Dance

Digita

l iTec

Media

Perfo

rming

Arts V

isual

Arts

CreateSus

sex Do

wns Le

wes Co

llege

Create

Dance.................................. 4

Digital.............................. 14

iTec.................................. 12

Media................................ 18

Performing Arts....................... 20

Visual Arts............................ 8

A levels and BTECs....................24

Front cover image: emily Wright after David Bailey. emily was a successful a level

applied art and Design and Photography student last year.

2

A word from the mAnAger>Dear Creative Reader

I’m James Poulter the Curriculum Manager for the Creative Media and Technology section at Sussex Downs Lewes College. What that really means is I get to go to lots of brilliant student shows, exhibitions, events and award ceremonies.

I also work with a fantastic team of staff who are passionate about their subjects. Lots of the teachers who work on our courses have experience working in the industries they are preparing their students for. Some are still working professionally in those industries. We have teachers and technicians who have studied their craft to a very high level and that’s one reason we are able to offer degree courses as well as high achieving A levels and Btecs.

We are lucky at Sussex Downs Lewes College because we have the best Creative and Technology College in the Country. We’ve got the amazing Music Academy, a fantastic Film making and Media department, high quality Web and Digital design training, award winning Software Development students, an outstanding Visual Arts area and even other colleges admit there’s no point in competing with our famous performing arts and dance courses. This year I’m really looking forward to seeing what kind of work our creative students on our newer courses like Fashion, Graphics, Musical Theatre, Popular Music and Informatics come up with.

Year after year, I see students progressing form school to university and on into work. For instance I met someone today who had started college with us doing GCSE level subjects, went onto University and now works in TV as a producer. One of the shows he works on is the X fActor- but I was still pleased to see him.

I could get serious now and tell you about how Creativity and Technology can change your life or how much money these industries make for the country . But I’d rather leave you to have a look through this newspaper. If you do decide to come to this college, maybe you could think of something you would like to put into the next edition of Create or the one after. It’s up to you, after all the most creative place in the world is in your head.

James with former student and X Factor

tV producer eddie Hall

3

4

Starting this September the Dance department at Lewes will be formally creating a Youth Dance Company which will be run in association with Ceyda Tanc Dance Company; a professional

dance company from Brighton. The Youth Dance Company, under the Direction of Ceyda Tanc herself will produce contemporary dance focused work that will challenge and inspire both the participating Sussex Downs students and the audience that will ultimately see the work.The intention is to broaden both the dance experience for all the dancers involved whilst at the same time giving them

valuable and exciting additional performance opportunities both in college and the wider community.What makes this project all the more valuable is that Ceyda Tanc is a former students of Sussex Downs, Lewes and since graduating from University she has begun forging a career for herself in a choreographic and education context. Ceyda is passionate about creating a unique movement language for herself but recognises the importance of educating and inspiring students to participate in dance whatever level they are at.

Septem

ber/12

:

Dance

creAte Yout

h Danc

e Comp

any wi

th

Ceyda

Tanc D

ance C

ompany

5

Ceyda showcased her first full dance work at Sussex Downs Lewes End of Year Dance show at the Corn Exchange, Brighton in June of this year to great acclaim. For current dance students to watch former students produce work in a professional context was a truly inspiring moment and anticipation for Ceyda Tanc and her company of dancers beginning work with Lewes Dance students is very high.The premiere of the Youth Dance Companies first work in association with Ceyda Tanc Dance Company will be at SDC Lewes on the 3rd & 4th December.The Youth Dance Company will also extend past the work

with Ceyda Dance Company and a sister company will also be running to create work for both internal show and per-formance in the wider community. This company will work with both contemporary and musical theatre style and will also build on the existing link between the Lewes campus of SDC and Priory School. Dance student from the Priory School selected as part of a stretch and challenge initiative will be invited to join the second youth dance company. Much like SDC Lewes, there is a thriving dance community at Priory School and this link will make the bond between pupils and staff more successful in the future

NeW

YoutH

DaNCe

DaSH N’DeSH6

As British Bangladeshi choreographer Akram Khan has now

made a home on the new A level dance specification, it was only

right that we took all our 55 A level students to

see his latest offering

Désh at Sadlers Wells on Monday evening.

To enrich the students further and investigate the vague boundaries between

visual art and movement, we first visited Tate Modern. Our visit w

as timely

as we were greeted in the Turbine Hall by the first commissio

n in the Uni-

lever series, These associations by Tino Sehgal. Our students embraced the

experience and although slightly puzzled, enjoyed being engulfed by a mov-

ing work of art as the performers swarmed around us, told us sto

ries and

sang in eerie tones which echoed around the great space.

The Tate tanks also provided us with some good opportunities to challenge

our students on appreciating art in different mediums, with film montages,

voice installations and a battle between two flashing projectors.

