a student sitting in a light grey room; he has a fair complexion, light blonde hair and a fine, short beard. He speaks with a Yorkshire Accent.

 

Speaker: Dan – “Hi, my name’s Dan. I’m studying Level Three Musical Theatre at Leeds City College…”

 

Scenery – The camera cuts to focus on Dan rehearsing with a group of learners. In sync, they clutch their fists together, wave and then spiral their arms to the side before crouching and turning back to the front with their hands positioned over their mouth. The camera cuts back to Dan.

 

Speaker: Dan – “So, the average structure of the week is, basically, we just focus on all three disciplines of singing, acting and dancing, and we go into detail about them…”

 

Scenery – The camera cuts to a stage performance in period costume. A learner stands on a chair while others surround and clamour to reach him while shaking their outstretched hands. The camera cuts to three learners in front of red velvet curtains, turning and dancing next to old-fashioned microphones. 

 

Music – Additional instruments join the uplifting melody.

 

Speaker: Dan – “Erm, a lot of circuit training, it’s very intense. A lot of warm-ups. I’m, er, currently struggling on my flexibility, but I’m developing that skill, erm, over time…”

 

Scenery – The camera cuts to a red-lit stage with a projection in the background. A learner performs a cartwheel, spins to the front and turns to stride away. The camera cuts to a learner on stage, passionately performing and singing. The camera cuts to a tutor moving her hands expressively and speaking as she walks through a rehearsal studio of learners standing behind chairs. The camera cuts to the same tutor demonstrating a clasped hand and arm move to the learners. The camera cuts to the tutor, now guiding Dan, as other students watch in the background. She claps her hands together, then raises her arm vertically in demonstration as he focuses intensely and nods. The camera cuts back to Dan as he speaks expressively.

 

Speaker: Dan – “Erm, and with acting, just looking at focusing on so many different skills like concentration, erm, spatial awareness, eye contact and how, like, subtle things can have such an effect on performances. And we just go into so much detail, and there’s so much knowledge that I’ve acquired over these past few months. I just think it’s incredible.”

 

Scenery – A white screen with a red footer has large black text across the centre. The text reads, “Applications are open for September 2021. For more information, visit: www.leedscitycollege.ac.uk. Instagram: @creativeartslcc”

 

Music – The uplifting instrumental fades to silence.

Video Transcript

Print Download Fullscreen

Interviewee – Charlie. Student, Dance [course title] (SPEAKING)

 

Music – A soft, uplifting acoustic guitar melody with a soft string accompaniment plays.

 

Scenery – A woman with a pale, rose-toned complexion and light auburn hair sits in a light, bright space with white walls. She wears a black T-shirt, a thin gold necklace with a heart pendant and sits in front of a mirrored wall and ballet barre.

 

Speaker: Charlie – “Hi, my name’s Charlie, and I’m studying Dance at Leeds City College…”

 

Scenery – The camera cuts to a close-up of Charlie in a studio, rehearsing choreography with a group. She kneels on the floor with her back to the camera, leans back, sweeps her left arm in the air in an anti-clockwise motion and sits upright while rolling her head. She then reaches to the left above her head with both arms and makes a pulling motion to the floor before leaning forward to repeat. The camera cuts back to Charlie speaking to the camera.

 

Speaker: Charlie – “Well, I decided to study Dance at Leeds City College because, erm, the idea of dancing, like, all day, like … is like literally just what I want to do for the rest of my life. So that’s why I chose to come on the course…”

 

Scenery – The camera cuts back to Charlie in the studio, dancing next to a learner with long blonde hair in a high ponytail, slightly out of focus. Together, they crawl backwards and roll up in a standing position. Charlie’s hair falls into her face as they step back into a sweeping bow before pirouetting and turning.

 

Music – A gentle kick drum adds to the uplifting instrumental. 

 

Speaker: Charlie – “Erm, a decision that made me pick between, like, here and other places was, when I came to the open day, everyone was just, like, really friendly and open, and it’s like… it just felt like a really welcoming environment to be in…”

 

Scenery – The camera cuts to a tutor in a dance studio wearing a clear full-face guard, instructing a large group of students who stand to her front. She vertically raises her close-fisted hands above her head, and the students begin to mimic her while looking towards her with focus. The camera cuts to a learner in a bright dance studio with white walls, three narrow strip windows and square white lights. A learner wearing all black with a golden, rich tan complexion and long black braids tied into a low ponytail looks and smiles directly at the camera. She stands with her arms raised at shoulder height, bent at the elbows to make a U shape and swings them side to side and behind while turning to the right. She then brings her arms in front of her face and lowers them as she shakes her hips and brings her arms back up. The camera cuts back to Charlie.

