4) Be able to focus and control luminaires

Beam control: shutters; barn doors; French flags; gobos; iris diaphragms; rotators; effects; donuts; top hats;

Power: connectors; cable; grelcos; multiway systems; internally wired bars

Communication: response; reaction; accuracy; speed

These essential skills can be used if learners go directly into the industry or asa good grounding for further study at a higher level. The unit is suitable for study by a newcomer to the sound area of production and can also be a useful methodof gaining additional skills for someone already working in the industry in a different area ? lighting and staging are good examples. 

Prospective learners should also note that many of the skills developed in this unit are transferable to work in associated areas. Nightclubs, churches, exhibition centres, public buildings, radio and television all require staff with a thorough working knowledge of sound operation techniques. It may be possible for some of the assessed work to be carried out at local venues or other suitable locations. Amateur and professional work experience will enhance the opportunities for learners to demonstrate their sound skillsand integrates easily into the unit structure.

There is some commonality between this unit and Stage Sound Design, but the focus is very different. This unit is designed to build learner skills in the functional areas of sound. They will be able to correctly connect equipment, carry out recording processes and act as sound operator for performance. Stage Sound Design uses these fundamental concepts and relates them to performance where being able to fulfil a design remit is the critical factor. The design unit has a focus on the production process and sound for many different performance genres. Centres may offer either or both of the units to suit their requirements. There is no requirement to study this unit before Stage Sound 

Design, although this is an ideal progression route through this study area. Edexcel BTEC Level 3 Nationals specification in Production Arts.

Learning outcomes

On completion of this unit a learner should:

1) Be able to evaluate the acoustic properties of a performance venue

2) Be able to demonstrate skills in recording techniques and associated technology

3) Be able to provide sound for performance. 3 Edexcel BTEC Level 3 Nationals specification in Production Arts

Unit content

1) Be able to evaluate the acoustic properties of a performance venue

Sound: wavelength; frequency; amplitude; direction; fundamentals and harmonics; octaves; frequency response; decibels (dBs); human voice and hearing.

Acoustics: natural and artificial reverberation; reflection; absorption; insulation and isolation 

Transducers: microphone types; pick-up patterns (polar diagrams); selection and use; loudspeaker types; active and passive crossovers; connectors and cable; flying systems.

2) Be able to demonstrate skills in recording techniques and associated technology.

Microphone technique: stands; positioning; instruments; cabling; cable safety; Dis Sound mixers: analogue/digital equipment; gain; polarity (phase); auxiliaries; inserts; sub groups; meters;

Monitoring; bussesSystems: the recording process; analogue/digital recording; signal processing; data compression and reduction; synchronisation; storage media; hardware/software systems

Products: backing tracks; click tracks; sound effects; scene setting music or effects; information and safety announcements

3) Be able to provide sound for performance

Rigging: get-ins/outs; set-up and placement; line checks; monitors; sound-check; safety Equalisation: parametric; band pass; graphic; feedback reduction

Radio microphone systems: types; licensing; antenna systems; diversity; frequency setting; RF theory and techniques; specialist microphone types; operation techniques

Amplification: power supply; power output; impedance matching; levels; distortion.

Operation: role of sound operator in production and performance; cue sheets; scripts and documentation;fault-finding.