With our minds full of questions of what is art and what is p

erformance and

our bellies full of pizza, we left the south bank and headed for Sadlers Wells.

Désh is an incredible visual feast of a solo, with visual effects by Crouch-

ing Tiger director Tim Yip and lighting by Michael Hulls. Khan stunned

the students with his ability to spin with lightning speed and transform

into his father by drawing eyes onto his bald head and rolling it around

as though totally disconnected to his body. The haunting melodies of

Jocelyn Pook added another layer of filmic charm and drew us deeper

into Khans story as told through his unique mix of contemporary

and Kathak movements, voice and stunning projections.

The dance students came away inspired and excited.

All in all a fantastic day of enriching activities was enjoyed by

all.

DaSH N’DeSH

June/1

2 Danc

e Create a cu

tting

edge s

how

7

1

2

dAy one: Early start! Off at 6 am on a coach to Heathrow. Long flight, spend it watching in-flight movies. Arrive at Newark airport. Loads of security, makes you feel safe. Checking into the hotel. 4 of us to a room. The rooms are huge and we’ve got cable TV. Hotel in great location, right in the heart of the Big Apple, only a stone’s throw from Times Square. We walk out and visit the Flatiron District. Early evening we all venture up the Empire State Building to take in the spectacular panoramic views. The wind turns us into Jedward! As the sun sets the whole of Manhattan lights up like a massive Christmas tree.

dAy two: Up early, wretched jet-lag. Find diner nearby for breakfast. Waffles with maple syrup. Yum! Off as a group by bus to the Guggenheim. What a beautiful building! Well impressed by the distorted metal sculptures of John Cham-berlain. Picnic lunch in the sunshine in Central Park. After-noon spent in the Metropolitan Museum of Art. Soo much art. The evening we allowed to be in smaller groups. We went to Times Square. It’s dazzling and there is such a vibe. Took pizza back to hotel. Can’t believe we are nearly halfway through this trip already!

PoStCarDSFromNeW YorkMarch/12:

Visual Arts creAte some memories in New York City

dAy three: Another day, another diner. Scrambled eggs and lots of coffee. Free refills! Start the day at MoMA. Incred-ible! Fantastic art, photography and design. Loved the Cindy Sherman show. Hot dog lunch. Then we all go to the Whit-ney. It’s their Biennale and the work is extraordinary. Night time. It’s a group meal at the Hard Rock Café. It’s great to be all together on our final night. Don’t want to go home.dAy four: Last day. Boo hoo. Last diner breakfast. I going to miss starting the day like a real New Yorker. En masse to the International Centre of Photography, where there is a fantastic Weegee exhibition. Rest of the day SHOP-

PING! Buy some souvenirs and I ♥ NYC T-shirts for them back home but also treat myself to some must wears. Time’s up before you know it. Not enough hours in the day. All back, overnight flight, absolutely shattered. Best trip ever! When can we go again?

A major part of the creative area at Lewes is to allow stu-dents to experience trips and visits locally, in London and for some lucky students, to experience culture in Europe and America.

9

all NeW HorizoNS!

NeW! a level textile Design

You’ll start with experimentation and explore materials, techniques and processes leading towards an independent and original approach. Employing a range of specialist tex-tile equipment and expertise and linked with our computer suites and print making facilities the course includes explor-atory and project work in all aspects of textile design. These will include dyed fabric and materials, domestic textiles and wallpaper, interior design, constructed textiles and fashion, using both traditional methods and new technologies.

NeW! a level Graphic Design

Graphic Design is about understanding how to make effec-tive visual communication in a complex environment. The target audience, technical and production restraints and the design process all influence the personal interpretation of briefs and projects.

It includes practical project work and solving problems in all aspects of graphic design, including typography, illus-

tration, advertising, packaging, visual communication and digital graphics, using both traditional and modern media.

a level Photography

This course is designed around practical and theoretical application, knowledge and understanding. Lessons are devised to develop, build and extend learning in both the digital and chemical environment but also seeks broaden your appreciation and expertise by undertaking extensive research and critical development in the visual language of photography.

a level art

This course is structured to give you a clear understanding of the techniques and processes accessible in our Art, Print and Digital studios. You will be shown how to investigate the ideas and intentions of artists and their work in more depth. You will explore drawing, painting, print making and the manipulation of some 3D materials.