 

Music – The uplifting instrumental continues. 

 

Speaker: Charlie – “The thing that I probably enjoy the most is probably, meeting all the new people, like, everybody on my course has-we all have different kind of dance training. So we’re all different, but we all have the same kind of passion for dance…” 

 

Scenery – The camera cuts to the same tutor; she wears black leggings with a floral print on the bottom and a grey vest. A group of learners wearing all black stand behind her and mimic her posture as she demonstrates by tilting her face and chin upwards then stands straight with her hands on her pelvis. The camera cuts to three learners standing together in the centre of the studio, with the before-described learner with long black braids at its core. Learners step into the space and form a line behind the trio as they split into widely-spaced positions within the group and follow urban/street-style choreography. The camera cuts back to the tutor in a dance studio. She stands and rolls down, with her hands touching her toes, before rolling up and reaching high above her head. The learners watch and mimic her. 

 

Music – Toms and hi-hats add vibrance to the instrumental. More instruments join.

 

Speaker: Charlie – “Like we all want to be here, we all pick d-dance, so we have that in common, but there’s lots of us that have come from just like an Urban/Street background, some of us have come from contemporary, some of us have some from Jazz. So, it’s just nice to be around, like, all different types of people and the diversity here…” 

 

Scenery – The camera cuts to a group of learners dancing in a contemporary style, focusing on a dancer with fair, slightly tanned skin wearing a grey vest. He stretches his arms above his head, circling them before crossing and lowering them while stepping into a wide squat position. He and the learners bow their heads and raise their arms at shoulder height, mirroring their leg stance and learning to the left. The camera cuts back to Charlie.

 

Music – Additional instruments join the uplifting melody.

 

Speaker: Charlie – “I think if you’re wanting to do Dance at Leeds City College, I think that one of the things you need to remember is that you’re not just focusing on one style. So like, I-I’ve come from, like, a contemporary background, so that’s all I’ve ever done…”

 

Scenery – The camera cuts to a busy dance studio of learners performing contemporary choreography. They wear all black and crawl backwards from a table-top position before rising, stepping back and pirouetting with wide open arms. 

 

Music – The uplifting instrumental continues. 

 

Speaker: Charlie – “And then I started the year, and I’ve never done Jazz before, I’ve never done Urban before, so I was literally kind of thrown in the deep end…”

 

Scenery – The camera cuts to the clean white studio wall with strip windows. The earlier-described male learner moves onto the screen while performing a barrel kick / modern dance flying jump with his right leg pointed high in the air.

 

Speaker: Charlie – “But actually, it was a fun experience because, like, everyone’s really supportive. Like the students are really supportive, the teachers are really supportive – like, they’ll help you when you need help…”

 

Scenery – The camera cuts to a floor-level angle, and a bright glare backlights the screen as a group of learners vigorously step and jump together. The camera cuts to a higher angle of the same group; they jump up with their right fists in the air and step into formation across the room. They then sway and lean heavily to the left, dropping their shoulder as they turn to look towards each other.

 

Music – The original, stripped-back instrumental returns.

 

Speaker: Charlie – “And I think it’s just a good idea to have, like, a broad aspect of all the different styles to make you more, kind of diverse. And, like, the more diverse you are, the more work you’re gonna get when you leave…”

 

Scenery – The camera cuts to the group of learners in the dance studio, dancing in all black and barefoot on a sprung rubber floor. They stand elegantly and point their left toe off the ground as they lean and sweep their arm to the right while kicking their left leg high. They stand straight, roll their arms and head down to the centre, and roll up to standing. They then roll their bodies down with heads near their feet before sweeping their arms high and body tall. The camera cuts back to Charlie in the bright studio, sitting and speaking to the camera.

 

Speaker: Charlie – “I think the facilities here are probably, like…amazing, to be fair, like. I don’t think, like, obviously, high school doesn’t have any of this stuff, like, I think- It comes across that, like, the teachers and everything really care about us; therefore, like, they’re trying to give us the best kind of equipment to achieve the best that we can…”

 

Scenery – The camera cuts to floor level position and follows learners’ feet, focusing on a pair of white trainer-wearing feet as they slide them across the dance studio floor. The camera cuts to a group of students dancing in a contemporary style. Focusing on a leaner with long blonde hair in a high ponytail, with a fair, pink-toned complexion, the group turn and move their hands in an outstretched, clockwise circle at shoulder height before standing central, leaning to the right and kicking their left leg high. 

 

Music – The uplifting instrumental continues. 