10

September/13:

Visual Arts creAte new and dynamic courses for aspiring artists and designers

Building on the expertise of our successful and long established courses, from September 2013

there are exciting times ahead for the highly successful Visual arts Section at lewes. We will

give you the opportunity to select from six art and design specialisms and to tailor your learning

experience to meet your needs. Come with us if you want to draw, make and create.

all NeW HorizoNS!

a level art History

This course develops your analytical abilities and critical vo-cabulary so that you can explore and interpret the world of Art, Design and the Arts in general in all of its richness and diversity. This is an academic rather than a practical course, so you do not need to be able to draw, as the emphasis is on your written work. This subject clearly supports your studies in other Visual Arts course but also links well with other A level subjects such as English, Philosophy, Classics, History, Media and Communications.

a level applied art and Design (Double)

This highly structured course offers a broad induction into a range of art & design skills, including 2D and 3D work, as well as the opportunity to use traditional and modern media, materials and technology. You will be required to engage in all these disciplines to support your progress into year two. Towards the end of the year you will be required to develop ideas and produce a quality outcome for the Summative Project. In the second year you will be required

to work within 2 of the following areas: Fine Art, Design or Multimedia, but towards the end of the year you will be advised in the identification of your strength and a potential pathway to produce outcomes for the final Synoptic Project. This 2 A Levels qualification is highly regarded with our stu-dents frequently achieving and being placed in the top-ten nationally.

miX aND matCH

As a Level 3 student you can put together any combination of the Visual Arts subjects . Our Art and Design courses presents exciting and challenging opportunities to learn much more about what it means to be creative. Our courses are designed to build on the skills and enthusiasm you bring. We will help you acquire new skills, broaden your knowledge, and help give you the confidence you need to achieve your full potential in this rich and exciting subject areaAs a creative and motivated student you will get unique opportunities to participate in projects, trips, events and exhibitions.

Building on the expertise of our successful and long established courses, from September 2013

there are exciting times ahead for the highly successful Visual arts Section at lewes. We will

give you the opportunity to select from six art and design specialisms and to tailor your learning

experience to meet your needs. Come with us if you want to draw, make and create.

informatics-what is that?

What is informatics? What does the

word mean and what do you do on

the informatics course?

Simply put, Informatics means solving problems with computers, phones, tablets and data. Now I don’t mean working out how to use your phone in the ordinary sense, just to make a call or text some-one or still less, trying to call up someone’s name and number from your contacts.

What I mean is making sense of the problems that everyone faces all day and everyday in the modern world. Finding answers to problems so that your world can keep on going round. I’m talking about things like how do you get your text structured in a document so that you can organise your ideas as you think of them? Think about it, wouldn’t it be good to have a struc-ture that you could apply to your notes. A structure that helped you turn them into an essay? Right there, just for you. With all the references thrown in too, of course.

12

WorD PlaYSeptembe

r/13:

Informatics creAte stunnin

g new interfaces

for

an iPad driven d

atabase app

Or maybe, what about this: how do you turn an old spreadsheet and some Word documents and phone-photos into a web site that reads well and looks great on a smartphone and is also sharp on someone’s desktop PC at the same time?

Informatics is about finding the answers to these kinds of problem - problems that get thicker and trickier as we need to interact with computers, smartphones, tablets and the Internet more and more.

While we’re talking about it, what about getting a picture from your phone to print out properly? Not looking like its full of square dots, and all the colours right too? That is, to go from RGB to CMYK. You know what you want to do but do you know how to go about doing it? Photoshop has a trick or two for that, and when you know what’s going on behind the scenes, its fairly straightforward.

We’ll show you how..

Ever felt embarrassed and at a loss when someone says ‘Could you take a look at that database, I can’t get it working?’ Or what if someone else asks you ‘Can you get my iPad up and running?’ Then again, what if they said ‘can you solve this problem with a database that runs on my iPad, just works and well, doesn’t look like one of those boring things you do in school with Access but looks cool, like an app and, you know, just does what I want?’

We’ll show you how..

So what is Informatics? Well for one thing, Informatics doesn’t mean sitting around with a PC just looking at a lot of spreadsheets. We answer all of the questions above and some more. How?

There’s a word for it: ‘skills’. The skills you need to get by and the skills you need if you’re going to get a grip on the modern world. Practical skills that will help you at college and afterwards at uni or in a job.

We do:

Structure and meaning: Why and when you use head-ings and outline mode; Data to go: mobile apps and Databases for iPads; Managing the message: publishing to the web and print; Front end meanings: looking at the interfaces that drive the way people interact with infor-mation.

making things for real

Informatics is full of interesting practical projects that teach you a range of useful skills to get by with and yes, there are some smart spreadsheets that make life easier too.

if that’s what informatics is, who’s it for?

Who’s it for - everyone. After all, everyone has to deal with the kinds of questions that have cropped up here. To give you more of an idea, currently on Informat-ics, there are students who do other courses in Dance, Chemistry, Law, English, Business, Photography, iMedia, Sport, Psychology, Art and English.

keeping a step ahead

You may have heard of (the Minister for Education) Gove’s challenge to ‘rip up all the ICT Teaching specifi-cations.’ We already did that.

informatics:

Take the challenge to the students and give them the head room to build the skills they need.No exam, no revision but real study skills that you can use directly on other subjects.Up to date practical projects and practical outcomes, assessed at the centre.

informatics:

* a BteC with the same uCaS points as an a level

* Supports your study skills in other subjects

* Provides practical projects that give you valuable skills

* Has a great working atmosphere and is a fun subject

WorD PlaYSeptembe

r/13:

Informatics creAte stunnin

g new interfaces

for

an iPad driven d

atabase app

Choosing to study iMedia was one of the best decisions I ever made. When I started, I’d never used a mac, opened Photoshop or built a website. Today, I’m typing this from a studio in central Brighton and, in an hour, I’ll be meeting my newest client to discuss the launch of a web application that’s going to be used by medical facilities all

over the world. iMedia gave me the framework to discover what was possible, find out what I was good at and think about how I could use it in the real world. I went on to study Business & Management at University before founding Links Creative, the digital agency I run today. The tutors were fundamental to my journey and continue to support me through our partnership in the First Steps Project - a non-profit initiative supporting the development of commercial skills, in the higher education curriculum, through regular collaboration with local businesses.

Student to Web agencyiMedia to

Links

Creative

The Interactive Media BTEC (we call it iMedia) is a course that specialises in using computers as a creative tool, covering top-ics from graphic design for advertising, interface design for the web, animation, digital video editing and interactive design.

You work in Abobe Creative Suite (Photoshop, Dreamweaver, Flash) and Apple Production Studio (Final Cut Pro, Motion,

DVD Studio Pro) to create adverts, web pages, film trailers, animations and showreels.

interactive media Goes to Web labs

We recently took students to an exhibition at the Science Mu-seum celebrating the power of the internet to connect people

and shrink distances. Students had their portraits drawn in sand by a robot, played musical instruments with internet users from across the globe and watched 360° video streamed from remote locations.

What happens after imedia?

Students from iMedia have gone on to study at university and enter into careers in the digital media sector.

Getting on with the tech:Interacting with live steaming video

James Harvey former iMedia student tells us where he has taken the skills he learned at college

14

WHat iS imeDia?

The Interactive Media BTEC (we call it iMedia) is a course that specialises in using computers as a creative tool, covering top-ics from graphic design for advertising, interface design for the web, animation, digital video editing and interactive design.

You work in Abobe Creative Suite (Photoshop, Dreamweaver, Flash) and Apple Production Studio (Final Cut Pro, Motion,

DVD Studio Pro) to create adverts, web pages, film trailers, animations and showreels.

interactive media Goes to Web labs

We recently took students to an exhibition at the Science Mu-seum celebrating the power of the internet to connect people

and shrink distances. Students had their portraits drawn in sand by a robot, played musical instruments with internet users from across the globe and watched 360° video streamed from remote locations.

What happens after imedia?

Students from iMedia have gone on to study at university and enter into careers in the digital media sector.

We have our own Foundation Degree and BA (top-up) in Dig-ital Media Design here at Sussex Downs College. Our graduates are working lots design and media jobs including at ITV, Poke and Epic.

iMedia student James Harvey went on to get a degree in Busi-ness from the University of Sussex, and then set up his own web design agency Links Creative, combining his business acumen with the web design skills he developed on his iMedia course. James has returned to Sussex Downs College several times to share his experience of setting up a web design business with current iMedia students.

Digital media Design Volunteers

Reasons to be Creative is a festival for artists, designers and coders who use computers as a creative tool. It’s three inspiring days of talks by designers, networking with professionals and learning about their field which Digital Media Design students threw themselves into.

A team of volunteers from Sussex Downs College were ticket collectors, guides and helpers at Reasons, and they came back with contacts, ideas and stories to inspire them.

in with the hottest show in town:

Students from Lewes have been cho-

sen to help out at the international

‘Reasons to be Creative’ festival. Its

a great place to make contacts and to

get to meet the people that matter in

the industry.

15

WHat iS imeDia?

The A Level Computing course is aimed at students interested in gaining a deep understanding of Com-puter Science.

If you’re interested in studying a computer re-lated subject at University and/or are interested in pursuing a career as a pro-grammer, software engineer, solutions architect or IT consultant then this course is for you.

During the first year, we focus on teaching you how to program in Python and the fundamental operation of computer architecture. In the second year we take learning into the abstract and explore concepts such as what does computation and computability mean.

You will also identify a real end user who requires an IT solution, such as a small local business. You will have overall responsibility project managing all phases of the project from analysing customer requirements to designing, testing and implementing the final solu-tion for the end user. You will be responsible for the

In 2011, Sussex Downs College became the first 6th form college to offer the award-winning Apps for Good programme, (appsforgood.org). A course that teaches students develop mobile apps to change their world.

The new BTEC Software Development course was conceived to develop skills to help students gain employment in the IT sector, designing and building software.