 

Speaker: Charlie –Er, my advice to someone if they were gonna apply to Leeds City College is…Just come with, like, an open mind. Don’t be kind of, like, ‘Ooh, I’ve never done this before; I’ve never done that before’. Like, ‘I’m nervous to meet new people’. Cos it’s honestly not as scary as you think it’s gonna be…”

 

Scenery – The camera cuts to a group of learners performing urban/street choreography. They stand still, with arms crossed in front of their hips and push their shoulders and chest back and forward. They then step backwards, movings their legs and arms in rhythm. 

 

Music – Additional instruments join the uplifting melody.

 

Speaker: Charlie “Like everyone’s welcoming, and if you have problems, there’s people you can go to and talk to, like…”

 

Scenery – The camera cuts to a group of students spread out in a dance studio. Focusing on a learner with dark brown hair, a cool, fair complexion and wearing all black, the group leans to the right and pops their shoulders before jumping into a low squat position and back to stand. They then soften their movements as they lean and snap their necks to the right. The camera cuts back to Charlie as she speaks in the studio.

 

Music – The uplifting instrumental continues. 

 

Speaker: Charlie – “Th-the main thing for me was, like, if you want to go somewhere where you can-If you enjoy dance, and you want to continue to enjoy dance, then I’d come here just because… There is kind of, like, the pressure cos obviously you want to do well, you want to keep achieving and stuff…”

 

Scenery – The camera cuts to a dark stage with deep red lighting with blue edging. The group of learners wearing all black perform contemporary choreography. They slowly roll their body and head up, and roll their shoulders back before striking a defined pose to the right, then a second pose to the left. The camera cuts to the before-mentioned trio of students dancing on a pink-lit stage in urban/street choreography. They wear white T-shirts and black jogging bottoms or shorts, and the dancer in the middle wears a black bandana around her forehead and braids. They jump into a wide-legged stance, kick their knee, and then make a pushing motion as they bounce backwards and turn. The camera cuts to a deep red step with a turquoise strip light as students wearing gilets, t-shirts and jogging bottoms perform urban/street choreography.

 

Music – The uplifting instrumental continues. 

 

Speaker: Charlie – “But… it-it feels like fun. Like, it doesn’t feel like ‘I’m here, everyone’s watching me, I’ve got to do it perfect.’ It’s just like…it’s a big laugh, but you’re still getting everything done at the same time.”

 

Scenery – The camera cuts to an ariel view of the students performing on a warm-lit stage. They wear simple brown, black and khaki clothing and stand, raising their arms from a clenched-fist, closed position to tall, straight arms with outstretched hands and fingers, which they lower. A white screen with a red footer has large black text across the centre. The text reads, “Applications are open for September 2021. For more information, visit: www.leedscitycollege.ac.uk. Instagram: @creativeartslcc”

 

Music – The uplifting instrumental fades to silence.

 

Gallery

Who is this course for?

Students who want to Dance. Sounds simple but that's what students on this course will do! You’ll be given the opportunity to develop sector-specific knowledge within urban, contemporary and jazz dance styles, whilst applying these skills in work-related environments. From working closely with leading employers and industry professionals to performing in different spaces throughout the year and executing your final performance in the Chroma-Q Theatre, this course will prepare you for the working world, or progression on to a Level 3 programme.

Units / Modules

  • Skills Development for Performing Arts
  • Professional Development
  • Creative Interpretation
  • Audition and Portfolio Process
  • Preparing for a Performing Arts Production
  • Performing Arts Production
  • Responding to a Progression Opportunity

Benefits / Skills

  • Choreograph a range of dance performances suitable for different contexts.
  • Build your confidence on and off stage
  • Explore urban dance styles and jazz dance techniques.
  • Showcase your dance performance in two major performance pieces.
  • Enhance your knowledge about working in the Performing Arts Industry
  • Work alongside technical, costume, performance, and hair and makeup team
  • Entry Requirements

    Four GCSEs at grade 3 or above

    Career Progression

    Progression may include a level 3 qualification, an apprenticeship, or relevant employment.

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    Course Details

    Duration

    1 year

    Study Type

    Full time

    Start Date

    09/09/2024

    Course Code

    67621-01

    Course Fee (16-18)

    No fee

    Course Fee (Adult)

    £2,111 plus exam fee of £114   You may be entitled to support with fees. Click here for more info.

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    Course Facts

    History

    Keep up to date with our Facebook @creativeartslcc, Twitter @CreativeArtsLCC, and Instagram @creativeartslcc.

    Extra Curriculum

    We provide full-time arts education to over 1,000 students every year, from level 1 through to BA Honours degrees. If you are successful in gaining a place on one of our specialist courses, we will work with you to develop your creative skills and prepare you for the next big step – either to university, drama school, art college or the world of work.

    School of Creative Arts
    Leeds City College
    Leeds City College