Within the first few weeks all of the students had pitched their ideas for the next killer app to a panel of industry ex-perts. During the months that followed the teams worked on their ideas by developing wireframes, prototypes and a final pitch including creating a video to market their app.

In May 2012, two teams from Sussex Downs College we selected as finalists to attend the Barbican centre in London. The day included a day of workshops on mobile app design and gamification, run by leading players in the industry such

ComPutiNG a leVel SoFtWare DeVeloPmeNt BteCeXamS CoDe aND moBile aPPS

in 2012, 100% of a2

Computing students

passed and 40%

achieved an a*-B.

The A Level Computing course is aimed at students interested in gaining a deep understanding of Com-puter Science.

If you’re interested in studying a computer re-lated subject at University and/or are interested in pursuing a career as a pro-grammer, software engineer, solutions architect or IT consultant then this course is for you.

During the first year, we focus on teaching you how to program in Python and the fundamental operation of computer architecture. In the second year we take learning into the abstract and explore concepts such as what does computation and computability mean.

You will also identify a real end user who requires an IT solution, such as a small local business. You will have overall responsibility project managing all phases of the project from analysing customer requirements to designing, testing and implementing the final solu-tion for the end user. You will be responsible for the

budget, delivering against timescales and evaluating the final solution.

In 2012, one of our student’s project was to design a robotic lighting rig for a theatre that sensed the loca-tion of actors on stage and followed their movement

using Arduino board. Essen-tially building a Kinect box for the arts.

To apply, you’ll need a Grade B or above in GCSE Mathematics and Science.

International students should have a minimum IELTS score of 6 (or equivalent). These are in addition to the standard college entry requirements for the pro-gramme you have chosen. All applicants will also be interviewed by a member of the course team where we will be looking for evidence for a strong aptitude and passion for Computing and programming.

What do other students say about this course?

“There aren’t many courses out there that let you build a robot!”

as We Are Human. During the evening, the finalists each had 60 seconds to pitch their app ideas to a panel of industry leaders from companies including Samsung, Barclaycard, Virgin and BlackBerry.

During the judging process, one of the apps caught the at-tention from a representative from No. 10 and the following week, a team from Sussex Downs travelled again to meet and discuss their ideas, this time with a Downing Street repre-

sentative. This academic year has already got off to a flying start as we have been fortunate to be selected for a new pilot which will require the students to develop, build and pitch their apps to the social networking giant, Facebook.

17

in 2012, 100% of a2

Computing students

passed and 40%

achieved an a*-B.

BteC Creative media (Film and television

Production) Creativity is not logical. Films are not logical - just think about what you watch! ‘Adventure Time’ is not logical. ‘Dark Knight’ is not logical. ‘Lord of The Rings’ is not logical. They are ‘random’ and they are ‘weird’ and ‘strange’. So where do these ideas come from? Not from thinking logically that’s for sure.

How do they get made? Not from being lost in the dream world that’s for sure. The trouble is there has to be a balance between the creative, free thinking re-quired to conjure up these weird and wonderful worlds and the focus and logic it takes to turn these ideas into something that can be watched and shared with others. Because of this tension (between creativity and practical logic) sometimes creativity and creative courses can feel ‘all over the place’.

Some of the time you need to have your head in the clouds, some of the time you need to have your feet firmly on the ground. Luckily for you the Creative Media (Film & TV Production) course has been thought out with this in mind and as the weeks roll on you should feel yourself grow as a creative dreamer with stories to tell as well as a practical crafter that can fashion those dreams into actual moving films. Both sides of this coin are hard work and both take practice and patience.

Not everything works out straight away.

Take comfort by accepting that if you follow up all the things that are offered and

shared on the course you will progress through carefully planned experiences that will help you grow in both directions.

For example if you were studying with us right now you would have just moved through a planned cycle of workshops exploring animation and the beginnings of film. In the first week you would have thought about creativ-ity, painted in a cave, made vision persist, created movement with single pages and photographs and turned a record player into an animation table.

If you paid attention to all these ideas and tried your best to make an attempt at each you would have begun to understand where animation comes from alongside starting to use animation techniques to create your own.

Later on as the weeks progressed you would have watched examples of the ‘photo-roman’ and pixilation animation techniques, been surprised by the extraordinary ‘La Jette’, organised images in a se-quence in film editing software, matched images to sound and narration, photographed light, played with still pictures to tell and investigate stories and begun to think about where your own ideas come.

Phew – and that’s just the first two weeks. So why not come and join us and deepen your understanding of film and television as well as starting to dream up and create your own?

CreatiVitY iS Not loGiCal

October/12 TV & Film Create cutting

edge movies

18

shared on the course you will progress through carefully planned experiences that will help you grow in both directions.

For example if you were studying with us right now you would have just moved through a planned cycle of workshops exploring animation and the beginnings of film. In the first week you would have thought about creativ-ity, painted in a cave, made vision persist, created movement with single pages and photographs and turned a record player into an animation table.

If you paid attention to all these ideas and tried your best to make an attempt at each you would have begun to understand where animation comes from alongside starting to use animation techniques to create your own.

Later on as the weeks progressed you would have watched examples of the ‘photo-roman’ and pixilation animation techniques, been surprised by the extraordinary ‘La Jette’, organised images in a se-quence in film editing software, matched images to sound and narration, photographed light, played with still pictures to tell and investigate stories and begun to think about where your own ideas come.

Phew – and that’s just the first two weeks. So why not come and join us and deepen your understanding of film and television as well as starting to dream up and create your own?

CreatiVitY iS Not loGiCal

October/12 TV & Film Create cutting

edge movies

19

Lizzie Zeyfert, Venue Manager of the All Saints Centre, Friars Walk, Lewes.

On Wednesday 17th October 2012 the Performing Arts Department held its 10th Anniversary Careers and Progression Day in the Performing Arts Centre in Lewes with some of the best Drama schools in the country run-ning workshops, talks and events for our current students.Mountview Academy, Rose Bruford, LAMDA, Central School of Speech and Drama and the Royal Scottish Conservatoire, as well as Chichester University, Middlesex University and Northbrook College, all presented events designed to ensure that students from the department are prepared for the best possible progres-sion routes.

Workshops in acting, audition techniques, singing, dance, design and production were all full as students took advantage of the opportunity to improve their skills and abilities, and to prepare themselves for progression.Curriculum leader Linda Banks said it was “a particularly special way to celebrate the 10th anniversary of our Careers Day”, espe-cially as one of the workshop leaders was one of our former stu-dents, Josie Dunn, currently appearing in the West End in Back-beat and about to transfer to Los Angeles.For such a successful day, we could have had no finer example of the opportunities the department offers and where success at Lewes can lead to.

So fIrSt the heAvy bIt: the a2 course comprises two

units of which a staggering amount of the

assessment (80%) is through written work, in a

3500 word essay and an end of year exam.

Now the fun bit, as the majority of the year’s work in class is practical with the emphasis as a student on your own creativity, interpretive and collaborative skills, imagination, initiative, all combined with commitment and hard work.

The show in the second year is a devised piece of theatre drawing on a variety of different influences and performed as Site-Specific Promenade Theatre, where the actors and audience move around from space to space.

The second unit is in relation to the exam which comprises two parts. Firstly you are in the role of a Director creating your own imaginary production of an Ancient Greek Comedy (Lysistrata) about women going on a sex strike to

stop a war.

PerformIng ArtS

cAreerS & ProgreSSIon dAy

20

Lizzie Zeyfert, Venue Manager of the All Saints Centre, Friars Walk, Lewes.

Workshops in acting, audition techniques, singing, dance, design and production were all full as students took advantage of the opportunity to improve their skills and abilities, and to prepare themselves for progression.Curriculum leader Linda Banks said it was “a particularly special way to celebrate the 10th anniversary of our Careers Day”, espe-cially as one of the workshop leaders was one of our former stu-dents, Josie Dunn, currently appearing in the West End in Back-beat and about to transfer to Los Angeles.For such a successful day, we could have had no finer example of the opportunities the department offers and where success at Lewes can lead to.

My name is Lizzie Zeyfert and I am the Venue Manager of the All Saints Centre, Friars Walk, Lewes.

When I was approached by Sabina Townsend about having an exhibition of student work here I was very happy to be able to offer the space to students on the Visual Arts.

In the 2011 exhibition we were overloaded with amazing pieces using many different art techniques. At the beginning of the project we were going to choose four to display but as it was so hard to choose which ones we would display we ended up showing thirteen!

The Private View was attended by the Mayor and many of the Town Councillors and local artists and designers, who were all extremely impressed by the high standard of the work displayed.  I went to Sussex Downs College from 2002 to 2004 where I studied Double Award Performing Arts, Media Studies and Photography. I studied for a Foundation Degree in Venue Management at Northbrook College in Worthing, which was a natural progression for me and has helped

me enormously with my career.

The All Saints Centre is a Community, Arts and Youth Centre, about ten minutes walk from Sussex Downs College. My role as Venue Manager is to take and look after bookings. I also look after the maintenance of this historic building. We prioritise community groups and not-for-profit organisations, over commercial and private events. We have recently set up Film at All Saints where we are showing current films on a traditional 35mm projector. For this I look after the ticketing and marketing as well as the front of house. Sussex Downs College and the All Saints Centre are working together again this year so I am really excited about seeing what the students produce this time. I am also really looking forward to more theatre productions by students on the Theatre/Drama courses being rehearsed and performed here.

You then answer questions on how you would rehearse your actors, and your overall production interpretation for a modern audience.

The second part to the exam is a comparative essay between a Shakespeare play that we go to see and how it may have been performed in Shakespeare’s time.

We try to go to see a production in London, taking in a tour of Shakespeare’s Globe and the National Theatre.

Productions we have seen over the last few years include a riotous Midsummer Night’s Dream by Filter and an astonishing Hamlet at the National.

Students that have done the course have progressed in a variety of whole different directions: onto Dance School (London Studio) and into Mathew Bourne’s Swan Lake; onto Drama School and into the West End (Backbeat); or doing Drama at University (UEA, Royal Holloway, Chichester, Queen Mary’s etc); Classics at Exeter & Cambridge, or even Zoology at Imperial.

21

ProductIon ArtS At SuSSeX downS truly lives up to its

status – “the rock & roll Course of the College”.

The recent Creative Choices day, at the Theatre was facilitated by SDC students on the Production course.

They rocked to the “Air Guitar Hero Video Workshop” and all participants (year 9’s interested in Production) walked away having played air guitar on the main stage, operated a vision mixed and with a mask moulded specifically around their face – truly inspired

thIS IS no ordInAry courSe with no ordinary co-

ordinator. Phil Rose (or Philip Rhodes in the business) gives a grounding of all disciplines in year one, mask making,

video, lights, sound, film, stage management and they all become members of Lewes youth Theatre Production – a vibrant and up and coming community production resource.

Those students that progress to the second year are put through their paces on many varied and exciting site specific events, some utilising acting students from the college and some completely independent and out in the real world.

Last year’s projects included a range of fabulous and exciting shows. The fifth year of “Commedia De’Lewes”, a full produc-tion stage in the middle of the shopping precinct on Lewes late night shopping night.

oN tHe StreetS... iN tHe oPera...

aN eXtraVaGaNza!

22

the hIghly AcclAImed “evenIng of Shakespeare” at

michelham Priory, a promenade inside and out the

magical venue with much fire and fury.

There was also “Tongue & Groove’s Pells Pool Party” the 7th year of this huge fundraising event by a Phil’s band to save the treasured outside pool, “PATINA” the massive moving on parade around Lewes for year 6’s which involves 14 primary schools and over 600 children.

Last but not least, Lewes Yuoth Theatre put together “The Bat-tle of Lewes Experience in 4D”. This was an immense spectacle – a sound and light show which involved blowing up Lewes Castle.

thIS eXtrAvAgAnzA feAtured over 100 members of the

cast . King Henry himself was played by Arthur Brown, the God of Hellfire.

The event was sold out many times over and LYT have won the pitch to create a bigger event for the 750th Anniversary of the famous battle in the Priory Ruins.

who IS bIddIng for the funding to make this project

happen? Of course, SDC Production Arts Students and Lewes Youth Theatre. If the £50000 bid for is secured – there will be an exciting couple of years ahead … and a lot more to rock and roll about …

oN tHe StreetS... iN tHe oPera...

aN eXtraVaGaNza!

23

When you finish at school, you will have

some GCSes and other qualifications,

if you want to progress further in

education towards university or a better job, you

will need to add to your qualifications but which

ones should you choose?

Everyone knows that you can do A levels (which are made up of year

long AS and A2 courses) or BTECs (which can be single or double)

and which are also divided up into year long sections.

Alternatively, you could, if you prefer, choose only to do A levels but

then again, you could equally opt for a BTEC only provision or even

choose a mixed programme of both A levels and BTECs.

Confused? Its highly likely and at first glance it all looks more than

a little perplexing but there are clear choices to be made and some-

where in the mess of options, there is the right decision for you to

make. To find out where, read on...

The most important thing to remember is that there are advantages

and disadvantages with each choice and knowing what the benefits

or drawbacks of each pathway might be, will help you make the right

decision about your future. You are, after all, deciding the first steps

for your career path.

A levelS

Generally, A levels take two years to complete with the first year

called an AS course and the second an A2.

Both of these year long courses require an exam and often some ad-

ditional course work. Generally, but not in every case, the award for

an AS or an A2 is given as 60% for the exam and 40% for the course

work.

Normally, A level exams can be sat at two points in the year, one in

January and the other in May/June.

AS level

You have to do an AS one year course in a subject before you can go

on and do the A2 but you can also choose to do only the first year

as an AS and then ’walk away’ from the subject with a grade and in

effect, half an A level (with all the UCAS points your grade entitles

you to).

In the first year of life at college it is accepted that the majority of

students will undertake four AS level (or equivalent) courses and

choose to drop one at the end of the year after the summer exams.

The advantage of the AS to A2 system is that this can be done and

the year spent on the subject that is dropped isn’t wasted as the stu-

dent will have a certificate, grade and UCAS points to show for their

work.

For many students, the drawback with the A level system is the exam

base which requires heavy periods of revision and a ‘high wire’ exam

day performance with little or no ‘safety net’. If you make a mess of

your exam in January you get another chance in June but that is the

only fall back.

The only strength of this double chance is that a student can take

the exam in January and again in May/ June. The highest score of

the two exams is the one that is recorded and used. That is to say,

take the exam in January, get a B and then sit again in June and get a

C, and B is the grade that is recorded for the year. (The expectation

would be that the student might get an A grade in May/ June having

achieved a B in January).

A2 level

Go on and do the second year of the A level, the A2 year, and you

will have to do another exam and possibly some more course work

again. When you have taken the A2 exam and submitted your

course work, you will receive a grade for both A2 scores and an

overall A level grade that is an amalgamation of the AS and A2

grades. This final grade is arrived at through complex calculations

designed to ensure fairness, value of student effort and a recognition

of the progression of difficulty between the two years of the full A

level.

btecS BTEC courses come as single and double award courses and are

worth very much the same as one single A level or two A levels re-

spectively.

A single BTEC course is called a BTEC Subsidiary Diploma and is

generally worth the same UCAS points as an A level.

The first year of a BTEC Subsidiary Diploma is called a BTEC Cer-

tificate and is similarly equivalent to an AS level and carries the

same UCAS points.

A double BTEC is called a BTEC Diploma and consists of two years.

In the first a student does a full BTEC Subsidiary Diploma and in

the second completes with a course simply called ‘Diploma’.

On a single award BTEC, a student would do three units in the first

year of the Certificate and then another three on the second year of

the Subsidiary Diploma, giving a total of six for the full two years.

On a double award Diploma BTEC, a student would do six units on

the first year, the Subsidiary Diploma and a further six on the sec-

ond year, giving twelve units in total.

Therefore, three BTEC units in a year equals an AS or A2 course.

Six units in a year on a double BTEC equals a full A level and twelve

over two years is equivalent to two A levels.

BTEC courses are practically based and entirely founded on course

work with no exam (although that will likely change in the future

with a possible 75% course work and 25% exam breakdown.)

BTEC courses are now generally assessed at the centre, subject to

internal and external verification systems.

In the past, BTECs were said to be less attractive to some universi-

ties and that remains the case with Oxford and Cambridge and some

of the ‘red brick’ universities but, by and large, BTECs are nationally

recognised and fully accepted now by universities and employers.

A levels remain an attractive option for the more academic students

who are used to working to and preparing for written exams and

BTECs tend to be valued more by students who perform less well in

exam based courses.

Many students find that a mixed programme of BTECs and A lev-

els provides an attractive option that helps to manage revision and

exam periods and allows for the fourth subject to be retained into

the second year of college-life. This last point is an important one in

an increasingly competitive world.

ComPare a leVelS

& BteCSSep

tember

/13 Yo

u Create a fa

ntasti

c mix

of

course

s that

fits y

our le

arning

needs

exact

ly

Year 1 Year 2

Year 1 Year 2aS a 2

Worth ½ a leVel Worth ½ a leVel

eXam aND CourSeWork eXam aND CourSeWork

BteC CertiFiCate BteC SuBSiDiarY DiPloma

Worth ½ a leVel Worth ½ a leVel

only Coursework- 3 units only Coursework- 3 units

BteC SuBSiDiarY DiPloma BteC DiPloma

Worth 1 a leVel Worth 1 a leVel

only Coursework- 6 units only Coursework- 6 units

BteC Do

uBle

ComPare a leVelS

& BteCSSep

tember

/13 Yo

u Create a fa

ntasti

c mix

of

course

s that

fits y

our le

arning

needs

exact

ly

take aNY ComBiNatioN:

4 aS levels

3 aS levels & 1 BteC Certificate

2 aS levels & 2 BteC Certificates

1 aS level & 3 BteC Certificates

1 BteC Subsidiary Diploma & 1 BteC Certificate

1 BteC Subsidiary Diploma & 1 aS level

rememBer:

in the first year you do an aS, Certificate or

Subsidiary Diploma course if you are on an aS-

a2 course or you do a Subsidiary Diploma.

or you do a Diploma course for two years

(with a single a level or single BteC)

Year 1 Year 2

Year 1 Year 2aS a 2

Worth ½ a leVel Worth ½ a leVel

eXam aND CourSeWork eXam aND CourSeWork

BteC CertiFiCate BteC SuBSiDiarY DiPloma

Worth ½ a leVel Worth ½ a leVel

only Coursework- 3 units only Coursework- 3 units

BteC SuBSiDiarY DiPloma BteC DiPloma

Worth 1 a leVel Worth 1 a leVel

only Coursework- 6 units only Coursework- 6 units

27

Dance

Digita

l iTec

Media

Perfo

rming

Arts V

isual

Arts

Next y

ear it

s you!

CreateDSus

sex Do

wns Le

wes Co

llege